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Rationale Educational research has shown that traditional lectures may create a passive environment with little student engagement in the learning process. College instructors today find themselves in the midst of a paradigm shift from an instructor-centered learning environment to a student-centered environment. Thus, science instructors are continually challenged to create an atmosphere which promotes active learning, rather than relying on standard lecture formats to cover large volumes of content. In addition, there is the perennial challenge of addressing a culturally diverse student group with varied learning styles, and varied degrees of willingness to participate in class discussions. Students who do not make personal connections with students/faculty through discussions are less likely to be retained in the major or even at the institution. Mobile technology, in the form of the tablet PC, offers the opportunity to promote contributions by all students. Students who learn that they can safely make anonymous comments via the tablet PC are more likely to contribute to class discussions. As they begin to become part of the group process of sharing knowledge and experiences, they may be more likely to make the kinds of academic and personal connections that will help them remain in college.
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Implementation (pedagogy) The immediate goals of the project are to create an interactive learning environment with novel teaching modules and strategies using mobile technology in one of our core biology courses. The core course targeted for redesign in the pilot implementation of this initiative is Biology 113, Introduction to Cell and Molecular Biology (lecture and laboratory course). Novel teaching objectives using the Tablet PC mobile technology include but are not limited to: 1) student collaboration on problem solving by sharing information, ideas, and hand-drawn digital models/diagrams electronically in the classroom, 2) student use of modeling software to visualize abstract concepts and 3-dimensional structures, 3) student access to online resources for research, 4) ability of instructor to tailor lectures, discussions, and activities based on assessment of student comprehension and misconceptions using so called just in time quizzes, and 5) student collection, analysis, and sharing of data including hand-drawn digital diagrams and digital photographs in the laboratory.
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Implementation (technology) In the pilot project, Dr. Hutchins and Dr. Shuler will redesign Biology 113 so that both the instructor and the students will utilize the Tablet PC in ways that will enhance the learning environment. New instructional modules for key topics in cell and molecular biology (CMB) will be developed for and made available to all Bio113 instructors. These modules will include computer based lectures, that will incorporate multiple interactive segments, in which students will utilize the Tablet PC to offer digital annotation of graphs, diagrams, current theories, and bioethical principles in CMB. Experience has shown that a significant number of students are reluctant to participate in oral discussions of these topics. Using the Tablet PC, students will be able to offer substantive comments with the comfort of relative anonymity. The Tablet PC will also be used to lead student groups in collaborative problem solving activities that incorporate Internet-based CMB resources.
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Impact on Teaching The anticipated outcomes of these novel teaching approaches using mobile technology are: 1) increased student engagement, including women and minority students, in the learning process through additional communication and collaboration capabilities; 2) enhanced student research involvement and productivity in laboratory and field experiences; 3) increased inclusion of students with a variety of learning styles; 4) increased first-year student retention; and 5) advancement of the educational technology vision of the school.
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Impact on Student Learning Students and faculty involved in the project will be surveyed and interviewed to determine the effectiveness of this technology in enhancing the learning experience. Assessment instruments will be designed to provide qualitative and quantitative data that will be used to determine the overall effectiveness of mobile technology in Bio113. In the first year of the pilot project, assessment will be conducted by asking students to rate, using a Likert Scale, the quality of the learning environment and the effectiveness of mobile technology as indicated by 10 key parameters, e.g. “The Tablet PC made it easier for me to participate in lecture discussions. One Year Ago Dr. Phil Shuler, Project PI, has taught one of our targeted courses, Agricultural Issues in Society, for about 10 years on a regular basis. Student oral discussions of complex and controversial ethical issues has often been characterized by hesitation, a dearth of critical thinking, and less than optimal articulation of key issues. The Tablet PC project has offered an alternative approach to these kinds of class discussions. Today In the first semester of HP Tablet PC use, Dr. Shuler developed an exercise where students used the HP Tablet Computers to respond to a controversial issue in land management, i.e. livestock grazing on public lands. After watching a video that illustrated both sides of the issue, students used the tablet PC to compose their own response to the issue during the class session. Using the classroom wireless network provided by the HP grant, students emailed their response to Dr. Shuler during the same class period. In examining the student responses, Dr. Shuler soon determined that he had received some of the most skillfully articulated responses he has received on this kind of excercise in the past ten years. Being able to comment with relative anonymity (in respect to their fellow students) seemed to facilitate more candid and substantive responses from students. One Year From Now As we continue to assess student responses to the use of the HP Table computers, we hope to develop quantitative documentation of the premise that judicious use of the Tablet PC can enhance the learning environment in our classes, specifically in the way that students interact with each other and their instructors. In the first term of the HP Technology in Teaching Project, our initial data seems to support our contention that the Table PC is enhancing the learning environment.
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Dr. Ginny Hutchins utilizing the HP Tablet PC in Freshman Biology
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" In my view, effective teaching will utilize educational technology in an appropriate balance with other teaching techniques, especially those that are considered more active, student centered learning approaches." - Dr. Phil Shuler, Project PI
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Quick Facts Department: Agriculture and Biology Department, Fort Lewis College, Durango, CO 81301 Courses Impacted: Introduction to Cellular and Molecular Biology, Issues in Genetic Engineering, Introduction to Medicinal Crops, Introduction to Animal Science, Forage Production and Management, Agricultural Issues in Society # Students Impacted: 180 (First term of the project) # Faculty Involved: 3 (First term of the project) This project is funded in part by an HP Technology for Teaching grant.
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References & Publications Moving Toward a Mobile Teaching and Learning Environment: Using Notebook Computers University of Minnesota at Crookston. www.crk.umn.edu/technology/thinkpadu/thinkpadmobile.htm#Solution: The Mobile Computer
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