|
|
Rationale Our project focuses on three important issues associated with teaching and learning: 1) the need for faculty in all disciplines to evaluate their teaching effectiveness and actively transform teaching practices, 2) the lack of engagement of many students, especially in large lecture classes and 3) lack of faculty knowledge and understanding of the role that technology can play in enhancing teaching and learning. Our efforts started with faculty and students in the areas of science, engineering, and mathematics. Our current program involves faculty across campus. In order to meet the needs of a diverse faculty cohort, five models of instruction, based on tablet PC technology, are being investigated. Overall, the driving force for such implementation is to enhance student learning by improving the process and product of teaching formats and enhancing sharing and discussion of concepts and problems among students and their instructors.
|
|
|
Implementation (pedagogy) Most courses impacted by our project were taught initially using a chalkboard or whiteboard with the addition of PowerPoint slides or transparencies. Class time was devoted primarily to information ‘lectured’ by a professor. Now there is an emphasis on student processing of conceptual information, problem solving, exchange of ideas among students and with the professor, and availability of archived files for students use. Many of the pedagogical changes implemented by faculty follow current approaches to improved student learning (e.g., http://www.first2.org). The pedagogical changes are stimulating a) improved classroom dynamics and interaction with students due to the mobility of the tablet PC and flexibility of a wireless projector, b) enhanced lecture notes, podcasts, and videos due to the inking/highlighting tools and recording capabilities of the tablet, c) development of peer-to-peer instruction where student groups share and critique written solutions and ideas with their peers, and d) offering of virtual office hours in Blackboard or Elluminate using pen-based technology that allows instructors to easily draw structures, diagrams, and mathematical equations. In field and clinical settings there is an emphasis on sharing, annotation, and discussion of data, photographs, and clinical procedures using the tablet’s ad-hoc network while on-site. Faculty understanding and implementation of pedagogy is enhanced through workshops by experts in the use of tablet-related software and in modern pedagogy. Also, the tablet PC user group has partnered with the Center for Teaching, Learning and Technology (CTLT) to offer expertise and workshops for Murray State faculty in tablet-based teaching methods. The staff at CTLT provide resources to all faculty members related to instructional design and best practices in traditional, blended, and on-line courses.
|
|
|
Implementation (technology) Many faculty exclusively use a tablet PC for creating and annotating notes and diagrams in class, test-taking, and/or grading papers. Use of digital ink and annotation create rich and very useable sets of electronic notes and videos of class sessions that are archived for continuous student access. In the one-tablet model the presence of a tablet PC, along with a wireless projection system, creates an interactive environment among students and the instructor. In the multi-tablet model, this interactivity is enhanced and collaboration among students and instructor can be maximized. Sharing of student work and professor notes has involved using OneNote, Classroom Presenter, NetSupport, Journal, and Elluminate. Of these programs, only Elluminate has proved to be a reliable means of interactive communication. Peer-to-peer instruction and active learning activities for students are used with both the one- and multi-tablet approaches. The pen-based technology available with the tablet PC has enabled effective use of Elluminate and the virtual classroom available in the Blackboard online course management system. Software programs such as Camtasia are also used in conjunction with tablet PCs to produce screencasts of lectures (capture ink strokes) and to make instructional movies that can be used in synchronous and asynchronous learning environments. Likewise, tablets are used to complement podcasts of class sessions. Information obtained with digital cameras and global positioning software (GPS) is shared in field and clinical settings using the ad-hoc network capability of tablet PCs.
The One-Tablet Professor
From Chalk to Digital Ink: Using a Tablet PC to Enhance and Archive Physics Lecture Notes
Easy Grading and Commenting on Student Writing Using Tablet PC Ink Annotations (English and Philosophy)
Teaching On-Line with One Tablet PC (Accounting)
Online Tutorials for Students (Economics & Finance)
Using a Single Tablet PC in Science Courses
Providing Extra Help Using ONE Table PC (Computer Science & Information Systems)
Tablets in Clinical and Field Settings
Camtasia for Live Notes Online
|
|
|
Impact on Teaching The overarching goal of this project is to improve faculty teaching and student learning through use of tablet and mobile technologies. In 2006-2008 20 faculty, representing all six colleges on campus, redesigned a total of 36 courses through implementation of tablet PCs. A majority of faculty reported more efficient use of class time such that students are better engaged during class and ask more insightful questions which further enhances teaching. Using tablet PCs and a sharing program, faculty give students more individualized instruction during group work. Tablet PCs also allow faculty and to view and annotate graphics and group solutions to problems. Students share solutions to problems and defend their anwers, which are the posted in an electronic format. In field and clinical settings, faculty provide on-site instruction more effectively using the sharing capability of tablet PCs. For most courses, students are provided with more resources including annotated sets of notes, recordings/videos of class sessions, and virtual office hours. In on-line courses, faculty interact more effectively with students using pen-based technology and voice recordings for critiquing student work. Our Tablet PC project also impacts pre-service teachers through the use of tablet-enhanced instruction and tablet-based activities conducted by majors in middle and high school education.
|
|
|
Impact on Student Learning Objective and subjective impacts of tablet PCs on student learning are reported in the publications listed. The impact on student learning has been assessed by measuring student attitudes and learning gains. To date, aggregate data from over 1,000 students across campus show a positive response to tablet instruction in terms of attitudes. Statistically significant learning gains have been measured in chemistry and some mathematics courses. For example, before tablet implementation, students in an introductory chemistry course scored in the 53rd percentile in the nation on a standardized chemistry exam. The course is now taught using the one-tablet model and students score in the 70th percentile. Assessment using exam scores in a calculus and an upper-level math proof course showed that mean scores were significantly higher, by 11-15 for students who used tablets in the classroom compared with those who did not. However, in a lower level algebra course and two Animal Health courses, learning gains did not differ significantly for classes taught with and without tablet PCs. In an upper-level biology anatomy course, final grades did not improve significantly with tablet enhanced instruction, student use of tablets for annotating notes during lecture, and the availability of annotated lecture files on-line. On a subjective level, faculty reported that students are better able to construct knowledge on their own, organize information from peer-to-peer learning, and explain course material to one another often giving students another perspective on the course material.
|
|
|
|
Dr. T. Canerdy and his students use tablets to communicate across distance and physical barriers. Quotes: "Faculty become excited about teaching and students frequently learn more when using tablet PCs along with sufficient technical and peer support. Tablets have the capabilities and versatility to catalyze change in virtually any venue, including small and large classes, field courses, student research, and distance learning." (T. Derting, P.I.) "From weekly and spontaneous office hours for students in a hybrid distance learning class to evening exam reviews with face-to-face students, the tablet PC has provided new opportunities to teach students in the office hours setting where some of my most effective teaching is done. There is no doubt in my mind that I am a better instructor and that my students’ learning is enhanced with the tablet PC." (J. Rogers, Faculty Mentor) "We incorporated the use of Elluminate in one course, Mathematical Modeling. With the use of the tablet, the entire focus of the course increased because of the enhanced opportunities provided to the students with group work and interactive experiments in real time. The tablet allowed for the depiction of explicit details while doing field experiments." (R. Fister, Faculty Mentor) "It was interactive, information was engaging because of the method of teaching, loved how it changed handwritten to typed text, was something different, makes it easier to understand, and taught useful technology tips for the classroom, made learning fun." (Student)
|
|
|
Quick Facts Departments or Colleges: Biological Sciences, Chemistry, Mathematics and Statistics, Engineering and Physics, Nursing, Agriculture, Education, Economics, English, and Finance and Accounting. Courses Impacted: BioMathematics, Intro. Chem. II, Organic Chem. I, Biochemistry, Gen. College Chem. I and II, Teaching Strategies, Teaching Elem. Math., Issues in the Global Economy, Finance Problems, Recent America, Business Ethics & Environments, Mechanics of Materials, Thermodynamics I & II, Fluid Mechanics, Strength of Materials, Methods of Engineering Physics, Heat Transfer, Principles & Mechanical Design, Gen. Physics I, Intro. to Probability & Statistics, Matrix Theory & Linear Algebra, Sets, Algebra & Trigonometry, Logic Function, Ordinary Differential Equations, Mathematical Concepts, Pre- & Advanced Calculus, Analytic Geom. I & II, Mathematical Modeling, Business Calculus, Boundary Value Problems, Technical Math I & II, Math for Elem. Ed. Teachers, Math. Concepts, Mammology, Quantitative Ecology, Comparative Vertebrate Anat., Research & Nursing, Advanced Adult Nursing, Advanced CNS Integration Practicum, Nursing Care of Adults, Forecasting, Diagnosis, and Management of Adult Health Problems, Small Animal Diseases, Animal Anat. & Phys. # Students Impacted: >2,000 # Faculty Involved: 20
|
|
|
C. Boutcher (HP Services America), T. Derting, R. Cox, G. Brockway (Provost)
Contact Us PI: Dr. Terry Derting ([email protected]) Phone: 270-809-6327 Co-PI: Dr. Ricky Cox ([email protected])
RacerInk Web Page
|
|
|
References & Publications Publications Cox, J. R. 2006. "Screen Capture on the Fly: Combining Molecular Visualization and a Tablet PC in the Biochemistry Classroom" Biochem. Mol. Biol. Educ. 34, 12-16. _____. "Developing an Alternate Assessment Exercise for an Introductory Chemistry Course” The Teaching Professor. 20(9), 5. Cox, J. R. and Rogers, J. W. 2005. "Tablet PCs: Are They the Next Technopedagogical Fad?" J. Coll. Sci. Teach. 34(6), 7. _____. 2005. "Enter: The (Well-Designed) Lecture" The Teaching Professor. 19(5), 1/6. K.R. Fister and M.L. McCarthy. 2008. Mathematics Instruction and the Tablet PC, International Journal of Mathematical Education in Science and Technology,39 285-292. Kohorst, K. and Cox, J. R. 2007. "Virtual Office Hours Using a Tablet PC: E-lluminating Biochemistry in an Online Environment" Biochem. Mol. Biol. Educ. 35, 193-197. Lyles, H., Robertson, B., Mangino, M. and Cox, J. R. “Audio Podcasting in a Tablet PC-Enhanced Biochemistry Course” Biochem. Mol. Biol. Educ. 2007, 35, 456-461. Rogers, J. W. and Cox, J. R. “Integrating a Single Tablet PC in Chemistry, Engineering and Physics Courses” J. Coll. Sci. Teach. 2008, 37, 34-39. Presentations Cox, J. R. "Enhancing the Chemistry Lecture with Tablet PC Technology." Abstracts, 57th Southeast and 61st Southwest Regional Meeting, Amer. Chem. Soc., Memphis, TN; Amer. Chem. Soc. Washington, DC, 2005; CHED 349. Cox, A. L. and Cox, J. R. Workshop on the Impact of Pen-Based Technology on Education (WIPTE), West Lafayette, IN (Purdue University), June 11-12, 2007. Poster entitled “One Tablet PC–Numerous Teaching and Learning Opportunities.” Cox, J. R and Rogers, J. W. "Enhancing the Lecture with Tablet PC Technology." KY Conf. on the Scholarship of Teaching & Learning, Lexington, KY. 2005. Derting, T.L. Invited Speaker. "Reconstructing introductory biology curricula using inquiry-based approaches and interactive technology", Human Anatomy & Physiology Soc. Regional Conf., Paducah, KY. 2006. _____. Invited Workshop Leader, "Reinvigorating students and faculty through effective and relevant approaches to learning." Penn Valley Community College System, Kansas City, MO. 2005. _____. Invited Speaker, "Active learning and scientific teaching in college science courses." Special Session for MARC Curriculum Improvement Planning Grant Recipients, The National Academies Summer Institutes on Undergrad. Ed. in Biology. Santa Cruz, CA. 2005. _____. Keynote Speaker, "Curriculum reform: The struggle between improved learning and tradition in academia." Faculty Institutes for Reforming Science Teaching National Mtg., Kalamazoo, MI. 2005. _____. Workshop Leader, "Curriculum reform: How much (or how little) is enough?" Louisiana Universities Marine Consortium, LA. 2004. _____. "Long-term Impacts of One Semester of Reformed Teaching on Student Learning." Assoc. of College & Univ. Biology Educators Mtg. Crawfordsville, IN, 2004. _____. Presidential Address, "Long-term Impacts of One Semester of Reformed Teaching on Student Learning." Assoc. of College & Univ. Biology Educators Mtg. Crawfordsville, IN, 2004. Derting, T. L. & R. Fister. "Engaging students for Success." Faculty Development Conference: Council on Post-Secondary Education, Lexington, KY. 2005. Fister, R. "Using Mathematics for Cancer Dynamics." Southeast Missouri Undergraduate Research Conference, Southeastern Missouri State University, MO. 2007. Fister, R. and Derting, T. " Research involving undergraduates in biology, mathematics, and biomathematics." Engagement Conference: A Summit for the Higher Education Community, Murray State University, KY. 2008. Rogers, J. W. & Cox, J. R. Invited Presentation. "Student Attitudes and Learning Gains in Tablet PC-Enabled Courses." Teaching Prof. Conf., Nashville, TN, 2006 & Atlanta, GA, 2007. _____. "The One-Tablet Classroom: Methods, Student Attitudes and Learning Gains." HP Online Speaker Series, 2006. _____. "In Defense of Lecture: Using Technology Inside and Outside the Classroom," 4th American Society for Engineering Education / Australian Association for Engineering Education Global Colloquium, Sydney, Australia, 2005.
|
|
|
