TECHNOLOGY TRANSFORMS TEACHING AND LEARNING

UD faculty members are using technology to transform teaching and learning. Technology can provide opportunities for learning activities that are not available in the traditional classroom or lab, can actively engage students in the learning process and can decrease the amount of in-class time while increasing the quality of that time.

Some faculty members use technology to provide content coverage outside the classroom, thus freeing up in-class time for problem-based learning and other hands-on approaches. Others use technology to engage students with material and with each other.

CREATING AN 'E-LAB'

In lab-based courses that contain a large number of students and lab sections, it is almost impossible for the professor to work with students in all lab sections of the course. To help increase his participation in the lab sections of one of his courses, Harry Shipman, Annie Jump Cannon Professor of Physics and Astronomy, created a web-based "e-lab."

The e-lab consists of a lab assignment based on a criminal mystery that requires students to use the material they are learning to correctly solve the mystery.

"Conversations with staff members of the PRESENT (Practical Resources for Educators Seeking Effective New Technologies) gave me the idea to include the problem-based learning component to the assignment," Shipman said.

As Shipman's students work through the online "pre-lab" and "post-lab" web site, concepts taught in class are reinforced continually.

"The site is replete with resources, pop-up video and a brief animation," Shipman said.

To experience Shipman's e-lab, visit "The Shadows of Light" by linking to [www.udel.edu/present /justin/shipman].

ENHANCING QUALITY TIME

Betsy Lieux, associate professor of nutrition and dietetics, was able to decrease her class meeting time by approximately one hour per week while increasing the amount of class time devoted to problem-based learning and guided discussions.

Using her existing PowerPoint presentations, Lieux delivered course content to students outside the classroom. Students received a CD that contained Lieux's narrated PowerPoint lectures, which the students view when not in class. Students take a quiz every week based on the contents of the "lecture" on the CD.

"The added responsibility of learning the content independently helps prepare students to be lifelong learners. The use of technology provides opportunities to engage students in the learning process outside the classroom," Paul Hyde, information resources consultant III in the PRESENT, said.

Lieux also used technology in class to aid the problem-based learning process: Wireless computers in 208 Gore Hall allow students to access critical online information as they form business plans.

"I like what is happening in the classroom. Each group is working nicely together to develop the various phases of their businesses. And, their grades on the quizzes based on the CD material are improving. I would have to say that, all in all, this is working nicely," Lieux said.

INCREASING INTERACTIVITY

Bob Neeves, professor of health and exercise sciences, uses templates designed by staff members of the PRESENT to add interactivity to web images. Neeves developed an online "slideshow" that provides a way for students to view images of human anatomy as well as review concepts through related quiz questions.

Neeves, with assistance from PRESENT staff member Becky Kinney, added interactive labeling to the presentation, so students could identify different areas of the heart and lungs.

Any PowerPoint slideshow or sequence of static images such as charts, graphs and images can be enhanced with text, questions and labels using the existing templates. Students can review the material at their own pace and get immediate feedback on the questions.

"The hardest part of adopting this format, from the faculty perspective, is writing the text and questions to accompany each slide. Entering the text into the template is a fill-in-the-blanks affair," Kinney said.

PROVIDING REAL-WORLD EXPERIENCES WITHIN THE CLASSROOM

Recognizing that students sometimes struggle when they make the transition from classroom practice to the workplace, Ann Rucinski, instructor, and Charlene Hamilton, associate professor, both in nutrition and dietetics, used WebCT to incorporate a "live" client, Jill, into their program's required dietetics internship.

"Current technologies such as WebCT--the online course management system used at UD– make it easier for faculty to explore new dynamics in how students spend time on their course work, both in and out of the classroom," Hyde said.

Unlike working with traditional case studies, students' decisions affect the client's digital video responses. After analyzing Jill's situation in a "Pre-Interview Investigation" situation, students can interview Jill and can interact with the virtual client until they attain the ideal outcome.

"We feel that we are able to help students enhance their critical thinking skills more effectively than with traditional case studies and prepare interns for real-world clients," Rucinski said.

CREATING TIME & SPACE FOR STUDENT PRESENTATIONS IN A LARGE CLASS

Janet Hethorn, associate professor of consumer studies, wanted her students to create online visual books in her course, "Seeing and Being in a Visual World."

Previously, her students handed in printed books that she reviewed. Now, she uses WebCT's student presentation tool to allow students to post web pages that analyze the visual elements of photographs. Using this tool, Hethorn's students are able to collaborate and share their work with the whole class.

"I wanted the students to be able to share their findings with other students, but with a class of about 100 students, I knew I needed a technology-based solution. But, I wasn't clear about
how to proceed. When I started, I didn't even know that WebCT had the tool that I needed," Hethorn said.

This tool created the space and time for student presentations outside the normal class time. Using this feature opens up the additional possibility of archiving the best examples of student work and using them to set high standards for students in subsequent semesters.

READY, SET, GO–TO THE PRESENT

UD faculty members are encouraged to contact the staff of the PRESENT [www.udel.edu/ present/] for personal assistance in conducting needs analysis and guided searching to identify and develop effective connections between current technology and their personal teaching goals (see side below).