What did I learn today? That there may be further research from my current project on an issue called the “muddiest point”
How was it useful? I was reading back over material from my literature review and I was again looking at the paper which mentions the muddiest point, Pinder-Grover, Green, and Millunchick (2009) and a section from a journal written by Mosteller (1989) explaining the concept.
What thoughts came up ? The term muddiest point is used to describe an area or concept that students are struggling with. Identifying and addressing these muddy points can be really helpful to students (obviously??) Pinder-Grover, Green, and Millunchick suggest using screencasts to explain these muddy points.
What did I think? Getting students to admit that they do not understand something is a tough job, how could I use an App or some software for anonymous polls during lectures to identify muddy points?
What will I do with the information i.e. what next? Start looking at a couple of ways to identify apps that are suitable, http://www.Socrative.com. comes to mind, it was featured in the DIT 12 apps of Christmas 2014 and I used it for a couple of in-class polls but more for demonstration purposes.
Green, K. R., Pinder-Grover, T., & Millunchick, J. M. (2011). The efficacy of screencasts to address the diverse academic needs of students in a large lecture course. Advances in Engineering Education, 1-28.
Mosteller, F. (1989). The ‘Muddiest Point in the Lecture’as a feedback device. On Teaching and Learning: The Journal of the Harvard-Danforth Center, 3, 10-21.
What did I reflect on today? Putting information in context and trying to preface information with some stimulating questions. It’s a technique mentioned by Tyler Griffin here http://www.facultyfocus.com/articles/instructional-design/using-context-deepen-lengthen-learning/
How was it useful? I always leave a space aftera number of slides for students to ask questions, using this technique I could insert some slides BEFORE the material with questions students need to ask themselves.
What do I think? It could work well but requires a bit of editing of lots of slides, however, if it improves engagement and retention then the payoff will be worth it.
What did you learn? There are so many ways to stimulate thinking and to get students engaged, this one might help, it’s not a magic bullet but is very simple and worth a try, even in one or two classes.
What will you do with the information i.e. what next? Change some slides for the next week or so and see if it works or if I notice any difference (this might be quite subjective) and try work out what are the questions that will make most sense to students?
What did I reflect on today? Allowing Students to set their own assessment deadlines
How was it useful? I gave an assessment in class with a tight deadline – 24 hours and immediately the reasons why people couldn’t do it in time started coming in
What thoughts came up? At first I was annoyed and sceptical, but as I listened I realised some reasons are valid and allowances would have to be made.
What did you learn? There is some research out already on allowing students to set their own deadlines (within guidelines) and it could be argued that the longer they give themselves, the less time they have for subsequent deadlines. If education is supposed address student needs then this is a good option.
What will you do with the information i.e. what next? Next semester I will try this out, I just need to read a bit more about it from sources such as Moscardo (2009), and Pacharn, Bay, & Felton (2013)
Moscardo, G. (2009). Meeting your own deadlines: Introducing flexibility into student assessment. Journal of Teaching in Travel & Tourism, 8(2-3), 119-138
Pacharn, P., Bay, D., & Felton, S. (2013). The Impact of a Flexible Assessment System on Students’ Motivation, Performance and Attitude.Accounting Education, 22(2), 147-167.
What did I learn today today? Read a good paper on students as partners here https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education
How was it useful? It made me think more about involving students in creating assessments and in creating marking schemes.
What feelings came up during the session? I felt very uncomfortable about letting students have some control over my teaching but the more I thought about it and read on it the more I realised it is letting them have some control over their learning.
What did you learn? There is an unwritten learning contract between student and teacher, and we can renegotiate the terms so that everybody benefits more.
What will you do with the information i.e. what next? If I’m going to try this out, I’m going to start with the third years as I feel they are the best to work with. They can appreciate value of the partnership and are more likely to be mature about it.
What I learn today? Found a paper on pre-class resources by Donnelly & Seery (2012)
How was it useful? It could help reduce the cognitive load on students before and during class. If they have some familiarity with what will be coming up, even terminology, it could help with classes
What thoughts came up? This will tie in nicely with feedback I got from International students last semester on the amount of information they are trying to process in class and through my notes
What did you learn? That there is lots of work out there that I can draw on to help prepare for my classes/courses
What will you do with the information i.e. what next? Contact the authors and also examine whether or not this would be a suitable method/model for helping to flip the classroom.
Reference : Seery, M. K. and Donnelly, R. (2012), The implementation of pre-lecture resources to reduce in-class cognitive load: A case study for higher education chemistry. British Journal of Educational Technology, 43: 667–67
What did I learn today? That our students are not as digitally savvy as we might think. A few students have issues understanding about cloud storage, file management locally and online services
How was it useful? Made me think about building this into tasks BUT not to over tax student’s cognitive load
What thoughts came up during the session? Could I turn this into a class or an entire module?
What did you learn? Digital stereotypes are dangerous
What will you do with the information i.e. what next? Jot down a few ideas on “digital skills”
Getting ready for next semester and decided to research pre-lecture quizzes similar to the “do I know this already” quiz in some of the Cisco books by Wendell Odom. I was thinking of doing this because I found it helpful when I was revising and tried to see how I could incorporate it into my lectures.Lo and behold I did a quick search on Google and the first result was http://arrow.dit.ie/cgi/viewcontent.cgi?article=1040&context=scschcpsart entitled
“The implementation of Pre-Lecture Resources to
Reduce In-Class Cognitive Load: A Case Study for
Higher Education Chemistry”
Written by Michael Seery and Roisin Donnelly from DIT where I am studying, so I might have access to the people who wrote on exactly the same thing. Having read it I’ll have a look at which of my lectures are suitable in their current format for this approach and try to identify an assessment which I can use for measurement of the effect.