James Fiderlick and Kajal Madeka
This presentation made at the Team Based Learning Faculty Community at Iowa State University does a detailed walkthrough of the Readiness Assurance Process tools in OpenTBL.
Kathrine J. Gilbert and Joey Talbert
Kate Gilbert and Joey Talbert were dissatisfied. Coming from Industry into academics, they knew employers were looking for critical thinkers who understood food systems intimately and could connect the dots to problem solve production issues. They were not sure if their 400 level lab course achieved that – so they tried ThinkSpace.
This presentation addresses a fundamental tug-of-war that all instructors face – how can we make our courses more thought provoking for the students without sentencing ourselves to grading jail? Kate Gilbert and Joey Talbert from FSHN talk to us about the process that went into rethinking their approach and show us the modules they designed in ThinkSpace to make labs more substantive and post labs more applied – while still staying ahead in the grading game.
Alexander Hall Dr. and Ritushree Chatterjee
Designing courses for higher order thinking in online classes is a challenge. To make it scalable for large online writing intensive classes is even more difficult. But with the right tools and approach, it is possible.
In this video, Dr. Alexander Hall, Lecturer in Classical Studies in the Department of World Languages and Culture and Ritushree Chatterjee, Instructional Design specialist at Engineering-LAS Online Learning at Iowa State describe what attracted them to ThinkSpace and the process they underwent as they re-imagined their course in Greek and Roman Mythology for an asynchronous online environment using ThinkSpace.
Dr. Hall used reflections and the Immediate expert feedback, Commenting and Comments Library function in ThinkSpace extensively to scaffold students through the interpretive process of his discipline.
Alexander Hall Dr. and Ritushree Chatterjee
How do you reimagine a subject that has been taught the same way for nearly 3,000 years? You use ThinkSpace! Instructors often find it difficult to encourage critical thinking amongst their students. How can they help students develop the skills to choose the correct methodology to analyze an issue, form an evaluated judgement and then communicate that effectively? ThinkSpace has the tools for it that and they have been tested in a course in Classical Studies. Alexander Hall, Lecturer in Classical Studies at the Department of World Languages and Cultures and Ritushree Chatterjee, Instructional Design Specialist ELO have crafted a new approach using ThinkSpace that helps online students develop the knowledge and skills to interpret Greek Mythology. Combining immediate expert feedback and the Comments Library functions in ThinkSpace, they have evolved a structure that works for large, writing intensive online courses - and have student feedback to back it up!
Janet Johnson, Maren Wolff, Samantha Pritchard, Holly Bender, and Kajal Madeka
This video interview elaborates the methodology that was presented at a Poster session at the Food & Nutrition Conference and Expo at Chicago, Oct 21 - 24, 2017.
Background: Students find writing the personal statement to be a challenging and anxiety-producing aspect of the internship application. We previously implemented Flipped Classroom and small group learning approaches into the Foundations of Dietetics course. While these strategies facilitated peer feedback on personal statements, students lacked a structured system for providing comments and were limited with in-class time to provide feedback.
Methods: Using ThinkSpace, a web-based active learning tool, students completed guided reflections in class. Students were not aware that the reflections were components of the first draft of the personal statement, helping create a low-risk writing environment. The peer review feature of ThinkSpace allows students to upload a draft and receive comments from peers. Students then participated in an in-class team Writer’s Workshop to discuss peer critiques.
Results: Since the introduction of groups in 2014 and ThinkSpace in 2016, course evaluations have shown improvement. The mean score for “Overall, this course has been effective in advancing my learning” increased significantly from 2014-2015. Additionally, across student evaluation scores in 2015 and 2016, there was statistically more agreement that learning had been improved.
Conclusion: ThinkSpace can advance teaching how to write a personal statement by allowing practice and feedback to occur outside the classroom. Improved course evaluations from 2014 to 2015 coincide with the use of small groups, indicating implementation was effective in enhancing student learning. Finally, ThinkSpace, in conjunction with groups, allows faculty to maximize student engagement by increasing the value of peer feedback and facilitate an active learning environment.
Sixth Edge and Kajal Madeka
This presentation made at the ThinkSpace Faculty Learning Community at Iowa State University shows is a detailed demonstration of the Peer Evaluation tool in OpenTBL.
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