June 23, 2013
June 23, 2013
June 26, 2013
NSF Grantees Poster Session
23.837.1 - 23.837.10
Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JiTTIFFF) for Cyber Learning in Core Materials CoursesIn this new NSF-sponsored TUES Type 2 project we are using engagement, assessment, andreflection tools developed in a successful CCLI Phase 1 project and are adapting them to aninteractive cyber-enabled web environment. This is now possible with the recent establishmentof three NSF-supported, web learning and assessment platforms. They include: 1) LectureTools(http://www.lecturetools.com/); 2) Concept Warehouse (http://cw.edudiv.org); 3) ConceptInventory Hub (ciHub) (http://dev.cihub.org/); and also a public site, 4) Materials Conceptswww.youtube.com/user/MaterialsConcepts. LectureTools is a web-based class managementsystem that use a cloud-based JPG slide file with capabilities for student note-taking, studentresponses, and instructor multiple choice clicker questions. The ciHub is a cyber-enabled site forthe use of Concept Inventories for engineering education. The Concept Warehouse is a cyber-enabled site for facilitating conceptual learning in Chemical Engineering with large sets ofconcept-based clicker questions (or ConcepTests) for core chemical engineering classes. Aninstructor has can immediately access results to address student-learning issues by adjustingteaching strategy and instruction. The Materials Concepts URL is a youtube site with shortscreencast tutorials to address students' Muddiest Points, i.e. content that is still unclear fromclass. Using the tools in and out of class has potential to increase effectiveness and efficiency oflearning using frequent formative feedback to students. Innovations from CCLI 1 are reflected ina new project title, Just-in-Time-Teaching with Interactive Frequent Formative Feedback(JiTTIFFF or JTF). The approach is being implemented in four settings with diversepopulations: Arizona State University, North Carolina A&T State University, Oregon Institute ofTechnology, and Oregon State University. The CCLI 1 showed strongly positive studentoutcomes when new strategies and tools were used for instruction informed by a multi-level,assessment-driven frequent formative feedback loops and contextualization of activities andassessments with real-world applications. Compared to lecture-based pedagogy, constructivistpedagogy showed greater conceptual learning gains, improved student attitude, and increasedclass persistence. In this paper we are first reporting on the comparison at diverse institutions ofthe benefits and issues of implementing classroom change using the JTF strategies. Secondly weare also reporting preliminary results focused on the impact of using student Muddiest Point,end-of-class reflective feedback on both instructors and students at the diverse collaborativeinstitutions. Innovative new approaches to providing feedback to students are being employedincluding: Muddiest Point Word Clouds, Muddiest Point YouTube Screencasts, and MuddiestPoint restructured slide sets on Blackboard. Preliminary results indicate very positive reactionsby students for such strategies in supporting their learning. Faculty also are also reportingpositive changes in pedagogy to address student issues in efforts to achieve more effectivelearning. Further details on project strategies, activities and participants, as well as results, willbe presented in the full paper.
Krause, S. J., & Baker, D. R., & Carberry, A. R., & Koretsky, M., & Brooks, B. J., & Gilbuena, D., & Waters, C., & Ankeny, C. J. (2013, June), Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JiTTIFFF or JTF) for Cyber Learning in Core Materials Courses Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19851
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