Transcript Presentation March 13 - Missouri University of Science and

Assessment Tools and Feedback Strategies
for the Graduate Teaching Assistant (GTA)
Technology Infused Workshop:
A Blended Model
Irina Ivliyeva, Associate Professor of Russian
Lucy Sutcliffe, Director, Speech Communication
Center
Outline
A.
B.
GTA Workshop: Mission and Facts
Activities: Blackboard & Web, Email,
Tegrity Lecture Capture
C. Surveys: Feedback Strategies and
Pedagogical Implications
D. References
2
POLL Question
What is your role in academia?
a) Faculty
b) Undergraduate Student
c) Graduate student / GTA
d) Administrator
e) Education Technology Staff
f) Other
3
A. GTA Workshop: The Mission
I. Compliance with state law
Missouri Revised Statutes
II. Quality Control
III. Management of Multicultural
Classrooms
I. Compliance with state law
II. Quality Control
III. Multicultural Classrooms
A. GTA Workshop: Schedule
Monday Tuesday
Compliance
Pedagogical
advice
Morning
L
L
Cultural orientation
Wednesday
Thursday Friday
P
A
A
A
A
A
Lunch
Afternoon
L
P
L - Lecture
P - Practice Presentation
A - Assessment
SCC http://sccen.mst.edu/
A. GTA Workshop Enrollees
FS 2012
SP 2013
FS 2013
SP 2014
Applied to
Workshop
102
83
117
121
Completed
Workshop
80
60
92
82
Took SPEAK
51
72
75
104
Failed SPEAK
13
17
7
29
A. eFellow 2013-2014 Grant, Tier 1
GTA Workshop Re-design
Campus-Wide Impact
The new Missouri S&T Strategic Plan:
“…..modify our conventional methods of
teaching and research to accommodate
current and new technology that will
enhance student learning and increase
faculty productivity” (Theme 2, Lever 5);
GOALS for Grant
Redesign
Curriculum
Model course
Quality of instruction
Completion rates
B. Workshop Activities
I.
Blackboard and Web
Synchronization
II. Content, available 24/7
III. The first contact via email
IV. Tegrity Recordings
Blended/ Hybrid 30 to 79%
12
Blackboard and Web Synchronization
Blackboard and Web Synchronization
Blackboard and Web Synchronization
New Content Available 24/7
New Content Available 24/7
Seven Principles for Good Practice in
Undergraduate Education
1. Student-faculty interaction
2. Cooperation between students
3. Active Learning
4. Prompt feedback
5. Time on task
6. High expectations
7. Diverse Talents
Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles:
Technology as lever. AAHE Bulletin, 49(2), 3-6.
18
The First Contact
Sent: Tue 1/07/2014 11:23 AM
Welcome to the GTA workshop in the Spring semester 2014!
Please log into the GTA WORKSHOP ORGANIZATION on
Blackboard and explore all available postings paying special
attention to the MENU buttons on the left: “Start Here”,
“Instructor Information”, “Course information”, and “Content”.
We ask you to complete this confidential online survey before
Friday, January 10, 2014. Click on the link below to take survey:
http://mst.qualtrics.com/SE/?SID=SV_bmEfXeTUhf4QOXj
We are looking forward to seeing you in person on Monday,
January 13 at 8:45 am, in G5 HSS!
Additional information is available on the GTA
Website: http://sccen.mst.edu/
Workshop Staff
19
Seven Principles for Good Practice in
Undergraduate Education
1. Student-faculty interaction
2. Cooperation between students
3. Active Learning
4. Prompt feedback
5. Time on task
6. High expectations
7. Diverse Talents
Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles:
Technology as lever. AAHE Bulletin, 49(2), 3-6.
20
Evolving Technology
Modern Lecture Capture: Definition
“ Modern Lecture Capture is an
umbrella term for any technology
that allows instructors to record
what happens in their classrooms
and make it available digitally”
Educause
http://www.educause.edu/ELI/7ThingsYouShouldKnowAboutLectu/163555
IV. Tegrity Lecture Capture (TLC)
IV. Tegrity Lecture Capture Recordings
Seven Principles for Good Practice in
Undergraduate Education
1. Student-faculty interaction
2. Cooperation between students
3. Active Learning
4. Prompt feedback
5. Time on task
6. High expectations
7. Diverse Talents
Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles:
Technology as lever. AAHE Bulletin, 49(2), 3-6.
25
C. Workshop Surveys
Pre-Workshop Initial Survey
Spring 2014
Sent Out: January 7th at 11:23 am (Wednesday)
Collected: January 13th at 5 pm (Monday)
Results used: January 14 at 9 am (Tuesday)
Sample size: 83 enrollees, 65 responses
http://mst.qualtrics.com/SE/?SID=SV_bmEfXeTUhf4QOXj
Q1. Why do you wish to become a GTA at
Missouri S&T? Check all that apply.
Answer
Response
%
1
To obtain the funding (financial support)
from my department
37
60%
2
The Research Funding is not available, thus 22
I have to become a Teaching Assistant to
get the funding
35%
3
I want to become a professor some day
22
35%
4
I enjoy communicating and working with
people
42
68%
5
I am not sure
0
0%
Q3. What do you want to gain from attending the lecture
“Effective Communication in the American Classroom”.
Answer
Response
%
1
I am not sure
4
6%
2
I want to receive practical teaching tips from the
experienced faculty
51
82%
3
I want to know how to handle difficult classroom
situations
41
66%
4
I want to better understand my students'
motivation
26
42%
5
I want to get new ideas from my peers
29
47%
6
I want to know how to boost my confidence while 32
speaking in front of people
52%
7
I want to learn how to communicate my ideas
better
48
77%
8
Nothing
0
0%
C. Workshop Surveys
Post-Workshop Survey
Spring 2014
GTA Workshop Effectiveness
Sent out: January 25 at noon
Collected: January 31 at 5 pm
Sample size: 83 enrollees, 27 responses
Q1. Please rank the following Workshop Activities
Question
Very
useful
Useful
Somewhat Not
Useful
useful
Total
Responses
1
GTA Survival
Skills
14
9
2
2
27
2
Why you are
here
12
12
2
1
27
3
Assessment
Procedures
16
10
0
1
27
4
Cultural
Orientation
14
9
3
1
27
5
3 P's of Good
Teaching
14
8
3
2
27
6
Interactive
Teaching
9
10
5
3
27
Q3. What could we offer to make it easier for you
to be a better GTA? Please share your ideas.
Text Response (unedited, verbatim)
As a native English speaker the workshop is a massive waste of
time. Provide a short essential session, a preliminary exam (ie a
chance for those who are obviously going to pass to not have to
spend 2 days sitting listening to anecdotes about teaching) and
following the preliminary exam the workshop that you
presented if desired. Then a final assessment who didn't
essentially pass the first time.
Hard to say. I'm not teaching this semester.
discuss more about the situations may happen in real class
I think you could have asked some undergraduate students to
come up and share what they expect from GTAs.
Q3. What could we offer to make it easier for you
to be a better GTA? Please share your ideas.
Text Response (unedited, verbatim)
Perhaps a little more on the mechanics of blackboard
and how to use it effectively
More time dedicated to practice presentations.
Practical examples of how to answer tough questions
or situations, such as catching a cheater etc.
Interaction with native english speakers.
More practice presentation.
I think it is good enough. No need.
increase in payment :)
Q5. How helpful was the information
posted on Blackboard?
Very
Helpful
Helpful
12
11
Neutral
Not
Helpful
Not
Helpful
at all
Total
Responses
3
1
0
27
Team Project
Across disciplines and services:
Education Technology
Speech Communication Center
Office of the Undergraduate Studies
Arts, Languages, and Philosophy
Department
References
Allan Collins, Richard Halverson (2009). Rethinking Education in the Age of
Technology: The Digital Revolution and Schooling in America. Teachers College Press.
Brown, H.D. (1994). Teaching by principle: An interactive approach to language
pedagogy. Englewood Cliffs, NJ: Prentice Hall.
Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles:
Technology as lever. AAHE Bulletin, 49(2), 3-6.
Rosemary P. Papa (2010). Technology Leadership for School Improvement. Sage
Publications.
Ridgway J. and McCusker, S. (2003). Using computers to assess new educational
goals. Assessment in Education: Principles, Policy and Practice, Vol. 10, no 3, pp. 309328(20)
Rowell, P.M. (2002). Peer interactions in shared technological activity: A study of
participation. International Journal of Technology and Design Education, 12 (1), 1-22.
Swan, K. (2002). Building learning communities in online courses: The importance of
interaction. Education Communication and Information, 2(1), 23-49.
http://www.tegrity.com/