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The original goal was to create and present a 10-to-20-minute module about each topic. The mathematics or other challenging material should be kept to a minimum (or left out entirely). The module would be followed by simply-phrased questions to discover what application students might see for the presented material.
After spending several weeks studying the generation of Flash content, the use of Respondus and Studymate, and other mechanisms that could be used to create content, it was decided that simple tablet or whiteboard recordings would be most accessible, lowest cost, and fastest to produce for any educator. By using a common platform across institutions, material could be more easily shared while maintaining a consistency in format.
Through much trial and error when producing these recorded materials, two things become rather evident: 10 or 20 minutes is a bit long for students to concentrate on a single, unbroken learning module and the content of the module was not typically necessary for the prompting of a Diversity Harnessing question. In response to these observations, the learning modules were reduced to less than 5 minutes in duration. The 5 minute duration often includes an edited 15-minute lecture-like capture that removes much of the dead time that occurs during writing, sketching or manipulation of the computer software. Although this dead time is, arguably, essential to the process of learning in the traditional lecture setting, it can also be argued that this time is better allocated to post-module group exercises that explore the module more completely.
Rather than require that the module be watched prior to lecture, the shortened nature of the module allows the instructor to have the option of viewing at the beginning of lecture. This method ensures that all students begin the lecture on the same footing and allows for the instructor to address uncertain points prior to group exercises.
At this point, the applications presented by the student body in the previous week's Diversity Harnessing Question(s) can be commented upon ("Several people mentioned [this and that]...") and then one specific application can be selected. Present the mathematical formulation of the problem (that is, map it into an exercise format) and have the students work through a mid-level exercise in groups of two to four students each. Walk around and assist groups in solving the exercise as needed. After some amount of time, have a group present their solution to the class.
Additional time may then be taken to either present more detail on the topic, work out other exercises based on the applications provided by the students, or another group exercise. You are encouraged to have a demo (hardware, software, interactive, etc.) prepared to keep the lecture period engaging.
Lecture should conclude with 5 minutes remaining for summary and transition to the next topic (although, I have found that this often biases student responses to the upcoming DHQ). Use a "minute paper" to assess student understanding and collect these as the students exit the lecture room. This can also serve as an opportunity to take attendance, for students to rate their team members on that day's performance, or even to ask the Diversity Harnessing Question for applications to be used in the upcoming week.
I have adopted an Elluminate-based (Blackboard Collaborate) office hour period (twice per week) to augment my regular face-to-face office hours. I found attendance of the online office hours to be superior to those of my face-to-face meetings provided prior to 5pm and comparable or even better than the attendance received by the Teaching Assistant at the 6-8pm session.
The assignments are to consist of three layers.
The lowest layer is comprised of "catch up" materials, typically geared towards prerequisite knowledge or the most basic application of the problem-solving techniques expected of the students.
The middle layer is comprised of assignments that define the course's required performance (core materials). These are mostly the homework problems of the past. Mastery of this material should map to a good grade in the course.
The highest layer challenges the student to go beyond the standard course material and encourages students to apply, analyze, evaluate and create (higher levels of Bloom's taxonomy). Student-generated questions (from Diversity Harnessing questions) should appear in this layer. These problems should require less time to complete than Layer 1 problems or be given more credit for problems well-done.
Layer 1 and layer 2 problems are due on Friday just before midnight (online submission). Layer 3 problems are due on Tuesday at lecture (many are anticipated to be handwritten and this provides them a convenient time to turn them in).
Supported by the National Science Foundation under Grant DUE-0942331. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the University of Illinois or the National Science Foundation.
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