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USING ONLINE PEER FEEDBACK TO IMPROVE STUDENT AUDIO PRESENTATIONS. How I did it series October 31, 2008 Derek McLean Department of Animal Sciences Center for Reproductive Biology. Outline. AS 350/351 Reproductive Physiology Lecture – AS 350 (3 credits) Laboratory – AS 351 (1 credit).
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USING ONLINE PEER FEEDBACK TOIMPROVE STUDENT AUDIO PRESENTATIONS How I did it series October 31, 2008 Derek McLean Department of Animal Sciences Center for Reproductive Biology
Outline • AS 350/351 Reproductive Physiology • Lecture – AS 350 (3 credits) • Laboratory – AS 351 (1 credit) 2. Integrate WSU learning goals 3. Development of Audio-cast student project • Implementation, outcomes & assessment
AS 350/351 – Reproductive Physiology Goals of classes - understand the direct relationship of physiology to animal function Develop critical thinkers who can evaluate products, use scientific arguments and perceive relationships between science and issues in animal sciences Lecture portion (AS 350) limitations for non-traditional learning methods Constrained by the amount of material Large (60-70 student) lecture
Six Learning Goals of the Baccalaureate • Critical and Creative Thinking • 2. Quantitative and Symbolic Reasoning • 3. Information Literacy • 4. Communication • 5. Self in Society • 6. Specialty/Disciplinary • Knowledge AS 350 AS 350 AS 350 AS 350 AS 350 AS 350 Integrate Learning goals in AS 351 - Lab
Value – added assignments in Reproductive Physiology Laboratory (AS 351) Group project discussing Diseases that impact reproductive performance Livestock & companion animal Veterinary medicine approach Presentation skills Snake Oil versus Solid Science Individual project Critical thinking skills Lab reports, in lab assignments, etc
Value – added assignments in Reproductive Physiology Laboratory (AS 351) Improve coverage of six learning goals Information literacy Communication Self in society Assessment of group projects and presentations Real time – questions Suggestions after presentation Grade No opportunity for students to modify project
Assessment of group projects and presentations Add audiocast (reprocast) assignment – why? Summary of disease presentation ~5 minutes Group project Creativity Technology Provides a means for peer assessment and opportunity for groups to modify outcome
Reprocast – How to put an idea into practice Develop a web-based portal 1. Created myClass Sharepoint website 2. Students create and upload mp3 files of summary of group presentation to website 3. Students evaluate other group audio summary by completing online survey 4. Provide the evaluations to the students so they can modify the summary
2. Students create and upload mp3 files of summary of group presentation to website
3. Students evaluate other group audio summary by completing online survey
Assessment survey COVERAGE: background, species, prevalence, & economic impact COVERAGE: Causative agent of the disease COVERAGE: Systemic effects & treatment Discussion Quality Opportunity for entry of comments for coverage and discussion quality
Coverage • Background, species, prevalence, & economic impact • Skillfully communicates a clear, concise information about species affected, prevalence of the disease and economic impact of the disease with organization and descriptive language • Organization clearly communicates information about the disease • Satisfactorily communicates the information about the disease • Communicates the information but lacks overall coherence • Confusing organization to the point that communication is impaired
DISCUSSION QUALITY • Excellent, smooth flow from one point to another, efficient transitions provided the listener with a complete understanding of how talking points were connected to overall subject • Smooth flow from one point to the next point, even transitions provided the listener …… • Satisfactory flow of information throughout the discussion, transitions from one point to the were connected ……. • Flow from one point to the next was disjointed and transitions did not connect information ……. • No consistent flow from one topic to the next, confusing transitions that disrupted the understanding of the impact of the information and connection with the subject
Student survey comments “I would maybe go into more signs and symptoms and clearly explain why this is such a bad disease for the bovine industry.” “I really liked how the presentation was like a conversation and it made it easy to listen to ……” “Even with the volume all the way up on my computer and in a quiet room I still had a really hard time hearing and understanding what was being said….” “The only thing that was unclear to me was why the cost of vaccinating a healthy herd was so much less than an infected herd. I did not hear a difference …..”
Student Outcomes of Audio file assignment Course evaluations “enjoyed making audio files, cool technology, will use in other classes” “I used the podcast summary for a Spanish class project” “too much work for a 1 credit course” “I learned a lot about one disease but not the others”
Assessment Does this promote student learning and comprehension of the subject? Is peer feedback effective? Is this a different way to learn? Connect with students in a new way? We need to develop a way(s) to assess the outcome of the audiocast project
Yes and no Assessment Did students actually use the feedback to modify their podcast?
Issues Logistics computers, microphones, software Increases work load One Teaching Assistant in charge Student groups grade group members Assessment
Reprocast Improve coverage of six learning goals Information literacy Communication Self in society Learning Outcomes – students can: think like a scientist evaluate the validity and limitations of products (scientific evidence) assess the importance and use of science in everyday life Should WSU be an iTunes U?
