passive to active: turning the classroom around (166285072)

7/29/2019 Passive to Active: Turning the Classroom Around (166285072)

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Passive to Active:

Turning the Classroom

Around

March 13, 2013

Rebecca Kessler, Kabrina Krebel Chang, David RysinBoston University School of Management



Today’s Agenda

• Overview of Digital Learning Studio

•

Introduction to LA245

• Adapting the Course for the Studio Space

• Assessing Effectiveness of Course Redesign

• Lessons Learned and a Path Forward



The Digital Learning Studio

To create a collaborative learning

environment where students can solve

problems, investigate real world cases

in real-time, and guide their own

learning




• Interactive whiteboard

• Large LCD screen, plus

individual table screens

• Table computers

• Laptop hookups at all tables

• Ability to push content from any

screen to any or all others

• Apple TV• Telepresence capability using

variety of services

• Lecture recording capability




“It’s pushing academics to become expert

facilitators” - professor

“It’s a new level of engagement and

participation” - student

“I have to go back to the

drawing board to learn how toteach in the room. I can really

see how it can increase the

value of all of my classes.” -professor



LA 245

• Introduction to Law

• Required course

• Multiple sections of ~45

students



LA 245 - Then• Lecture based course

• Heavily structured class

time

• Large reading component

• Assessment based on

exams, papers, classparticipation

• No technology



LA 245 - Now

• Same substance, but different

delivery

• Interactive class sessions

• Group activities, in-class

research activities,

presentations

• Podcasts as homework

• Assessment based on tests,

paper, blog participation, table

project, class participation

http://echo360.bu.edu:8081/ess/echo/presentation/ac48d4fb-3660-4a21-bf43-e4ad8f43d57d

http://echo360.bu.edu:8081/ess/echo/presentation/ac48d4fb-3660-4a21-bf43-e4ad8f43d57d



LA 245 - Now

Kabrina movie

https://www.dropbox.com/s/1nkp5nq8h8r9x9y/Chang%20Video.mov

https://www.dropbox.com/s/1nkp5nq8h8r9x9y/Chang%20Video.mov



Adapting LA 245

• Changes in course

curriculum• Learner-centered

approach

• Collaborative and

group activities, inand out of class



Adapting LA 245• Changing the

role of the

student and

teacher

• Faculty as

facilitator

• Students teach

each other with

faculty guidance



Adapting LA 245

Increaseduse of

course

LMS

Increase instudent

participation and

preparation



Assessing Effectiveness

• Student perspective

• Faculty perspective



Student Perspective

• Engagement with course material

• Retention of course material

• Control of course content

• Pacing of material – depth vs. breadth of contentcovered



Student Perspective

“Most classrooms are all lined up to

face the board and the professor so

there is not much interaction withstudents except that sit next to you.

During class assignments where we

have to work as a team it is very

beneficial to have the people we are

working with in front and with space

to work in.”

27%

45%

18%

9%

0%0%

10%

20%

30%

40%

50%

Stronglyagree

Agree Neither agreenor disagree

Disagree Stronglydisagree

The configuration of room 326 enables me to

collaborate better with my colleagues than a

traditional classroom

“The tables are set up in a way

where teamwork is essential and

encouraged.”

“I think the group dynamic

is fun and breaks up the

monotony of a regular

lecture setting.”



Student Perspective

9%

73%

18%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

Stronglyagree

Agree Neither agreenor disagree

Disagree Stronglydisagree

The technology in room 326 is used

effectively by the professor and students.

“The professor uses the technology in unison with her

lecture, it does not dominate the lecture but it benefits

the classroom.”

“I like that we have screens for each

table, so I don’t have to keep looking

up to the big screen.”

“We do individual table projects

using the table computers.”



Faculty Perspective

• Engagement with course material

• Retention of course material

• Control of course content

• Pacing of material – depth vs. breadth of contentcovered



Challenges

• Room layout / visibility

• Technology learning curve

• Change requires time

• Course structure



Challenges - Visibility

“The side computers make life a lot

easier…There are some seats in the

classroom that make seeing the front

board hard.”

“The arrangement of the tables is

kind of annoying because some

of us have to turn completely

around to see the professor.”



Challenges – Technology

Learning Curve

“Sometimes we waste a lot of time

on setting up the technology.”



Challenges - Curriculum

“I have to go back to the drawing

board to learn how to teach in the

room. I can really see how it can

increase the value of all of myclasses.” - professor

Rapidity of technological change

means constantly adapting

curriculum



Goals for the Future

• Kabrina

• To do more projects

• Teleconference in April

• Becky

• Work with more faculty

• Help faculty become less

dependent on student

help



Lessons Learned

• Technology should be used to enhance (not define)

pedagogy.

• The room configuration and technology enrich the

curriculum, but are not necessary for its

implementation or success.

• Projects must have concrete goals so students see

their progress forward.



Lessons Learned

• Flexibility and experimentation are key.

• Faculty willingness to try something new is

necessary for success in classroom.

•

Advance planning necessary, and reduces risk.

• Risk-taking, time investment intimidate some

faculty.



Lessons Learned

• Faculty should not assume that students know the

technology, or are comfortable learning in a new way.

• Students, too, are used to a standard lecture class.

•

Learning curve still an issue.

• Introduction and scaffolding of technology and new

student role.



THANK YOU!

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