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Transformation of Transformation of Classrooms into E-Classrooms into E-

Learning Spaces: The Learning Spaces: The Important Link Important Link

between Technology between Technology and Learningand Learning

Thomas M. DiLorenzoThomas M. DiLorenzoProfessor and ChairProfessor and Chair

Department of PsychologyDepartment of PsychologyUniversity of DelawareUniversity of Delaware

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Technology in the Technology in the Service of What?Service of What?

Issues to Consider in Deciding Issues to Consider in Deciding Whether to Use Instructional Whether to Use Instructional Technology in the Classroom: Technology in the Classroom: Should We Give Up the ChalkShould We Give Up the Chalk

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News Journal (1/25/06)News Journal (1/25/06)

““Don’t feel like going to class? Don’t feel like going to class? No problem, watch it later No problem, watch it later online …Technology spurs online …Technology spurs

student absenteeism”student absenteeism”

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News Journal (1/25/06)News Journal (1/25/06)

““Don’t feel like going to class? Don’t feel like going to class? No problem, watch it later No problem, watch it later online …Technology spurs online …Technology spurs

student absenteeism”student absenteeism”

The instructor was demoralized.The instructor was demoralized.

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News Journal (1/25/06)News Journal (1/25/06)

““Don’t feel like going to class? No Don’t feel like going to class? No problem, watch it later online …problem, watch it later online …

Technology spurs student Technology spurs student absenteeism”absenteeism”

The instructor was demoralized. The instructor was demoralized. Why?Why?

Technology in the service of what?Technology in the service of what?

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In the Service of In the Service of LearningLearning

Our goal is to enable University of Our goal is to enable University of Delaware faculty to enhance student Delaware faculty to enhance student

learning through the use of learning through the use of technology.technology.

-Janet de Vry-Janet de Vry

IT User ServicesIT User Services

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Partnerships: Faculty Partnerships: Faculty Members and IT StaffMembers and IT Staff

Started on a personal levelStarted on a personal level– WebCT – My classWebCT – My class

Quickly escalatedQuickly escalated– WebCT Dep’t Training WorkshopsWebCT Dep’t Training Workshops– Dep’t of Psychology Technology Dep’t of Psychology Technology

InitiativeInitiative– Outcomes of surveyOutcomes of survey

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Psychology Department Psychology Department Technology Initiative: Technology Initiative:

Needs AnalysisNeeds Analysis IntroductionIntroduction

– Staff DevelopmentStaff Development Current SituationCurrent Situation RecommendationsRecommendations

– Course DesignCourse Design Current SituationCurrent Situation RecommendationsRecommendations

– Web Site EnhancementsWeb Site Enhancements– Virtual PSYC LabsVirtual PSYC Labs

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Psychology Department Psychology Department Technology Initiative: Technology Initiative: Needs Analysis (con’t)Needs Analysis (con’t)

– Departmental RepositoryDepartmental Repository– Software/Hardware RequestsSoftware/Hardware Requests– General Advice for Technology General Advice for Technology

CommitteeCommittee– Requests for Support of Research Requests for Support of Research

ActivitiesActivities– Appendix: Questionnaire used during Appendix: Questionnaire used during

interview processinterview process

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Three InitiativesThree Initiatives

1. Personal Response Systems 1. Personal Response Systems (Clickers)(Clickers)

2. Sympodium2. Sympodium

3. The Ultimate Classroom3. The Ultimate Classroom

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1. PRS1. PRS

Personal Response SystemsPersonal Response SystemsHandheld ClickersHandheld Clickers

Looks like a remote control deviceLooks like a remote control deviceImmediate feedback on Immediate feedback on

understanding of conceptsunderstanding of concepts

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Use of Technology to Use of Technology to Enhance LearningEnhance Learning

I decided to use Clickers to try to I decided to use Clickers to try to increase reading before classincrease reading before class

5 questions at the beginning of 5 questions at the beginning of 12 class periods, that were12 class periods, that were Randomly selectedRandomly selected Over the readings due for the dayOver the readings due for the day With total possible extra points With total possible extra points Equal to 9% of the total gradeEqual to 9% of the total grade

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Compared “clicker” Compared “clicker” class to “non-clicker” class to “non-clicker” classclass

On question “How often did you read On question “How often did you read before class,” the “clicker” class rated before class,” the “clicker” class rated this item significantly higher than the this item significantly higher than the “non-clicker” class.“non-clicker” class.

On exam scores, the “clicker” class On exam scores, the “clicker” class scored higher on 3 out of 4 exams – scored higher on 3 out of 4 exams – the score on the 4the score on the 4thth exam was the exam was the same in both classes.same in both classes.

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So,So,

I used I used clickers at the beginning of clickers at the beginning of class,class,

Students Students read more,read more,

This led to This led to better discussions (active better discussions (active learning/conceptual thinking),learning/conceptual thinking),

And the outcome was And the outcome was higher gradeshigher grades..

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Learning comes aboutLearning comes about

More quickly More quickly

as we increaseas we increase

time-on-tasktime-on-task

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Last semesterLast semester

I used the “homework” feature of the I used the “homework” feature of the clickers for students to answer clickers for students to answer questions while at home questions while at home studying/reading for the next class studying/reading for the next class period. Answers were stored in the period. Answers were stored in the clicker and downloaded at the very clicker and downloaded at the very beginning of class. Results were beginning of class. Results were projected and scores collected.projected and scores collected.

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BenefitsBenefits

Increases time-on-taskIncreases time-on-task Increases probability of readingIncreases probability of reading Enhances group work outside of Enhances group work outside of

classclass Gives me first-hand information on Gives me first-hand information on

– What the students understandWhat the students understand– How to structure “in-class” timeHow to structure “in-class” time

The feedback is incredibly helpful The feedback is incredibly helpful

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Another Case: Another Case: Human Sexuality (367)Human Sexuality (367)

No credit for clicker useNo credit for clicker use Total anonymityTotal anonymity Upper levelUpper level 3XX elective course3XX elective course

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Human Sexuality (367)Human Sexuality (367)

Please rate the extent to which Please rate the extent to which you agree with the following you agree with the following statement: I think the clickers are statement: I think the clickers are a valuable asset to this class.a valuable asset to this class.

Strongly Disagree = 1 Strongly Disagree = 1 Strongly Agree = 5Strongly Agree = 5 Mean:Mean: 4.58  4.58 Std Dev:Std Dev: .77 .77

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Human Sexuality (367)Human Sexuality (367)

Please rate the extent to which Please rate the extent to which you agree with the following you agree with the following statement: I think that the clickers statement: I think that the clickers should be used again in this class.should be used again in this class.

Strongly Disagree = 1 Strongly Disagree = 1 Strongly Agree = 5Strongly Agree = 5 Mean:Mean: 4.74  4.74 Std Dev:Std Dev: .73 .73

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PRS Standardization: PRS Standardization: Faculty-IT Staff Faculty-IT Staff

CommitteeCommittee Within about one year, faculty were Within about one year, faculty were

already using several systemsalready using several systems During the Spring, 2006 semester, a During the Spring, 2006 semester, a

faculty-IT staff committee formed tofaculty-IT staff committee formed to Recommend 1 system for the campusRecommend 1 system for the campus We invited four companies to campusWe invited four companies to campus Presentations and Q&A sessionPresentations and Q&A session

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Checklist for PRS Checklist for PRS VendorVendor HardwareHardware

ClickerClicker– SizeSize– FunctionalityFunctionality– LCDLCD– Battery life and signalBattery life and signal

ReceiverReceiver– Radio Frequency Radio Frequency

requiredrequired– Number of responsesNumber of responses– Ease of installationEase of installation– Receive from otherReceive from other

Life span of hardwareLife span of hardware

SoftwareSoftware– Ease of UseEase of Use– Integration with Integration with

PowerPointPowerPoint– Mac compatibilityMac compatibility– FunctionalityFunctionality

Business ModelBusiness Model– Registration ProcessRegistration Process– Storing student dataStoring student data– Support model(s)Support model(s)– Purchase processPurchase process– Costs (and to Costs (and to

whom?)whom?)

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Decided on one systemDecided on one system

Fairly easyFairly easy Cost is one-time/relatively smallCost is one-time/relatively small Came up with a system that felt Came up with a system that felt

right for our campusright for our campus Faculty readily accepted the Faculty readily accepted the

decisiondecision Use has grown significantlyUse has grown significantly Lots of excitementLots of excitement

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2. Sympodium2. Sympodium

Equipped with the same software Equipped with the same software as SMART Board Interactive as SMART Board Interactive WhiteboardsWhiteboards

Classroom with 300 seats/desksClassroom with 300 seats/desks Interactive pen displayInteractive pen display Connected to computer and Connected to computer and

projectorprojector Write directly on screen/slides in Write directly on screen/slides in

digital inkdigital ink

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Sympodium (con’t)Sympodium (con’t)

Will save your notesWill save your notes Access any websiteAccess any website Project on a large screenProject on a large screen Use Word, PowerPoint, Excel orUse Word, PowerPoint, Excel or Web browserWeb browser Clicker questions are in Clicker questions are in

PowerPoint so readily accessiblePowerPoint so readily accessible

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3. The Ultimate 3. The Ultimate ClassroomClassroom Faculty members attended IT Faculty members attended IT

workshops on PBL and ITworkshops on PBL and IT Started with discussion (Chair, faculty Started with discussion (Chair, faculty

member, dep’t IT person, media member, dep’t IT person, media services personnel) about PBL roomservices personnel) about PBL room

Added discussion about computingAdded discussion about computing Computers on tables? How to run Computers on tables? How to run

wires?wires? Battery life of laptops?Battery life of laptops?

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One more example of the One more example of the Use of Technology to Use of Technology to

Enhance LearningEnhance Learning Typical PBL Typical PBL

classroomclassroom– 1 computer per 1 computer per

deskdesk– Only 1 person Only 1 person

works on works on computer at a computer at a timetime

– Others do Others do “individual” group “individual” group workwork

– Battery life of Battery life of computercomputer

New PBL New PBL classroom classroom w/projection w/projection capabilitiescapabilities– 1 wireless 1 wireless

keyboard and keyboard and projector per deskprojector per desk

– 1 person works on 1 person works on keyboardkeyboard

– All work on group All work on group project togetherproject together

– Few battery issuesFew battery issues

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Technology CostsTechnology Costs

LCD projector, Thin ClientLCD projector, Thin Client Wireless keyboards, screensWireless keyboards, screens Smartboard, outletsSmartboard, outlets Cabinetry, instructor’s computerCabinetry, instructor’s computer Server for student stationsServer for student stations Misc. License/software/video Misc. License/software/video

switcherswitcher Total = $30,870Total = $30,870

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Use of the RoomUse of the Room

1.1. Measurement and StatisticsMeasurement and Statistics2.2. Research MethodsResearch Methods

Outcomes – Faculty responses from Outcomes – Faculty responses from upper level coursesupper level courses

3.3. Sensation and PerceptionSensation and Perception4.4. Other DepartmentsOther Departments5.5. Tours from multiple universitiesTours from multiple universities

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Transformation of Classrooms Transformation of Classrooms into E-Learning Spaces: The into E-Learning Spaces: The

Important Link between Important Link between Technology and LearningTechnology and Learning

Ask yourself: technology in the Ask yourself: technology in the service of what?service of what?

Our goals should be to enhance Our goals should be to enhance student learning through the use student learning through the use

of technology.of technology.

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Questions?Questions?

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Problems/What can go Problems/What can go wrong?wrong?

IR technologyIR technology CorrectedCorrected Paying for clickersPaying for clickers

CorrectedCorrected Registering clickersRegistering clickers CorrectedCorrected Data off campusData off campus CorrectedCorrected Student concernsStudent concerns CorrectedCorrected

– Reception of dataReception of data

PP in CPS softwarePP in CPS software CorrectedCorrected

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What will I do What will I do differently next time?differently next time?

Make my expectations more Make my expectations more transparenttransparent

Clearly lay out how “learning” is Clearly lay out how “learning” is enhanced with the use of clickersenhanced with the use of clickers

No extra credit (although there is No extra credit (although there is another perspective (Kendall – extra another perspective (Kendall – extra credit can be fun, bad questions leads credit can be fun, bad questions leads to learned helplessness, problem to learned helplessness, problem solving really leads to learning, group solving really leads to learning, group work can be very helpful, just make it work can be very helpful, just make it worth a small portion of the grade)) worth a small portion of the grade)) Kendall – “I loved the clickers”Kendall – “I loved the clickers”

Use clickers to determine Use clickers to determine understanding of materialunderstanding of material