Online Interactive Learning Modules to Enhance Active Learning in a

Brick and Mortar Course

Boston University Instructional Innovation ConferenceMarch 2, 2012

Wayne W. LaMorte, MD, PhD, MPHBoston University School of Public Health

c. 400 BC

1832 Cholera Epidemic

Definition of a Lecture: A talk on some subject to an audience or class. Also: A long or tiresome scolding.

“I recall once saying that when I had given the same lecture several times I couldn't help feeling that they really ought to know it by now.” — J. E. Littlewood (1885-1977)

BUSM, 2007Laurentius de Voltolina, late 1300s

Wk Pre-Class Class (Lectures) Post-Class

1 Reading Syllabus, History, & Descriptive Studies

2 Reading Overview of Analytic Studies PS 1 – Study Designs

3 Reading Dis. Freq. PS 2 – Dis. Freq.

4 Reading Association PS 3 - Association

5 Reading Random Error PS 4 – Random Error

6 Reading Clinical Trials TAKE-HOME EXAM

7 Reading Cohort Studies PS 5 – Cohort

8 Reading Case-Control Studies PS 6 – Case-Control

9 REVIEW MIDTERM (in-class)

10 Reading Bias PS 7 - Bias

11 Reading Standardization & Adjusted Rates PS 8 – Adjusted Rates

12 Reading Confounding & Effect Modification PS 9 - Confounding

13 Reading Screening PS 10 - Screening

14 Reading Causal Inference REVIEW

15 REVIEW FINAL EXAM (in-class) 10 problem sets;

Lecture

Homework (Active Learning)

Assigned Reading

Exam

Assigned Reading

A Self-Directed Guide toDesigning Courses for Significant Learning

L. Dee Fink, PhDDirector, Instructional Development Program

University of Oklahoma

Author of:Creating Significant Learning Experiences:

An Integrated Approach to Designing College Courses

LearningGoals

Feedback &Assessment

Teaching & LearningActivities

Key Components of Integrated Course Design

Situational Factors

ActiveLearning

SignificantLearning

EducativeAssessment

From L. Dee Fink (120 students; beginners;

breakout rooms for only one class)

From L. Dee Fink

Surveillance; Frequency;Hypotheses; Strategies

1 2out out out

Measuring Association;Random Error

3 4out out out

RCT; Cohort; Case-Control5 6

out out out

Bias, Confounding7 8

out out out

Screening for Disease9 10

out out out

Critical Reading; Causal Inference

11 12out out out

Open Discussion of ProblemQ&A

Mini-LectureIndividual & Team Exercises

Progressive Disclosure Exercises

Reading, Videos, Skill Building, Problems, Pre-Class Quizzes (interactive web pages + progressive problems; challenging

problem [post your discussion online before class])

Reading, Videos, Skill Building, Problem Sets (interactive web pages + progressive problems; challenging

problem [post your discussion online before class])

Navigation

“Text Poppers”

Hyperlinks

Images

Embedded Videos

Embedded “iFrames”

“Quiz Poppers”

Wk Pre-Class Modules + Quiz Class Post-Class

Surveillance;Frequency;Hypotheses;Strategy

1 Syllabus, History . & Descr. modules; Flu Shot Ex.; Forum; Pre-Quiz

Flu Shot DISCUSSION Descriptive. Epi lect.

2 Analytic module; Pre-Quiz Analytic Overview lect. - Clickers PS 1 – Study Designs

3 Surveillance & Dis. Freq. modPre-Quiz

Dis. Freq. lect. - ClickersProblems

PS 2 – Dis. Freq.

Ass’n; Random Error

4 Association mod. - Pre-Quiz Association lect. – Clickers + Problems PS 3 - Association

5 Random Error mod. - Pre-QuizVideo on Epi_Tools

Random Error; EX PS 4 – Random Error

RCT;Cohort; Case-Control

6 Res. Ethics mod. + ForumRCT module - Pre-Quiz

DISCUSS; Q&A; Progressive ASA; Karachi; EX: Risk/ Benefit

TAKE-HOME w/ RCT

7 Cohort Study mod. - Pre-Quiz Review Cohort; Progressive Disclosure; GUEST LECT.; BWHS:

PS 5 – Cohort + HDL Analysis/Interpretation

8 Case-Control mod. - Pre-Quiz Case-Control Lecture; GUEST LECT. SSRI & Birth Defects

PS 6 – Case-Control + Analysis/Interpretation

9 REVIEW MIDTERM (in-class)

Bias; Confound

10 Bias module - Pre-Quiz Lecture + DISCUSSION PS 7 - Bias

11 Adjusted Rates; Confounding / Effect Modification - Pre-Quiz

Adjusted Rate lect. + EX PS 8 – Adjusted Rates

12 Confounding II; Effect Modification - Pre-Quiz

Lecture +Progressive Disclosure

PS 9 - Confounding

Screening; 13 Screening module - Pre-Quiz Lecture + Guest Lecture: Mammography Controversy

PS 10 - Screening

Critical Read;

Causation 14 Critical Reading; Causality

mod.BREAKOUT - ETS papersDISCUSSION; OSHA testimony;

REVIEW

15 REVIEW FINAL EXAM (in-class)

Link to class resources

1) The modules fostered engagement and invited exploration.

2) More classroom time was devoted to active learning, discussion of controversies, and problem solving (both individual and team-based).

3) Students were more accountable, came to class better prepared, and asked more and better questions.

4) Students appreciated access via computer, smart phone, iPad, etc.

5) Students viewed the modules as making an important contribution to their learning. A mid-course evaluation indicated that 98% of the students strongly agreed (75%) or agreed (23%) that the online modules are a significant aid to learning.

Results

• LOVED the online sessions. Pre-and post-quizzes forced me to keep up in a really good way.

• Prof. LaMorte's learning modules and PPTs are so comprehensive! Weekly pre-class and post-class problem sets were VERY helpful in solidifying concepts. This class is designed for you to succeed.

• Online modules were excellent! They were interactive and provided me with strong foundation for the material. Although it was a lot of work, the pre and post quizzes strongly reinforced material learned in class. Additionally, the pre-quizzes motivated me to read the modules before class.

• I really enjoyed the use of online modules as a preview for what was to come in class. The reiteration online and then in person contributed to having the knowledge 'stick.‘

• The modules were invaluable! Absolute life savers! Clear and uncomplicated.

• The modules were especially useful.

How would you rate the level at which the course was taught?

Too easy About right Too hard   4% 92% 3%

What is the most fundamental issue here?

Does it make sense for me to assume this?

What can I conclude from the data in this graph?

Are these two observationsconsistent with each other?

How could I validate these data?

Is this a credible source of information?

What strategy would be best to test this?

What are the possiblesources of error?

Freakin’ Monday Night Football…. zzzzzz