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Multimedia, Online Cases to Improve Students

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Multimedia, Online Cases to Improve Students' Communication and Learning in ... Consider Robert, the protagonist from our Huntington's Disease saga in Module 2. ... – PowerPoint PPT presentation

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Title: Multimedia, Online Cases to Improve Students


1
Multimedia, Online Cases to Improve Students
Communication and Learning in the Disciplines
  • David R. Russell
  • Dave Fisher
  • Terrell Robbins
  • Tom Bowers
  • Many other collaborators
  • Iowa State University
  • WAC 2004

2
Role-playing Learning Environments--Cases/Simulati
ons
  • Cases have been found to be effective in teaching
    communication and content (Troyka 1975)
  • Re-mediated with audio, video, graphics, text,
    databases
  • To increase involvement motivation
  • To integrate communication learning and content
    learning
  • Time-consuming to develop so
  • Used in multiple courses and disciplines
  • Created with authoring tool called MyCase

3
Each case includes
  • A scenario giving a problem (adaptable for
    different courses/disciplines)
  • Characters / roles /stakeholders
  • Multi-media information sources (video, audio,
    graphics, documents, data) drawn from different
    disciplines/professions
  • Assignments that require students to communicate
    about the problem as they learn
    concepts/information from multiple disciplines
    (adaptable for different courses/disciplines)

4
Three Multi-Media Online Cases http//mycase.engl.
iastate.edu/
  • Huntingtons Disease (Roberts World)
  • Biotechnology (Genetics)
  • First-Year Composition (English)
  • GMOs-Golden Rice (Omega Molecular)
  • Tech Comm (Ag Biosystems Engineering)
  • Bioethics (Philosophy Extension)
  • Business Planning (Agile Motorcycle)
  • Senior Capstone (Business Management)
  • Business Ethics --projected (Philosophy)

5
Caught in the Act
6
Docuverse
7
Case Elements Workspace renderings
8
Presentational Pedagogy
  • Scribo (Danish academic writing)
  • Lotte Rienecker, U Copenhagen (CD Rom)
  • Writing Studio (many genres)
  • writing.colostate.edu
  • Labwrite (lab reports) RTE May 2004
  • labwrite.ncsu.edu

9
Re-mediation
  • Our work builds Bolter and Grusins notion of
    remediation and considers this type of
    intervention in school settings
  • More than simply adding video and pictures
  • Making teaching/learning (including Web-based)
    new
  • Radical rethinking of curriculum and assessment

10
Re-mediation An Example from Biology
  • Biotechnology in Agriculture, Food and Human
    Health (Genetics 308/508)
  • Course goals
  • Scientific principles and techniques of
    biotechnology. Biotechnology products and
    applications. Ethical, legal and social issues
    related to biotechnology.
  • Re-mediation goals
  • . . . add a more human element.

11
Re-mediation Apparent activities
  • Ethnography
  • Interviews with experts
  • Observations of experts at work
  • Collection of documents generated/used by
    stakeholders
  • Dramatization
  • Interviews with Robert and family
  • Family documents (including tax returns, bills,
    etc.)

12
Remediation Not-so-apparent activities
  • Rendering virtual space to enable type of
    learning activities desired (wander explore)
  • Developing assignments that encourage students to
    wander, explore, and use
  • Developing assessment practices that provide
    incentive to engage in these activities

13
Space Before
14
Space After
15
Assignment Before
  • Consider Robert, the protagonist from our
    Huntington's Disease saga in Module 2. Suppose he
    decides to get the Huntington's Disease test, and
    he is found to be positive for the Huntington's
    allele. His employer, the airline (a private
    corporation), finds out that Robert is positive
    for the Huntington's allele, and transfers him to
    a desk job without his consent. Under federal
    law, are the airline's actions legal? Why or why
    not?

16
Assignment After
  • You are a genetic counselor at the University of
    Metropolis Medical Center. You have an upcoming
    appointment in a few hours with a new client
    named Lois Lane. In speaking with Ms. Lane's
    gynecologist, who referred Ms. Lane to you, you
    found out that Ms. Lane has a family history of
    early-onset breast cancer on her mother's side of
    the family. Her mother died of metastatic breast
    cancer at the age of 48, her grandmother at 52,
    and her mother's brother died of male breast
    cancer at 63. Ms. Lane, who is now 41, is
    concerned that she may carry a BRCA1 or BRCA2
    mutation that is sometimes correlated with a
    higher risk of early-onset familial breast
    cancer. She wishes to have a genetic test done to
    determine if she is indeed carrying a BRCA1 or
    BRCA2 mutation, and her doctor concurs that the
    information would be useful. However, in talking
    to the doctor, you have also learned that Ms.
    Lane has an identical twin sister named Lucy Lane
    who is adamantly opposed to any genetic test
    being performed on religious grounds.
  • Faced with the dilemma of two sisters who share
    the same genetic complement but wanting two quite
    different levels of knowledge about what genes
    they have, write a detailed plan for what you
    would tell and want to discuss with Lois Lane at
    the first counseling session.

17
Assessment Not just knowing made manifest
. . . BioProf Well even if you take this first
one. Look at team one. This person goes into
exquisite detail about what PCR reaction is. I
dont care about what the . . . Im assuming they
know how to do PCR. WAC1 Well, are you? I mean
thats what Im asking. Here. Would you rather
they put in this explanation of this stuff that .
. . BioProf I dont like that. WAC1 Oh, you
dont like that. BioProf Thats just my
feeling. WAC1 Oh. Oh. . . . BioProf All he
would need to do or say is they did PCR. Weve
already tested them on that. I dont need to
have all the details of the PCR. What I want to
know is, you know, do they do, you know, do they
understand ? PCR, amplify the DNA and how
thats going to get them a signal thats gonna be
. . . thats what . . . Im wanting them to put
these technologies together, not go back and
describe each individual . . . . . .
18
Re-mediation and working with faculty in the
disciplines
  • Faculty who seem open to the challenges of
    re-mediating a case are
  • Want to see writing as something other than
    (explicit) knowing made manifest, especially
    when students are responding in role?
    knowing-in-role has more tacit expression
  • Are willing to learn about the communicative
    activities in fields related to theirs as well as
    work outside the university while participating
    in re-mediation project

Freedman, Adam, Smart (1994)
19
Re-mediation What weve learned so far
  • Alteration of case/scenario (asking
    different/more relevant questions)
  • Re-visioning of core content by faculty in
    disciplines
  • Detailed attention to representations of space
    and time (and getting students to explore that
    space in game time)

20
Graphics and Design Approach
  • People in biology were interested in
  • Adding human element to course
  • Encouraging students to explore and discover
  • Navigate through a world
  • Creating environment with exteriors and interiors

21
Stage 1 Exterior
22
Stage 1 Interior
23
Reasons for Change
  • Presentation too flat
  • No ability to explore and become involved
  • No differentiation of interiors (lab, home, etc.)
  • Pictures of people on homepage didnt give the
    feel biology faculty were looking for (how can
    you tell this is an insurance agency just by
    looking?)

24
Stage 2
25
Reasons for Change
  • Discipline
  • Exterior too compactdoesnt allow students to
    wander (explore)
  • This is probably more artistically interesting,
    but a map may be more educationally sound.
  • Airplane in flight over buildings too reminiscent
    of 9/11
  • Interior floor-plan layout doesnt allow for
    depiction of key equipment
  • Technical
  • Color-rich raster graphics result in unacceptable
    download times

26
Stage 3 Exterior
27
Stage 3 Interior
28
Observations
  • People in biology were interested in
  • Adding human element to course
  • Encouraging students to explore and discover
  • Navigate through a world
  • Creating environment with exteriors and interiors

29
Limits of Teaching Argument in FYC
  • Students lack any real knowledge of the
    complexity of the issue
  • Students have not learned to think about how
    their position may affect others
  • Papers result in pointless arguments among people
    who do not care much about the outcome
  • (Lynch, George, and Cooper 1997)

30
Sequence of Case Assignments
  • Background Report to Counselor
  • Letter to Robert
  • Position Paper
  • Roleairline employer
  • PurposeDetermine course of action with respect
    to Roberts future with the company

31
Acquire Real Knowledge of the Complexity of the
Issue
  • Legal Issues
  • I have the responsibility to Robert because it
    is unlawful for employers to hire or fire anyone
    because of genetic information. (ADA)
  • Medical Issues
  • Although Robert does carry the gene, it is very
    possible that the disease could take years for
    symptoms to show.

32
Identify How Their Position May Affect Others
  • Ethical Issues
  • Robert has been a hardworking and dedicated
    pilot for us. I have been able to know him
    professionally and personally. He has a family
    to support, and I feel that I have an obligation
    as a friend and an employer to provide another
    job for him.

33
Identify How Their Position May Affect Others
  • Ethical Issues
  • I believe good employees are hard to find and
    since Robert has spent years at my company with
    no problems so far, I have an obligation to him
    and his family as well.
  • Finding Robert another job within the company
    is the most ethical and economically beneficial
    choice available. I will be able to utilize his
    skills in another way and help his family.

34
Construct Arguments Among People Who Care About
The Outcome
  • I felt a closer tie to the people involved. Im
    dealing with a serious decision in one mans
    life.
  • The more personal connection makes me think
    harder about what to do and what to write.
  • As an employer, it the position affects you
    personally. What are the things I want for the
    company and for him Robert?

35
Preparation for/Integration with WID
  • Students exposed to communication in
    disciplines/professions by acting in role of
    professionals
  • Understand the human and social dimensions of
    disciplinary knowledge as well as technical /
    factual information
  • Take responsibility for and recognize the legal
    and ethical aspects of a professional role
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