Learning Lunch Box Oct 2013 - Laurence Orlando presentation
1. Pharmacy and Pharmaceutical Sciences
Ensuring students' engagement
in pre-class activity when
moving to blending learning
.
…you probably had this dream: all students
had done their pre-class activity and it all
ran smoothly and efficiently…
2. Unit CONTEXT: Semester “authentic”
meta-problem:
Therapeutic Goods Administration (TGA) requires our company
(UniPharm) to develop an analytical method (HPLC) to confirm that a
batch of ibuprofen tablets has been contaminated by 6 other products
due to inadequate production practice.
6
Shimadzu image
3. We expect the 7 compounds to be
separated in 7 peaks
1
300
2
3 4
6= Ibuprofen
5
7
mAU
Ch1-254nm,4nm (1.00)
Ch2-220nm,4nm (1.00)
275
250
225
200
175
150
125
100
75
50
25
0
-25
-50
-75
-100
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
11.0
min
4. But in the first analysis we obtain this…
2
1
3
Only 3 peaks
so the 7 compounds
actually overlap
How can we separate those overlapping
peaks ?
5. Semester Sequence
Week
1
Week
2
Initial material
delivered by
TGA
Material week
2 delivered by
TGA
Application of
experimental
strategy 1
Partial
separation
Application of
strategy 2
Etc
M
e
th
o
d
d
e
v
el
o
p
m
e
nt
Better but
still partial
300
mAU
Ch1-254nm,4nm (1.00)
Ch2-220nm,4nm (1.00)
275
250
225
200
Last
week
175
150
Final Material
Complete
separation
125
100
75
50
25
0
-25
-50
TEAM
WORK
-75
-100
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
11.0
min
6. What could allow a
better separation?
What information is needed?
Week
x
Create
corresponding
rules
Hypotheses
validation
(class)
Learning
objectives
(class)
Generate
Collect
Analyse data
Experiments
(group)
Find information
Online interactive
resource
Self-Directed
Learning=
pre-class
activity
(individual)
Info
processed >Hypotheses
(group)
Plan of action
(class)
Create
Experimental
Protocol to study the parameters
What will happen if we
change this parameter?
8. Team Based Learning
Team problem
MCQs
Michaelsen- 70’s
Collaborative Learning
2 recall
3 applied
questions
questions
Multiple
right answers
Open book
9. These MCQs are actually not called MCQs
but:
R eadiness
Assurance
Test
quiz
15. Students feedback along the way…
How did this process help me learn?
– Mini lecture: “A mini lecture to explain weekly SDL is
incredibly useful. It outlines the key aspects of focus
and introduces the key concepts (with the ability to ask
questions) allowing for a starting point in learning and
accepting any new information discovered during the
SDL.”
– Peer assessment : “Also going through my peers SDL
has been helpful although it takes a lot of time to go
through each one thoroughly”
16. Students feedback along the way…
– Process: “It actually made me study on a weekly basis.
Though it is very time consuming, the hours that we
spend on studying on a weekly basis would pretty much
be the same as when studying towards the end of the
semester”
– “SDL forces us to learn on our own. Any lesson learned
on your own is better retained than anything that you are
told directly”,
– Process: “I must admit that being in charge of my own
learning probably helped more than having to sit through
lectures”
17. Students feedback along the way…
– “When I doing the SDL by myself, (…)there are some
sections I don't understand. I get involve and understand
more after finish RATs sections.”
– “It is important to be able to apply what you learn to
actual questions.”
– “I like doing the TEAMRAT because my group is very
good at helping me understand concepts”
– “Repetition reinforces the concepts covered.”
– “This approach is time consuming but efficient.”
18. In Conclusion:
Individual
work
X
Small group
discussion
X
Total class
discussion
Impact on
=
LEARNING
Adapted from Michaelsen
100% attendance throughout the semester
Students understand the course content
Students apply the course content to problem
solving
Students develop teamwork skills
STUDENT CENTERED
19. In Conclusion:
I tested TBL in a class of 25 students because
next year this unit becomes a core unit for 100
students
This strategy is designed for large classes and
will reduce the problems of anonymity and
passivity in large classes and will allow the
principles of collaborative learning to occur
even in large classes
20. Your turn…
The TBL sequence can be implemented only once
or twice in an otherwise “normal unit” to try it (not
necessarily as a structure for the whole semester)
Applicable in engineering, sciences, but also in
humanities, social sciences, arts where group
discussion is important as Michaelsen has shown
in his research
… and the last conclusion: I am actually going to
use these slides as the introductory lecture next
year!
23. Assessment scheme
Assignment task 1
Assignment task 2
Assignment task 3
KNOWLEDGE CONSTRUCTION
PRACTICAL ACTIVITIES
FINAL ASSESSMENT
individual (Moodle)
10
team
30
SDL wk2
1
tRAT/appeal wk2 (Moodle)
1
iRAT wk2
1
weekly reports wk 2
development (Moodle)
2
SDL wk3
1
tRAT/appeal wk 3 (Moodle)
1
iRAT wk3
1
weekly reports wk 3
development (Moodle)
2
SDL wk4
1
tRAT/appeal wk 4 (Moodle)
1
iRAT wk4
1
weekly reports Wk4
development (Moodle)
2
SDL wk10
1
tRAT/appeal wk 10 (Moodle)
1
iRAT wk10
1
weekly reportswk wk 10
(Moodle) validation
2
SDL wk11
1
tRAT/appeal wk 11 (Moodle)
1
iRAT wk11
1
weekly reportswk 11 (Moodle)
validation
SOP HPLC including pump
maintenance (Google Drive)WK12
individual (Moodle)
60
plan of action (Moodle)
2
5
SOP software basic use
(Google Drive)-WK12
5
method (Google Drive)-WK12
3
chromatograms (Moodle
Database)WK12
2
Not marked but weekly
hurdles (Moodle)
Learning objectives
(Moodle)
individual reflections
(Moodle)
teambuilding activities
(Moodle)
METHOD DEVELOPMENT
STRATEGY FLOW CHART
SDL BOOKLET OF KNOWLEDGE
USABLE IN YOUR FUTURE
EMPLOYMENT
CONCEPT MAP OF INFLUENCE OF
PARAMETERS ON RESPONSES
25
25
10
Notas do Editor
If you have moved to some blended learning activities I had that dream too…so, what strategy can we put in place to encourage students to do it?
The teaching approach of the unit is based on a semester meta problem: TGA requires ….We prepare a sample containing the 7 compounds and The only way of we inject it in the analytical equipment that students are learning about during the semesterWe need to see the 7 separated p[eaks that proves to TGA that there was contaminantys
Rather than 7 s[aced [eaks 3 overlapping peaks
In week 1, “TGA” provides initial material that enables students to apply a specific associated strategy that will lead to a partialsolution to the problem. in week 2, material pf week 2 is delivered and strategy 2 is applied . Etc until last week of the programme where we reach a complete separation. This process is the actual strategy used in industry to develop a HPLC method so that students are job-ready in HPLCThis programme is conducted in teams all along the semester
How are the weeksorganised?What if this step is not done? It ruins the whole processWhat can we do to encourage students to do it?SDL is the preclass activity
Aminilectureis given to introduce the main concepts that they will encounter during their self directed learning. 100% attendance the more they engage with material and the questions, the easier the subsequent SDL will beThen students have to summariseand post their SDL on “workshops” on Moodle to be peer assessed. students are therefore accountable as they know that if they don’t do their SDL properly, they will let the rest of the group down so the there is a very important shift here where students start to work for themselves and their teams instead of for the teacher
I Came across TBL only this year with the GCAP module on team work Catherine Barratt recommended me to read michaelsen books and this was a revelation you need a Team problem which engages collaborative learning procesesYou need MCQs this is the core of the strategy
Stduents have access to the home RAT while they are completing their SDL to test their understanding of the topic and get directions for the SDL but they don’t get any feedback or correct response
When they have to decide which response is right or notI will leave the videos for now we will see if we have time
If the group of student don’t agree with the right responsesThey have the Opportunity to challenge the questions if they interpret the sentences in a different way, if they think it could be written differently etc.
Same RAT but in a very short time, a random order of questions and responses which forces them to think about the questions once again.
And then we can continue to apply the new knowledge in [practical experiments and we establish the rules that governthe strategy of the weekCATME is here to allow for the peer assessemnt of the teamwork and is backed up by the SDL being posted in case of conflict.