Hi Chris,
Thanks so much for your prompt response! I'm not actually going to get them to represent different organisations at the one time, I'll get them all to represent an industry group first, and then get them to all represent an animal welfare organisation. I won't have a large enough space for this to have them all in the one room, I'm using time that is timetabled for tutorials and would have 4 teams in one room. So I really like your ideas, but they wouldn't work here. I'm thinking of making the one pager something brief, probably within a template with specific questions. Has anybody else got TBL teams to mark the work of other teams? I might be on the wrong track entirely.
When I do their final debate I would get all teams to respond to a specific question eg. which stakeholder group do you think would be the most against a ban? Rate from 1-5 from most want a ban to least want a ban the following organisations.
Hope this makes it a bit clearer,
Susan
Susan Hazel BVSc BSc(Vet) PhD GradCert (Public Health) MANZCVSc
Lecturer in Animal Behaviour, Welfare and Ethics
School of Animal & Veterinary Sciences
THE UNIVERSITY OF ADELAIDE
Roseworthy SA 5371 Australia
Ph : +61 8 8313 7828
Fax : +61 8 8313 7972
e-mail: [log in to unmask]<mailto:[log in to unmask]>
CRICOS Provider Number 00123M
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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Chris Burns
Sent: Wednesday, 26 June 2013 11:49 AM
To: [log in to unmask]
Subject: Re: Modifying an existing assignment using TBL principles
Hi Susan,
A few years ago I tried something similar... students were divided in to groups and asked to represent different organizations in a debate related to implementation of a vaccine strategy. It was fun, but not as effective a learning experience as I had hoped. The "parents" group just kept interrupting the discussions with shouts of "autism". Overall it was a poor use of two hours. The 4S's must not be ignored!
I've not had much luck with students spending class time creating complicated products or arguments. Brief differential diagnoses or treatment plans work well. Perhaps you might consider creating written statements from each stakeholder group yourself, or better yet, inviting representatives of each stakeholder group to come to class and make a presentation in favor of their position. Then have the students vote on which was the most compelling. As follow ups you could have a series of applications to identify the strongest and weakest argument made for each position. All of this can be done with A-E voting cards.
All the best,
Chris Burns
Associate Professor of Microbiology
University of Illinois COM
________________________________
Date: Wed, 26 Jun 2013 02:05:25 +0000
From: [log in to unmask]<mailto:[log in to unmask]>
Subject: Modifying an existing assignment using TBL principles
To: [log in to unmask]<mailto:[log in to unmask]>
Hi All,
I'm seeking advice on modifying an assignment for a first year course next semester. The course (Principles in Animal Behaviour, Welfare & Ethics) has run since 2008 with ~140 students from 2 academic programs. I started to use TBL to replace lectures in 2010, and have had a lot of success, particularly since we have single day timetabling and 3-hr lecture blocks.
I'm now looking to replace the major assignment in the course, which was set up as an online e-Simulation with groups of 4 students. They debated an area of controversial animal use, each group representing a different stakeholder, then a decision making group putting the information together to make a final decision (eg should battery cages for layer hens be banned). While it had advantages, it conflicted with principles of TBL plus I've lost my IT support to run it this year. There were always some major group frictions with free loaders or control freaks.
Thus I want to modify the assignment using TBL principles this year. Material that they can use for the assignment is presented in the mornings during TBL sessions and lectures (I have guest lecturers and haven't replaced all content with TBL). I'm thinking of getting teams to work together to write a 1 page submission for a public inquiry (eg should farrowing crates in pigs be banned?) from the two main viewpoints- industry and an animal welfare organisation. They would have class time to work on this and could finish and submit it on a wiki, and then the following week the teams would mark the submissions of 3 other teams. I know Larry Michaelsen warns against using team reports in TBL, but I'm hoping that by making them short and then getting other teams to mark them it will work. There would be 3 cycles of this type of work, and then at the very end they would write individual reflective reports on what they had learnt during the assignment. I would also run a final face-to-face session in which teams would vote using clickers.
Any suggestions would be greatly appreciated, particularly if anyone has used something similar. I have been reading Chapter 7 'Team-Based Learning in Social Sciences Research Methods Classes' by Sarah Mahler in 'Team-Based Learning in the Social Sciences and Humanities', Edited by Michael Sweet and Larry Michaelsen, and have found it an invaluable resource.
Best wishes,
Susan
Susan Hazel BVSc BSc(Vet) PhD GradCert (Public Health) MANZCVSc
Lecturer in Animal Behaviour, Welfare and Ethics
School of Animal & Veterinary Sciences
THE UNIVERSITY OF ADELAIDE
Roseworthy SA 5371 Australia
Ph : +61 8 8313 7828
Fax : +61 8 8313 7972
e-mail: [log in to unmask]<mailto:[log in to unmask]>
CRICOS Provider Number 00123M
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IMPORTANT: This message may contain confidential or legally privileged information. If you think it was sent to you by mistake, please delete all copies and advise the sender. For the purposes of the SPAM Act 2003, this email is authorised by The University of Adelaide.
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