Mike,
That sounds really cool!
Eileen,
We also received similar feedback from students after their first TBL
experience. We developed a lower-tech way to address their concerns. It
also has been a nice way to ease faculty who were mostly lecturers into
TBL. We display in class (and post only after class, not before) the
"summary slides". They are simply 1 or 2 ppt slides with the take home
message (but not the details of the "answer") after each application
exercise that visibly and explicitly link the exercise to the behavioral
objectives. I think it made a huge difference and students have responded
very positively. Students still take lots of notes in class but it helps
them organize their notes and takes the pressure off if they happened to
miss a part of the discussion.
Powerpoint slides are something of a security blanket to our students
because that's the majority of their class materials prior to the course
sequence where we use TBL.
Lori
On Tue, Jul 13, 2010 at 12:15, Michael J. Welker <[log in to unmask]
> wrote:
> Eileen,
> A solution we are pursuing to this "capture" gap is to setup a new
> classroom utilizing Steelcase's LearnLab setup:
> http://www.steelcase.com/en/resources/overview/documents/learnlab.pdf
>
> The overall setup is basically an excellent classroom setup to actually
> support TBL. I made the comment at the demo classroom we visited in Columbus
> that I had been fighting our classrooms to do TBL for two years now and this
> was like a dream come through. The key pieces are the "Copycam" (
> http://www.electronic-whiteboard.net/index/product/id/4344/) and
> Steelcase's Huddleboard whiteboard system (
>
> http://www.steelcase.com/en/products/category/worktools/boards-and-easels/huddleboard/documents/08-0001216_pdf.pdf). With these, you can electronically capture and display team notes and
> doodles to print or post online.
>
> Hope to have it up and running for Fall :)
> -Mike
>
> Mike Welker
> History Adjunct Faculty
> & Interim Coordinator, Distance Learning
> North Central State College
> Mansfield, Ohio
> (419) 755-4706 - ofc.
> [log in to unmask]
> Room 163 Kehoe (Shelby)
> Campus Mail: AT-27
>
> "Remember, I'm pulling for you... we're all in this together. Keep your
> stick on the ice." -Red Green
>
>
>
> On Tue, Jul 13, 2010 at 11:11 AM, Scallen, Eileen <
> [log in to unmask]> wrote:
>
>> Hi all--
>>
>> I used TBL in my Civil Procedure course this past spring. As I expected,
>> some students love it and some hate it and some are indifferent. I am
>> trying to revise and adjust the exercises to reduce the number of students
>> who hate it.
>>
>> I do not let students keep the multiple choice questions or exams after
>> the IRAT/GRAT process (it is pretty hard to write new ones all the time).
>> The students complain that they don't have a way of recording the
>> "take-away" points or lessons they've learned from the process b/c the
>> process is so interactive and goes so quickly they don't have time to take
>> notes.
>>
>> Has anyone addressed this problem? If so, how?
>>
>> Eileen A. Scallen
>> Professor of Law
>> William Mitchell College of Law
>> (651) 290-6323
>>
>> ______________________________________________________
>> This email has been scanned for all viruses.
>>
>
>
--
Lori L Schirmer, PharmD, BCPS, BCNSP
Assistant Professor, Clinical Sciences
Drake University CPHS
Clinical Pharmacist, Surgery and Trauma
Iowa Methodist Medical Center
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