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.
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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

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