Good recent research suggests that repeated testing enhances learning. How can I best incorporate those important findings into my courses? As a beginning, I have revisited a piece of software,StarQuiz, (originally developed by a high school student) that has proven useful and reliable since I discovered it about 10 years ago. There is something comforting about using a piece of software for almost 15 years and across many evolving operating systems without a glitch.
I am considering incorporating it into my PSY205 “Statistics and Experimental Design Course” —if the students can demonstrate to methat it enhances their mastery of the course’s material. I welcome student feedback—and suggestions from other readers of software they consider better.
To try it enter your name—you need not enter your email address. If a “David” has already tried it, enter a different name (e.g. Voldemoort).
Here is a link to one of the two practice tests I shared with students in my class today. I encouraged students to collaborate, use notes, and be mutually supportive of each other in the process.
Here is a link to a second example which I introduced in my class.
And here is a review of SPSS (with bloopers!) Keep those constructive comments coming
(and you international viewers, I welcome your comments, too).
Continuing my reflections on cascading into the classroom technology learning tools I’ve explored the past 7 years thanks to influence of Jane Hart …
A wonderful tool for teaching about random sampling and random assignment is available through the generosity of Scott Plous who created the invaluable online resource Social Psychology Network. I introduce students to Research Randomizer in my Psychology 205 “Statistics and Experimental Design” course where I require that they go through the excellent online tutorials. I often have students subsequently draw random samples from my class list who are the designated students-to-be-called-upon for the day. I see Research randomizer as a valuable teaching tool in almost any course where students and faculty are interested in an easy to use, valid, way of drawing random samples or to randomly assign participants to conditions. Much superior to drawing mixed numbers from my hat!
Here is a brief screencast one of my research assistants and i made illustrating how I introduce Research randomizer to my PSY 205 students.
Learning never ends. I am continuing to explore the value of technological learning tools to make my best course, PSY205, even better. Initial student feedback has been quite favorable.
In the past two weeks I have experimented with Quizlet and SurveyMonkey. Tomorrow I shall introduce screencasts using Screenflow and Vimeo.
Refreshed, recentered, rejuvenated, and fortified by candy (hence David in Candy Land) from Galena, Illinois, I’m back in the office preparing syllabi. Classes resume tomorrow (Tuesday) for me at Carroll. Even though I am teaching only one class (twice) this semester (“Statistics and Experimental Design“), syllabus creation takes quite a bit of thought and time. I hope to get a lot of writing done this semester. Alas, I say that every semester! Maybe I’ll instead follow up this statistical investigation of Candy Land🙂
Psychology 205SyllabusSP2015Psychology 205SyllabusSP2015
Just finished reading Gabriella Coleman’s book Hacker, Hoaxer, Whistle-Blower, Spy: The Many Faces of Anonymous. She greatly expands upon her earlier thinking expressed in a 2012 Ted-Talk. I now have a much better understanding of “Anonymous” and their modus operandi.
This semester has been especially challenging with my teaching three consecutive 70 minute courses three days a week. I have found it quite difficult to make a smooth transition from the past 35-years of teaching in 50 minute blocks. In the past I have often had an hour between classes for regrouping, reflection, meeting with students and gathering my thoughts. I have missed very much the usual abundance of in person quality time with my student assistants. whichg is vital to my happiness.
We have often had to coordinate their work efforts for me via electronic communication. I am most fortunate to have highly skilled, patient, playful student research assistants who can respond to a hurried, fly-by query from me "learn how to use Movenote and report back to me its potential value"with a quality response like this. Thank you for your most able and cheerful support!
Here is their preliminary assessment of this learning tool which just came to my attention. I can see this "cool" tool quickly earning a place on the Jane Hart learning tool list.
I have much for which to be thankful.
This past week I have been "studying" the excellent online lessons posted by Jane Hart about blogging. One consequence is that I have experimented changing the look of my posts here. I'm not sure that I agree with Jane that it is important to keep a blog "dynamic" by changing its appearances, but in so doing I can better get a sense of what this TypePad blogging tool can and cannot do.
Motivated by Jane's lessons I have begun investigating the relative strengths and weaknesses FOR ME and FOR MY PURPOSES of WordPress, Edublogs, Blogger, and Tumblr. I definitely plan to incorporate blogging as a component into my "Virtual European Immersion Course" (let me know if you are interested in more about this). However, I think I can adequately address that need with the integrated blogging tool which is part of the Social Network software i am using there (Ning).
I initially made a number of half-hearted attempts at blogging about six years ago but didn't seriously start using blogging tools until I was awarded an opportunity to become an online "community blogger" for the Milwaukee Journal Sentinel. It was during that year that I discovered the seminal work of my "virtual" mentor the indefatigable, never seems to sleep Jane Hart. I was also blessed to have a supportive editor who gave me free license to explore Web 2.0 tools and to write about whatever i cared to. Given that freedom to explore I rediscovered the joys and challenges of writing. The following year I was given the opportunity to teach a semester-long course on Web 2.0 learning tools to 25 college freshmen and blogging was a tool I introduced to them.
I blog when I feel I have something to say that might be of interest to others. I have an interest in life-long learning and in sharing what I learn. I have no particular interest in having a large number of followers, but I welcome feedback and, as time allows, I will acknowledge it. I've "met" a large number of interesting individuals in the past few years who have enriched my life and informed my teaching and learning. Let's learn together.
Recently Jane Hart has extended an interesting professional development challenge. Make a resolution to find out how to use 10 new tools this year and write a monthly blog post describing one's experiences with the tools.Though I have been a persistent dillettante of her Top 100 Tools for Learning Lists for the past six years, this semester I have a unique opportunity (and a block of dedicated time) to focus on mastery of a subset of these tools. Hence, I accept and welcome the "challenge!" Thanks for the 'incentive", Jane!
Over the next 15 weeks six of my students and I will be working on a project to create a "virtual European immersion cultural experience course." Among the resources we will be drawing upon are
The broad categories of tools I hope to master with my students are
Ambitious? Yes. Overly ambitious —time will tell but I am blessed with an unusually talented group of students with whom I have worked for years and who each have received a brand new Ipad to support their creation of this new course.
We welcome feedback and ideas.
Several years ago I pontificated the value of my using Twitter. At that time I came to the conclusion that Twitter was not a useful tool for me. Much of my current thinking
has benefitted from my reading or rereading several books (listed
below), my having participated in Carroll Technology Fellows group discussions,
and my developing with six student research assistants a new course ("Pioneering Virtual European Immersion
Experiences"). I also have found value in revisiting some resources I discovered such as this classic tutorial by the consummate visionary, teacher, and proselytizer, Jane Hart.
Books that have shaped my thinking:
Susan Manning and Kevin E. Johnson's The Technology Toolbelt for Teaching. This book provides a useful decision matrix for choosing among and using the "right" technology teaching tool. As a result of having studies this book, I now have a better understanding of some situations where Twitter can be helpful to me in my teaching and scholarship.
Now if I can only divine my message to Pope Benedict XVI to 140 characters or less.
