Dr. Sarah Krejci1
47
Dr. Sarah Krejci 1 , Dr. Raphael Isokpehi 1 , Dr. Shirma Ramroop- Butts 1 , Dr. Michael Reiter 1 , Dr. Adrienne George 2 , Dr. Yungkul Kim 1 , Dr. Adeljean Ho 1 , Dr. Hector Torres 3 , and Dr. Arletha McSwain 2 1 College of Science, Engineering, and Mathematics 2 B-CU Global Online Partnerships 3 College of Education Faculty and Staff Institute, January 8, 2020
Transcript of Dr. Sarah Krejci1
Improving interpretation of visual images of scientific data in
non-major Environmental Science studentsDr. Sarah Krejci1, Dr.
Raphael Isokpehi1, Dr. Shirma Ramroop- Butts1, Dr. Michael Reiter1,
Dr. Adrienne George 2, Dr. Yungkul Kim1, Dr. Adeljean Ho1, Dr.
Hector Torres3, and Dr. Arletha McSwain 2
1College of Science, Engineering, and Mathematics 2 B-CU Global Online Partnerships 3College of Education
Faculty and Staff Institute, January 8, 2020
WORKSHOP AGENDA
Describe ES 130 redesign structure and OER resources
Describe ES 130 interventions
Q&AMaterials Available at AquaticResearchLab.org/education
Within higher ed OER refers to free, online learning content, software tools and accumulated digital curricula
not restricted by copyright license and available to retain, reuse, revise, remix, and redistribute (Hilton, Fischer, Wiley, & Williams, 2016).
Use of OER can address affordability, completion, attainment gap concerns, and learning
(Colvard et al., 2018)
Identifying issues with the previous course design
Course was created with a high degree of standardization University policy Department interpreted: Same syllabus Lectures Homework Exams
High failure rate, low student and faculty satisfaction- Why?
Publisher software was utilized for homework (10% of grade)
Cost Savings to student
$150.50 ------
In Fall 2016, updated 2017- instructor generated homework created in elearning
In Fall 2018, adopted by other faculty
But this still required the purchase of a text book
Summer 2018 OER course redesign began as a pilot with Tennessee State University Affordable Learning Solutions Initiative Faculty involved in OER course design received a stipend for their time
ES 130- Opportunity to evaluate the course effectiveness Do faculty want to redesign the course? What works about the course? What do faculty need?- Technical or pedagogical support?
What are faculty concerns about a redesign and OER?
Identifying the concerns and needs of the faculty
Objectives:
(1)assess the faculty opinions of the current course design and content
(2)determine concerns about OER adoption
(3) determine their preferred involvement in course redesign
(4) determine the professional development needs of the faculty.
How do you wish to contribute? How much support do you need? Syllabus development I wish for
information to be
coordinator
content
or
I would like to have a training or one on one
session established
Available at AquaticResearchLab.org/education
How do you wish to contribute? How much support do you need? Course Learning
Material development I wish for
information to be
coordinator
content
or
I would like to have a training or one on one
session established
Chapter PowerPoint (do you want to make your own or use someone else’s ppt. Text or web resources Video lessons Aligning course materials with ISLOs Aligning course materials with Course level objectives Other:
Available at AquaticResearchLab.org/education
How do you wish to contribute? How much support do you need? Course Learning
Activity development I wish for
information to be
coordinator
content
or
I would like to have a training or one on one
session established
In class Activities Writing content in elearning Using gradebook in elearning Writing content other than digital format Aligning course materials with ISLOs Aligning course materials with Course level objectives Developing Assessment questions Chapter Exams Comprehensive final Other:
Only one faculty refused to do it out of 6
Most preferred to discuss it one-on-one
Many only partially completed the table
Opened up a substantial dialogue- most faculty had been storing up ideas
Provided an opportunity for collaboration and engagement
Able to assess the degree that everyone wanted to be involved
5 total non-mandatory meetings from May 2018-August 2018
1. Reviewed course assessment scores and course objectives- Dr. Corey Potter, Vice President of Assessment, green light for redesign
2. Course content, goals and objectives Reordered the course topics and modules Developed new measurable course objectives
3. Reviewed course policies and standardization Course point breakdown, plagiarism, late assignment policies, attendance policies
4. Syllabus Review
OER COURSE REDESIGN PILOT The course had five modules.
12 content areas
Each content area had an OER reading assignment paired with reading questions
Follow up homework assignment with current topic articles
1) Human population growth reading
2) Human population growth lecture
3) Human population growth Homework
OER COURSE REDESIGN UPDATES Modules Content areas 0. Studying Environmental Science Navigating LMS and Course Policies
Introduction to Environmental Science Scientific Method Scientific Visual Literacy
1. Humanity and its Resources Human Population Growth Population Demographics Community Ecology Air Water Geological resources Biodiversity
2. Protecting Global Resources US Laws & Civic Engagement International Laws Economics & Urbanization
3. Human impacts on global resources Agriculture Biodiversity impacts Water pollution Geological resource extraction & Energy Waste Toxicology Air pollution & Climate change
Argumentation
A single online Environmental Science textbook which encompasses all content suggested by the faculty could not be located.
The OER utilized for this course are over 100 links to websites from a variety of sources including: Nature, online textbooks, and state agencies
An overview of student academic achievement based on exam scores, reading assignments, and homework assignments and results of Likert scale student surveys addressing course content, and whether the course materials prepared them for the exam.
0
10
20
30
40
50
60
70
80
90
A ve
ra ge
S tu
d en
7% of comments stated the readings were difficult
9.6% of comments were related to difficulties accessing course materials
54.5% of student comments on the readings were positive
90.9% of course content comments were positive.
0
20
40
60
80
100
Fall 18 Online OER
Visual literacy and Socioscientific Argumentation
Created a “Module 0” focused on preparing for online learning Navigating elearning video emailed to students Quiz on course policies and online organization All powerpoints updated with an instruction slide
Introduction to Environmental Science & Scientific Method
Scientific Visual Literacy
Modified OER course was run FTF (honors) and online sections
“the act or process of converting a scientific idea or concept into visual terms so that it may be more easily understood”-
Can represent quantitative and/or qualitative data
They serve as a way to build bridges between scientists and the public
They can also be used to enrich texts and appeal to emotions.
Why are students not connecting with the course material?
High usage of scientific visualizations in lecture, book, and assignments Previous Lecture 1
47 images!
Present complex data which require knowledge and training to understand
As trained scientists, scientific image interpretation comes easy and conclusions can see obvious Introductory and non major students likely do not have the training to understand
visualizations in the classroom
Determine ES 130 students scientific visual literacy (SVL) at three levels (Lee et al., 2017): 1. Elementary: Can the student read a specific value in the image? 2. Intermediate: Can the student read relationships or trends in a graph? 3. Advanced: Can the student read beyond what is presented in a graph?
Provide an intervention to teach students the three levels of SVL using 6 types of scientific visual images
Provide practice problems as homework
Conduct a post test after the intervention and practice
Determine transfer of knowledge to SVI in the midterm
Study was carried out 2 sections of ES 130: Online and a face-to-face Honors section
20 questions, multiple choice and t/f
6 Visuals used Table one-dimensional visual two dimensional visual Map Shape connection visual
For each visual one question for each knowledge level was asked
The visuals were related to environmental science, but did not require content knowledge
The same assessment tool was used as the post test
F-T-F:1.5 lecture periods were utilized to deliver the intervention
Online: Pre recorded PowerPoint
Intervention Content: Introduction to SVI 6 visual categories were introduced Guided instruction Practice slide using the prompts “Read” “Trend” “Project”
Student sample size F-T-F- 13 students Online- 17 students
For each knowledge level n=6
No significant interaction between (p>0.05): Assessment*Level*Section Level*Section Assessment*Section
Significant difference between levels (p<0.05)
0
10
20
30
40
50
60
70
80
90
100
% o
% o
b
a
a
Level 1 Level 2 Level 3
% o
Level 1 Level 2 Level 3
% in
Level 1 Level 2 Level 3
% o
Spring 19 FTF (Honors)
67.7 57.9 70.5 73.0
80.7 79.8
Spring 2019 is the first time a section reached its assessment objective
Provide an intervention to teach students argumentation using argument-driven inquiry with scaffolding (Hasnunidah et al. 2015) with three stages of learning:
Initiation- OLI Argument Diagramming Course
Development- GMO and Organic Foods
Reading and Video Assignment
Taste Test Activity
1. Assess ES 130 students argumentation skills: identify components of an argument (premise, evidence, and conclusions) identify an appropriate diagram for an argument construct a written description of an argument with justification
2. Measure student satisfaction of the argumentation intervention
3. Improve academic success in the course. End of course grades Withdrawal rates
12/23 students completed pre/post test and all three stages
10 females, 2 males
100.0
1 2 3 4 5
Did the information in this lesson help you better understand the difference between GMO and
Organic foods?
1 2 3 4 5
How much did you enjoy the GMO organic agumentation lesson overall?
5, very much
Would you recommend this lesson be taught in the future?
1, not at all
A ve
ra ge
E n
d -o
f- C
ou rs
e Sc
or es
d en
ts (c
ou n
t) A B C D F Average end of course scores
11 Withdrawals
3 Withdrawals
0 Withdrawals
OER course design was transferred from elearning to canvas in FA19
Adopted by online faculty and two F-T-F faculty Processing results of OER & Visual Literacy
Argumentation intervention will be piloted by other ES130 faculty in SP2020
Research Assistant Alyssa Stubbs
Investigating the Effects of Socioscientific Argumentation Development on Student Academic Success #1623371
National Science Foundation HBCU-UP Targeted Infusion Project: Developing Quantitative Expertise in the Undergraduate Biology Curriculum (QEUBiC) Award #1435186
Center for Trans-Disciplinary Data Analytics, Bethune-Cookman University
A collaborative course redesign approach for non-major Environmental Science incorporating Open Educational Resources (OER)
Workshop Agenda
ES 130 Beginnings
Faculty Survey tool
Slide Number 10
Slide Number 11
Slide Number 12
Redesign meetings
Evaluation of oer pilot
Fig 4. An overview of student academic achievement based on exam scores, reading assignments, and homework assignments and results of Likert scale student surveys addressing course content, and whether the course materials prepared them for the exam.
Qualitative Surveys
Visuals can convey life and death information
Visual images in Introduction to Environmental Science
Scientific Visualizations
Objectives
1College of Science, Engineering, and Mathematics 2 B-CU Global Online Partnerships 3College of Education
Faculty and Staff Institute, January 8, 2020
WORKSHOP AGENDA
Describe ES 130 redesign structure and OER resources
Describe ES 130 interventions
Q&AMaterials Available at AquaticResearchLab.org/education
Within higher ed OER refers to free, online learning content, software tools and accumulated digital curricula
not restricted by copyright license and available to retain, reuse, revise, remix, and redistribute (Hilton, Fischer, Wiley, & Williams, 2016).
Use of OER can address affordability, completion, attainment gap concerns, and learning
(Colvard et al., 2018)
Identifying issues with the previous course design
Course was created with a high degree of standardization University policy Department interpreted: Same syllabus Lectures Homework Exams
High failure rate, low student and faculty satisfaction- Why?
Publisher software was utilized for homework (10% of grade)
Cost Savings to student
$150.50 ------
In Fall 2016, updated 2017- instructor generated homework created in elearning
In Fall 2018, adopted by other faculty
But this still required the purchase of a text book
Summer 2018 OER course redesign began as a pilot with Tennessee State University Affordable Learning Solutions Initiative Faculty involved in OER course design received a stipend for their time
ES 130- Opportunity to evaluate the course effectiveness Do faculty want to redesign the course? What works about the course? What do faculty need?- Technical or pedagogical support?
What are faculty concerns about a redesign and OER?
Identifying the concerns and needs of the faculty
Objectives:
(1)assess the faculty opinions of the current course design and content
(2)determine concerns about OER adoption
(3) determine their preferred involvement in course redesign
(4) determine the professional development needs of the faculty.
How do you wish to contribute? How much support do you need? Syllabus development I wish for
information to be
coordinator
content
or
I would like to have a training or one on one
session established
Available at AquaticResearchLab.org/education
How do you wish to contribute? How much support do you need? Course Learning
Material development I wish for
information to be
coordinator
content
or
I would like to have a training or one on one
session established
Chapter PowerPoint (do you want to make your own or use someone else’s ppt. Text or web resources Video lessons Aligning course materials with ISLOs Aligning course materials with Course level objectives Other:
Available at AquaticResearchLab.org/education
How do you wish to contribute? How much support do you need? Course Learning
Activity development I wish for
information to be
coordinator
content
or
I would like to have a training or one on one
session established
In class Activities Writing content in elearning Using gradebook in elearning Writing content other than digital format Aligning course materials with ISLOs Aligning course materials with Course level objectives Developing Assessment questions Chapter Exams Comprehensive final Other:
Only one faculty refused to do it out of 6
Most preferred to discuss it one-on-one
Many only partially completed the table
Opened up a substantial dialogue- most faculty had been storing up ideas
Provided an opportunity for collaboration and engagement
Able to assess the degree that everyone wanted to be involved
5 total non-mandatory meetings from May 2018-August 2018
1. Reviewed course assessment scores and course objectives- Dr. Corey Potter, Vice President of Assessment, green light for redesign
2. Course content, goals and objectives Reordered the course topics and modules Developed new measurable course objectives
3. Reviewed course policies and standardization Course point breakdown, plagiarism, late assignment policies, attendance policies
4. Syllabus Review
OER COURSE REDESIGN PILOT The course had five modules.
12 content areas
Each content area had an OER reading assignment paired with reading questions
Follow up homework assignment with current topic articles
1) Human population growth reading
2) Human population growth lecture
3) Human population growth Homework
OER COURSE REDESIGN UPDATES Modules Content areas 0. Studying Environmental Science Navigating LMS and Course Policies
Introduction to Environmental Science Scientific Method Scientific Visual Literacy
1. Humanity and its Resources Human Population Growth Population Demographics Community Ecology Air Water Geological resources Biodiversity
2. Protecting Global Resources US Laws & Civic Engagement International Laws Economics & Urbanization
3. Human impacts on global resources Agriculture Biodiversity impacts Water pollution Geological resource extraction & Energy Waste Toxicology Air pollution & Climate change
Argumentation
A single online Environmental Science textbook which encompasses all content suggested by the faculty could not be located.
The OER utilized for this course are over 100 links to websites from a variety of sources including: Nature, online textbooks, and state agencies
An overview of student academic achievement based on exam scores, reading assignments, and homework assignments and results of Likert scale student surveys addressing course content, and whether the course materials prepared them for the exam.
0
10
20
30
40
50
60
70
80
90
A ve
ra ge
S tu
d en
7% of comments stated the readings were difficult
9.6% of comments were related to difficulties accessing course materials
54.5% of student comments on the readings were positive
90.9% of course content comments were positive.
0
20
40
60
80
100
Fall 18 Online OER
Visual literacy and Socioscientific Argumentation
Created a “Module 0” focused on preparing for online learning Navigating elearning video emailed to students Quiz on course policies and online organization All powerpoints updated with an instruction slide
Introduction to Environmental Science & Scientific Method
Scientific Visual Literacy
Modified OER course was run FTF (honors) and online sections
“the act or process of converting a scientific idea or concept into visual terms so that it may be more easily understood”-
Can represent quantitative and/or qualitative data
They serve as a way to build bridges between scientists and the public
They can also be used to enrich texts and appeal to emotions.
Why are students not connecting with the course material?
High usage of scientific visualizations in lecture, book, and assignments Previous Lecture 1
47 images!
Present complex data which require knowledge and training to understand
As trained scientists, scientific image interpretation comes easy and conclusions can see obvious Introductory and non major students likely do not have the training to understand
visualizations in the classroom
Determine ES 130 students scientific visual literacy (SVL) at three levels (Lee et al., 2017): 1. Elementary: Can the student read a specific value in the image? 2. Intermediate: Can the student read relationships or trends in a graph? 3. Advanced: Can the student read beyond what is presented in a graph?
Provide an intervention to teach students the three levels of SVL using 6 types of scientific visual images
Provide practice problems as homework
Conduct a post test after the intervention and practice
Determine transfer of knowledge to SVI in the midterm
Study was carried out 2 sections of ES 130: Online and a face-to-face Honors section
20 questions, multiple choice and t/f
6 Visuals used Table one-dimensional visual two dimensional visual Map Shape connection visual
For each visual one question for each knowledge level was asked
The visuals were related to environmental science, but did not require content knowledge
The same assessment tool was used as the post test
F-T-F:1.5 lecture periods were utilized to deliver the intervention
Online: Pre recorded PowerPoint
Intervention Content: Introduction to SVI 6 visual categories were introduced Guided instruction Practice slide using the prompts “Read” “Trend” “Project”
Student sample size F-T-F- 13 students Online- 17 students
For each knowledge level n=6
No significant interaction between (p>0.05): Assessment*Level*Section Level*Section Assessment*Section
Significant difference between levels (p<0.05)
0
10
20
30
40
50
60
70
80
90
100
% o
% o
b
a
a
Level 1 Level 2 Level 3
% o
Level 1 Level 2 Level 3
% in
Level 1 Level 2 Level 3
% o
Spring 19 FTF (Honors)
67.7 57.9 70.5 73.0
80.7 79.8
Spring 2019 is the first time a section reached its assessment objective
Provide an intervention to teach students argumentation using argument-driven inquiry with scaffolding (Hasnunidah et al. 2015) with three stages of learning:
Initiation- OLI Argument Diagramming Course
Development- GMO and Organic Foods
Reading and Video Assignment
Taste Test Activity
1. Assess ES 130 students argumentation skills: identify components of an argument (premise, evidence, and conclusions) identify an appropriate diagram for an argument construct a written description of an argument with justification
2. Measure student satisfaction of the argumentation intervention
3. Improve academic success in the course. End of course grades Withdrawal rates
12/23 students completed pre/post test and all three stages
10 females, 2 males
100.0
1 2 3 4 5
Did the information in this lesson help you better understand the difference between GMO and
Organic foods?
1 2 3 4 5
How much did you enjoy the GMO organic agumentation lesson overall?
5, very much
Would you recommend this lesson be taught in the future?
1, not at all
A ve
ra ge
E n
d -o
f- C
ou rs
e Sc
or es
d en
ts (c
ou n
t) A B C D F Average end of course scores
11 Withdrawals
3 Withdrawals
0 Withdrawals
OER course design was transferred from elearning to canvas in FA19
Adopted by online faculty and two F-T-F faculty Processing results of OER & Visual Literacy
Argumentation intervention will be piloted by other ES130 faculty in SP2020
Research Assistant Alyssa Stubbs
Investigating the Effects of Socioscientific Argumentation Development on Student Academic Success #1623371
National Science Foundation HBCU-UP Targeted Infusion Project: Developing Quantitative Expertise in the Undergraduate Biology Curriculum (QEUBiC) Award #1435186
Center for Trans-Disciplinary Data Analytics, Bethune-Cookman University
A collaborative course redesign approach for non-major Environmental Science incorporating Open Educational Resources (OER)
Workshop Agenda
ES 130 Beginnings
Faculty Survey tool
Slide Number 10
Slide Number 11
Slide Number 12
Redesign meetings
Evaluation of oer pilot
Fig 4. An overview of student academic achievement based on exam scores, reading assignments, and homework assignments and results of Likert scale student surveys addressing course content, and whether the course materials prepared them for the exam.
Qualitative Surveys
Visuals can convey life and death information
Visual images in Introduction to Environmental Science
Scientific Visualizations
Objectives
