Presentation and reflection

Curriculum focus

A Soil Science 1 course was selected where the principles, concepts and some basic applications of soil and water as a natural resource in the agricultural sector is addressed.  The fundamentals of soil and water as entities within a physical and chemical environment are core outcomes of this course but this information and basic soil and water concepts are incorporated into higher outcomes.  These require the student to do calculations to determine the status of the soil or water to make a decision within an agricultural context.  The students are taught the skill of problem solving that is used in this module as well as the subjects to which it articulate. 

Student needs

Students need to integrate conceptual and mathematical aspects to solve problems (Heller et.al., 1992) and apply it to real time issues.  This is an introductory course that has large classes, students from diverse backgrounds and varying academic abilities.  The explanations and expectations of some students may result in the boredom of others in the same class.  Lecturing material and class notes must be available to students from anywhere.  Students need to understand the problem solving steps to be able to make decisions in an agricultural setup. 

Rationale

The change in student profile force lecturers to investigate into teaching strategies that engage the student in class and promote active learning.  In a subject where calculations and problem solving are core outcomes it becomes difficult with the normal PowerPoint and large classes to achieve this (Theys et. al., 2005).  There is a decrease in the number of students that attend classes but it does not mean that they do not need this valuable source of learning (Van der Meer & Scott, 2008).  In the traditional class setup, student and lecturer are forced into a mechanical rhythm where the lecturer transfer and the student absorb.  With this the student follow in class but has no further references to the processes and steps and is therefore not capable to solve the problems when faced with it in real time.  The tablet enhances collaboration and communication, students learn from each other (Crouch and Mazur, 2001) and they have the actual class notes available (Theys et. al., 2005). 

Context in which activity will take place

The tablet will be introduced in the classroom during a formal lecture.  It will replace the laptop or computer and the basic concepts, fundamentals and step-by-step process in problem solving will be taught here (Heller et. al., 1992).  In a tutorial session students are divided into groups (three or four students) and they will have a tablet that can connect to a central projector (Theys et. al., 2005).  In the tutorial sessions the focus is the problem solving skills with associated decision making through collaborative learning and peer instruction. 

Lecturer’s preference for the activity

In the formal class setup the mechanical rhythm of reading and referring to a PowerPoint slide is disrupted.  The lecturer can at any stage switch between different presentation modes and is constantly facing the class.  The diverse backgrounds of students in this course and the language policy of the Institute exclude students in parts of the lecture.  For these students the instructional language is a third or fourth language.  Peer instruction and collaborative learning eliminate this blockage and it encourages self-explanations (Mason, 2001; Brüssow & Wilkinson, 2010).  In order to explain it to others they need to have the reasoning behind every step. 

Outcomes and intentions of the activity

The intention is to keep students interested in a course that is not a major but compulsory to pass to be able to articulate.  Students must be able to solve problems in real time and make decisions through a process of critical thinking (Brüssow & Wilkinson, 2010).  Bridging the language barrier is one of the outcomes of collaborative learning and promotes higher level thinking and reasoning (Mason, 2001).  Students should also realise that they must take responsibility for their own learning (Van der Meer & Scott, 2008). 

How technology enhanced learning activity

Various forms of presenting are used and materials (presentations and problem-and-answers) are published in the Learning Management System (LMS), Webstudies (Winer & Cooperstock, 2002).  Students have access to this content remotely and can even post their questions from a web-enabled cell phone which will be address either in the LMS or in a tutorial where fewer students are present and the teaching method different.  In the tutorial, collaborative learning and peer instruction will be the main teaching method (Van der Meer & Scott, 2008; Mason, 2001; Crouch & Mazur, 2001).  Students are divided in groups of three or four and have a tablet that can connect to a central projector.  Groups are carefully selected by the lecturer on the basis of academic ability and home language of the student.  Each group must solve a problem to make a real time decision and explain to the tutorial class the steps and reasoning to reach the decision. 

Student feedback

In the class setup students found it very interesting and helpful for problem solving through a step-by-step process and the files that are available with audio even on a cell phone.  They consider the tablet to have a positive effect on their learning with active participation in the tutorial that made them feel important, comfortable and part of the team and in the end know exactly where they stand.  They have high expectations from the lecturer to compile groups strategically and facilitate the sessions to ensure that the concepts and basics are used in the correct manner.  In certain cases the use of the tablet was too fast and students could not keep track, especially in the tutorial classes. 

Formative and Summative evaluation

Formative evaluation is conducted in the tutorial session and students are graded on their ability to scrutinise the information, logical reasoning with the relevant concepts and principles, apply the correct mathematical equations, reach an answer, make a decision and explain the whole process (Crouch & Mazur, 2001).  Each student in the group has a different role and this is shifted in each tutorial.  In the summative evaluation students are writing a test and exam and are faced with similar real time problems that must be solved.  Students are graded on identifying what is required, applying the concepts and mathematical equations, calculating an answer and making a decision. 

Congruence between outcomes, strategies and evaluation

The strategies were aligned to meet the specific outcomes but these were not always assessed.  The assessment is prescribed by the module outcomes for the subject matter and not the learning activity.  It is also difficult to quantify the effect of collaborative learning but the use of a tablet definitely had a positive effect on class attendance (Van der Meer & Scott, 2008).  This is contradicting to the expectation of less first years attending classes especially when class notes (from the tablet with audio) are made available.  The language barrier was broken and students could grasp the problem-solving skill but they still had difficulty to express themselves during the summative assessments. 

References

Brüssow, S.M. & Wilkinson, A.C. (2010).  Engaged learning: A pathway to better teaching, 24(3), 374-389.

Crouch, C.H. & Mazur, E.  (2001) Peer Instruction: ten years of experience and results.  American Journal of Physics, 69(9), 970-977. 

Dabbagh, N. & Bannan-Ritland, B. (2005).  Chapter 6: Instructional strategies that support constructivist-based pedagogical models.  In: Online learning: Concepts, strategies and application.  Upper Saddle River, New Jersey: Pearson, 206-227. 

Heller, P., Keith, R. and Anderson, S. (1992).  Teaching problem solving through cooperative grouping.  Part 1: Group versus individual problem solving, American Journal of Physics, 60(7), 627-636. 

Mason, L. (2001).  Introducing talk and writing for conceptual change: a classroom study, Learning and Instruction, 11, 305-329. 

Theys, M.D., Lawless, K. and George, S. (2005).  Tablet computers and the traditional lecture.  In: 35^th ASEE/IEEE Frontiers in Education Conference, 19-22.  Indianapolis. 

Van der Meer, J. & Scott, C. (2008).  Shifting the balance in first year learning support: from staff instruction to peer learning primacy, 1(1), 70-79. 

Winer, L.R. & Cooperstock, J. (2002).  The “intelligent classroom”: changing teaching and learning with an evolving technological environment, Computers & Education, 38, 253-266.