Teaching Large Classes Conference (Jul, 23, 2015) at VT

2015-07-23 08.13.44
Interesting Keywords from sessions:

1. Keynote speaking

learning analytics from echo360

2. Self-development study

  • Individual sustainability/sustainable personality: social, intellectual, health, emotional, economic–> but was not relevant to learning.
  • cognitive dissonance

3. Music Model for Motivation (Dr. Brett Jones, VT)

  • eMpowerment: decision making power
  • Usefulness: relevant to career goals, interest, and real-world
  • Success: instructor’s expectation (rubric), challenging enough, feedback. confidence and satisfaction?
  • Interest: to keep students’ attention use diverse instructional strategies
  • Caring: let them know instructors care about students
    • For my understanding, I was trying to compare MUSIC model with ARCS model (Attention Relevance Confidence and Satisfaction) that I am using for the grant, having eMpowerment is a unique element in MUSIC model.
    • I had a chance to talk with Dr. Jones (brettjones@vt.edu) and could hear some answers for my confusion on motivation. When exploring motivation, we don’t need to use all of them; sometimes we will need to use only 2-3 elements of motivation or engagement. Just choose focus area that I would like to make changes. Engagement vs. motivation: pretty much similar topic but just different terms; He has published a paper with Engineering people regarding motivation. Email him to request for the information. He helped me to link motivation theories to STEM.
    • MUSIC model explains the model as an instructor’s point of view; he said, “All five components are students’ perceptions”<– I think this is very important point when applying to learning environment. Because if students do not perceive the instructors’ change, instructional strategies are useless.
    • 6 Likert-scale: Strongly D, Disagree, Somewhat D, Somewhat A, Agree, Strongly A
    • It seems like MUSIC model is similar to self-determination theory. How is it different? Probably based on self-determination theory?
    • Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21(2), 272-285.
    • http://www.theMUSICmodel.com
    • Survey: does it come with crosschecking? or only by students?: only by students. MUSIC instrument has not been cross validated yet. It would be really interesting to have that data in the future.

4. Investigating links between motivation, student learning strategies, and achievement on high-stakes tests in large undergraduate courses (Jacob Grohs jrgrohs@vt.edu, Glenda Young glenda87@vt.edu)

  • Cluster analysis: grouping students into failing, weak, improving, fast improving, and strong based on their test scores changes from test 1 to 5–> check it. It will be useful for me to tracking students’ learning progress changes. good for checking patterns of behaviors. (contact Glenda for this analysis)
  • Their prelim findings with hours per week, failing groups did not put much hours for peer work but outperform in individual problem solving task.Hours per week was checked by students (self-report)
  • The most interesting presentation/research so far in this conference.
  • For team-based learning, students’ motivation level for the course affect on team/learning participation. It looks like when having motivated students(law school, med school, major course), team-based learning worked smoother than courses for non majors or elective courses.

It is very refreshing to hear their research presentation without PPT slides.

Changing personality after checking multi-dimensional survey results?–> I think someone’s personalities are changing throughout their lives..but, it would be meaningful for college students to provide opportunities to reflect/self-diagnose their personalities: http://www.personalitypad.org/