Improving the Feedback Cycle to Improve Learning in Introductory Biology Using the Digital Dashboard
PROCEEDINGS
William E. Brown, Carnegie Mellon University, United States ; Marsha Lovett, Eberly Center for Teaching Excellence, Carnegie Mellon University, United States ; Diana Bajzek, Carnegie Mellon Univ., United States ; James M. Burnette, Department of Biological Sciences, Carnegie Mellon University, United States
AACE Award
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
At Carnegie Mellon we are integrating timely and targeted feedback for the students and real-time student progress reports for the instructor to create an online learning environment that engages the student, improves learning and allows immediate adaptation of instruction. The Digital Dashboard is a dynamic portal into the continuous data provided by student use of online instructional tools and assessments within the Open Learning Initiative environment. The compiled data presentation from each lesson is a guide to changing and targeting instruction in the classroom. The Digital Dashboard organizes information and is being developed to link concepts, categorize answers to open-ended questions and provide a use-index to better inform the instructor of student learning. The information provides tools for making the classroom more dynamic and data for research on student learning.
Citation
Brown, W.E., Lovett, M., Bajzek, D. & Burnette, J.M. (2006). Improving the Feedback Cycle to Improve Learning in Introductory Biology Using the Digital Dashboard. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1030-1035). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2024 from https://www.learntechlib.org/primary/p/23841/.
© 2006 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Butler, D.L., & Winne, P.H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
- Brown, W., Bajzek, D. & Burnette, J. (2006) Using Embedded Interactive Feedback Devices to Change the Classroom Dynamic in a Large Lecture Hall. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 Norfolk, VA: AACE.
- Center for Education (2003). Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: National Academies Press. 95, 393-408.
- Chi, M.T.H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. The Journal of the Learning Sciences, 14(2), 161-199.
- Corbett, A.T., & Anderson, J.R. (2001). Locus of feedback control in computer-based tutoring: Impact on learning rate, achievement and attitudes. Proceedings of CHI 2002, Human Factors in Computing Systems, ACM, 2001, 245-252.
- DiSessa, A.A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10, 105-225.
- Eylon, B., & Reif, F. (1984). Effects of internal knowledge organization on task performance. Cognition and Instruction, 1, 5-44.
- Felder, R.M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44, 43-47.
- Fink, D. (2003). Creating significant learning experiences. Jossey-Bass.
- Landauer, T.K., Foltz, P.W., & Laham, D. (1998). Introduction to Latent Semantic Analysis. Discourse Processes, 25, 259-284.
- McKeachie, W. (2001). Teaching tips (11th ed.) Houghton Mifflin.
- National Research Council. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.
- National Research Council. (2001). Knowing what students know; The science and design of educational assessment. Washington, DC: National Academy Press.
- Slunt, K.M., Giancarlo, L.C. (2004). Student-centered learning: A comparison of two different methods of instruction. Journal of Chemical Education, 81, 985-988.
- Thorndike, E.L. (1913). Educational Psychology. Oxford: Columbia University. This project is supported by grants from the Howard Hughes Medical Institute, The William and Flora Hewlett Foundation (Open Learning Initiative) and the Office of Technology for Education at Carnegie Mellon University. Acknowledgments
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Advantages and Challenges in Adopting Open Learning Initiative (OLI) materials to Supplement a Lecture Course in Biochemistry: Instructor’s Perspective.
Anya Goodman, California Polytechnic State University, United States; Diana Bajzek & Gordon Rule, Carnegie Mellon University, United States
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1705–1708
-
Assessment and Instruction: Two Sides of the Same Coin
Diana Bajzek, Judy Brooks, William Jerome, Marsha Lovett, John Rinderle, Gordon Rule & Candace Thille, Carnegie Mellon University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 560–565
-
Implementing Embedded Assessment to Provide Feedback to Student and Instructor.
Diana Bajzek & Gordon Rule, Carnegie Mellon University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 22–24
-
Improving Animation Tutorials by Integrating Simulation, Assessment, and Feedback to Promote Active Learning
Ornella Pagliano, William Brown & Gordon Rule, Carnegie Mellon, United States; Diana Bajzek, Carnegie Mellon University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 144–150
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.