World Geography - Down to 'Earth' digital learning

Submitted by NH19 on 22 February 2011 - 5:40am

Related Practice:

World Geography (GEO 1310)

Teaching with Sakai Innovation Award:

2011

Award Status:

Winner

Publication:

Publish

TWSIA Category

Higher Education: Face-to-Face

Course Development

The course design stems from my research interests in geographic education while the integration of Sakai (TRACS) tools and range of multimedia were inspired from a summer technology seminar offered at Texas State University – San Marcos. My aim in the course development was to promote geographic learning and visualization of geographic themes by pairing TRACS with external technology (e.g., clicker, Google Earth) to form an ambitious constructive multimedia instruction. The course is modeled after the Framework for 21st Century Learning (Partnership for 21st Century Skills 2010) with the intent to impart 1) core knowledge, 2) develop learning and innovation skills, and 3) enhance information, media, and technological skills, and 4) recognize life and career skills to highlight the wide implications of geography in an uncertain world. 1) Core subjects: Geographic literacy amongst the USA population is a critical piece to maintaining national economic stability, environmental sustainability. To reflect the importance of geography at a national and international scale, each of the six world regions was discussed in context of a representative theme (Table 1), followed by a comparison to the USA. 2) Learning and Innovation Skills: Class activities were integrated between lectures to introduce geographic skills such as creation of paper maps using raw data [flow line, choropleth (color represents change in a variable such as population density)], data analysis, and pattern recognition using Google Earth. 3) Information, Media, and Technology Skills: The TRACS tool was a central learning technology in class. Figure 2 illustrates the multiple components used to promote student a) engagement and community building (e.g., wikis) b) learning materials and strategies (e.g., Learning Modules) c) communication (e.g., Announcements), d) learning outcomes and assessment (e.g., Assignments), and e) Learner support (e.g., Mailtool, Librarian widget). In particular, a student motivated learning community between the exchange of information within the class (students to students and instructor to students) was accomplished with the ‘Announcements’, ‘Mailtool’, and Comment component of wiki. In wiki assignment 4, students were asked to create a video, using images and videos taken by students, that captures health issues in the local school area of San Marcos/Austin. I recommend viewing videos created and embedded within the following countries: Morocco, Ireland, Finland. Top 5 videos can be viewed on 'My Workspace' while all videos are posted on student wikis (once logged onto TRACS). 4) Life and Career Skills: Through the synergy of wiki group work as well as in-class participation, students developed a) professionalism and b) respect for fellow student, and c) social skills to lead, manage, and resolve issues. The challenge of using an extensive suite of technology is students’ learning curve and potential malfunctions. The former was mitigated through step-by-step class demonstration and making links to TRACS resources available. The latter issue was supported by students’ sense of learning community as they promptly reported issues and provided solutions to the class, during TRACS Q&A time in class or over Mailtool.

Course Delivery

The course delivery was based on three learning theories to 1) create a constructive learning environment (Bruner 1963; Vygotsky 1978), 2) encourage students’ expression of their multiple intelligences (Gardner 1983), and 3) build on students’ learning preferences (visual, aural, read/write, and kinesthetic) (Cohen et al). The desired outcome was to impart geographic knowledge, skills, and perspectives by taking into account individual student learning styles. Figure 3 shows the core TRACS tools as well as external multimedia and software applied in this course. 1. Wiki – At the start of class, students self selected into groups of 3 to 4 to represent a country for the duration of the semester, over 4 wiki assignments. The learning herein extends beyond the textbook or the Internet. The Wiki assignments entice students to be active learners by collecting their information from various sources such as interviewing someone from the country selected, visiting an ethnic food store, or speaking to a veteran stationed in the country. The wiki assignments include core components of: a. collection of personal food diary b. assessment of one’s environmental footprint c. 5 minute video of health theme d. newspaper front page. Students take on a role for each wiki assignment, rotating to a different one each assignment. This ensures that each person attempts a different task as a researcher, ‘WOrganizer’, and commentator. The researcher(s) accumulate information, reference all materials appropriately, and produce a written text of the findings. This information is passed to the WOrganizer who organizes the layout, presentation, and punctual posting of the wiki assignment. The commentator provides reflections, using the comment tool, of 3 other wiki countries. Figure 4 illustrates the instructor model wiki and student created wikis. Figure 5 shows examples of student wiki postings. 2. Learning Module – Lectures are posted on the Learning Module, organized by region, one day prior to class. Students have access to this material and are required to fill in blanked out key terms or concepts (Figure 6). In addition to lecture notes, online videos and resources for wiki and success in the class are posted (e.g., a video created with Jing to show how to access e-reserve items). 3. Resources: The resources folder was used extensively by students to store images and hyperlinks for their wiki page. A Library widget was added as a resource for student inquiry in real-time with a librarian (Figure 7). 4. Assignments: Assignment outline and rubric for each wiki assignment are posted on with the due date clearly marked. 5. Announcements – Important dates and exam information (e.g., exam outline) are posted. 6. Gradebook: The grades are promptly updated for student viewing. The grades for exams are posted within 1 week while wiki assignments are reported within 2 weeks. 7. Mailtool: Students found this tool useful to communicate with wiki group members. 8. Syllabus: The syllabus is available online in addition to a hard copy provided on the first day of class. A guest account has been created for your perusal of the course page (World Geography GEO1310.3). https://tracs.txstate.edu/portal/login Username: geographyguest Password: geographer **Please note: 1) Student voted video winners can be found under Resource folder of 'My Workspace' tab (in order of winner, runner-up etc) 2) Wiki assignments, Learning modules (class lectures), Assignments and rubrics, and other TRACS tools can be found in 'World Geography (GEO 1310.3)' tab.

Self Assessment

Student Engagement and Community Building:

Excellent

Evidence:

1.Community building through clicker. From a scale of 1 (not true) to 5 (to very true), students agree that the clicker engages them in class (3.75) and that it helps them build a learning community (3.64). Sixty-four percent of students selected ‘mostly true’ or ‘very true’ to the first statement. To the second question, fifty-six percent of students selected ‘mostly true’ or ‘very true.’ Student #3 comment: "It (clicker) creates conversation and spikes questions." Student #82 comment: “I like that we get credit for coming to class and instead of taking “real” attendance quizzes we take fun, open, interactive ones.” Student #102 comment: “It (clicker) makes me comfortable knowing I’m not the only one who doesn’t understand something.” Student #122: "It (clicker) was interactive so instead of just having to listen, I could participate. Also, if I got soemthing wrong I learned the correct answer without being embarrassed since nobody knew that I put it." 2. Community building through use of assignments through wiki on TRACS. From a scale of 1 (not true) to 5 (to very true), students agree that wiki engages them (3.54). Fifty-seven percent of students selected ‘mostly true’ or ‘very true’ on this statement. The assignments integrate class material as well as links to external resources. Figure 8 summarizes student feedback on the success of wiki assignments to a) develop their geographic knowledge, b) support innovative and creative thinking, and c) build team synergy. The scale along a Likert scale from 1 (not true) to 5 (very true). Student #1 comment: "I enjoyed the wiki group dynamic." Student #3 comment: "I really liked them (wikis). They helped me learn and interact with others in the class." Student #12 comment: I learned to work with others. I definitely bonded with my teach in wiki 4 (video creation of a health issue in San Marcos or neighboring region) Student #73 comment: "I feel that what I learned from wiki 4 (video creation) was a more fun and interactive way of learning the same facts I could have learned by writing a paper. Also, working with my group members to take photos, video, and add music was a bonding time for us." Student #79 comments: "The video creation wiki assignment where we got to go out and really incorporate our studies with the surrounding. I learned more about how the local area relates to my health." Student #81 comment: "We had the most fun putting it (video - wiki 4) together!" On the same scale, students were asked to evaluate the value of whether they learned how to work in a group through wiki assignments (3.11). Students agreed that they had a positive experience working with their group on the wiki assignment (3.43). Forty percent of students and fifty-four percent selected ‘mostly true’ or ‘very true’ on this statement respectively.

Describe Your Innovation:

This class encourages student to student and instructor to student engagement through multiple constructive learning environment coupled with multiple media namely 1) face-to-face interaction, 2) the clicker, and 3) wiki assignments. 1) Community building through face-to-face interaction: In the first two classes, students are given time to be acquainted with their neighbors. This action supports a number of goals: a) students have a 'friend' in class which makes a learning experience less lonely, especially for Freshman, b) students know others in class with whom they can form a group for the semester long wiki assignments, c) students share their opinions or work together on sample Clicker quiz questions to increase dialogue. At the end of the first class, I shook hands with each student, 130 total, as a way to professionally welcome them to class. This also helped me begin to put a name to a face. 2) Community building through Clicker use: The clicker was used to elicit immediate student participation and feedback to a) review content material, b) inspire class discussion of contentious topics. Students were given the choice for select questions to discuss with neighbor(s) and at the end of the clicker questions, a dissection of what makes the correct answer 'right' followed. This was a chance to review for an upcoming exam and to 'lecture' in an alternative format. 3) Community building through use of assignments through wiki on TRACS: The wiki assignments encourage student responsibility and external learning communities through peer review. On each wiki group’s page, each member of the group lists their responsibility for that assignment. In addition, part of each wiki assignment grade includes comments on three other wiki assignments. The purpose was for students to learn from other groups and to increase student to student interaction.

Communication:

Excellent

Evidence:

This course supports student community building with Tracs tools and in class interaction. First, instructor to student communication is primarily conducted through mailtool as well as posting assignments on TRACS. Second, the interaction between students, in addition to in-class discussions, are based on comments left on wiki sites, a built in component of each wiki ssignment. The student-to-student interaction was increased by building in points in the wiki assignment for students to commnet on each other's wiki assignment. The notion of posting is common in blogging and other social media (e.g., Facebook) thus I thought this method would be familiar at a personal level but also unique in a formal class setting.Third, students have direct online access to a library through a widget integrated to TRACS (Figure 6). Finally, I respond to all e-mails within 24 hours received, and hold regular office hours for face-to-face discussions. In addition, I have read all wiki assignments and left comments to a) model types of appropriate messages and b) learn from student work. I had a follow-up conversation with the geography librarian whose widget was added to course Tracs site. She noted that students used the live widget mainly for technical support on wiki assignments and less frequently for resource material for wiki.

Learning Materials & Strategies:

Excellent

Evidence:

Student feedback on TRACS was positive, with adjectives such as ‘useful', 'organized', 'useful', 'easy access to materials', and 'good tool’. Some student feedback expand on these ideas: Student #3: “(TRACS) Makes everything organized. I like it! Very effective.” Student #23: “(TRACS) made it easier to be on schedule and updated.” Student #81: "Best resource! You used it to the fullest extent! Thank you!" Student #111: Tracs was a great way to keep up with everything."

Describe Your Innovation:

The TRACS site was used extensively to include key components of the course, including 1) wiki assignment and resources, 2) lecture notes, and 3) gradebook. These elements were organized as separate menu options on TRACS. The organization of materials embedded within each menu followed a chronological order, making it easy to navigate. Learning materials are organized in an easy to navigate manner, arranged in chronological order, within each topic (Figure 6). The learning strategy is emphasized by extensive use of the wiki and resource tool. Students working in a group on four wiki assignments, each demanding a growth of expertise in wiki as well as technological proficiency (e.g., software and hardware to create video, creation of newspaper with publisher software, use of wiki tool). For Wiki 4, students created a video to capture a health theme in the San Marcos area. Wiki 5 encouraged students to be visionary and to predict, based on current global warming data and readings, what their representative country would be like 50 years from now. These wiki assignments were developed to increase student exposure and use of media as well as to allow a creative process where new information is created from within a group synergy (Highest level on Bloom’s Taxonomy).

Learning Outcomes & Assessments:

Excellent

Evidence:

Students were challenged in all aspects of this class but in the process, I believe that students who tried, gained more intellectual and social knoweldge. Student #1 comment: "I personally created the video and thought actually making/doing research myself was awesome." Student #12 comment: "The video was fun. It was cool to learn about a health issue in San Marcos." Student #122 comment: "It was enjoyable (wikis) but difficult. I'm not a very technological person so it was hard to complete certain parts. I did like working on the video (wiki 4) because it was interactive" Student #123 comment: "The final wiki project allowed for the group members to create their own geographic information on our own country."

Describe Your Innovation:

Student expectations for each wiki assignment are clearly outlined in the assignment and rubric posted on ‘Assignments’. Multiple elements of the wiki assignment are assessed, from aesthetics, content, comments posted, to creativity of work (Figure 4-5). A model wiki - Canada - was created to guide and show students how their assignments should resemble. Feedback and evaluation on assignments are timely posted for clear opportunities of improvement using the ‘Gradebook’ tool. In addition to the TRACS tools, CPS clicker was implemented to integrate daily review of lecture materials, class quizzes, and encouragement of critical thinking through open discussion of student opinions. Mindful consideration of the class dynamics [freshman (48%), sophomores (30%), juniors (18%), and a minority of seniors (4%)] resulted in extensive information about the campus environments and requirements for this course in the form of an online syllabus as well as a library widget a live librarian (Figure 7). Another use of online resources was for the wiki assignments. Students were introduced to the wiki tool, in class, by giving a step-by-step demonstration of its function and operations. Resources such as online videos and self-help text were highlighted. For commonly asked questions, a standard how-to document was created and sent to students. Finally, students assisted each other within their wiki group. Due to the modest success in Fall 2010 term, I have continued using Tracs for the same course in Spring 2011. I am collaborating with a Fine Arts professor to bring a map making assignment to both our classes. She uses the map exercise to teach color design while I use it to teach map elements. This assignment is a pass/fail homework where students are given instructions and map elements to build a cartographically correct map. Students follow this and lecture notes to build then submit their map via Tracs Assignment tool. A model map is returned to the student for immediate comparison and learning.

Learner Support:

Not Applicable

Evidence:

Not applicable

Contributors

I received support from many staff in the Instructional Technologies Support (ITS) at Texas State University: Ann Jensen, Salwa Khan, Rori Sheffield, and Patrick Smith. Many thanks goes to Milt Nielsen and Liz Strand for organizing the summer IT workshop along with Willi Savenye and Mick Spector. A guest account has been created for your perusal of the course page (World Geography GEO1310.3). https://tracs.txstate.edu/portal/login Username: geographyguest Password: geographer

Screenshots/Links (Optional, but Highly Recommended)

Screenshots (or Other Supporting Materials):