Online Interactive Learning Modules to Enhance Active Learning

Online Interactive Learning Modules to Enhance Active Learning in a Brick and Mortar Course Boston University Instructional Innovation Conference March 2, 2012 Wayne W. La. Morte, MD, Ph. D, MPH Boston University School of Public Health

c. 400 BC 1832 Cholera Epidemic

Definition of a Lecture: A talk on some subject to an audience or class. Also: A long or tiresome scolding. “I recall once saying that when I had given the same lecture several times I couldn't help feeling that they really ought to know it by now. ” — J. E. Littlewood (1885 -1977) Laurentius de Voltolina, late 1300 s BUSM, 2007

Wk Pre-Class (Lectures) Post-Class 1 Reading Syllabus, History, & Descriptive Studies 2 Reading Overview of Analytic Studies PS 1 – Study Designs 3 Reading Dis. Freq. PS 2 – Dis. Freq. 4 Reading Association PS 3 - Association 5 Reading Random Error PS 4 – Random Error 6 Reading Clinical Trials TAKE-HOME EXAM 7 Reading Cohort Studies PS 5 – Cohort 8 Reading Case-Control Studies PS 6 – Case-Control 9 REVIEW MIDTERM (in-class) 10 Reading Bias PS 7 - Bias 11 Reading Standardization & Adjusted Rates PS 8 – Adjusted Rates 12 Reading Confounding & Effect Modification PS 9 - Confounding 13 Reading Screening PS 10 - Screening 14 Reading Causal Inference REVIEW 15 REVIEW FINAL EXAM (in-class) 10 problem sets;

Assigned Reading Lecture Assigned Reading Homework (Active Learning) Exam

A Self-Directed Guide to Designing Courses for Significant Learning L. Dee Fink, Ph. D Director, Instructional Development Program University of Oklahoma Author of: Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses

Key Components of Integrated Course Design Significant Learning Goals Active Learning Teaching & Learning Activities Feedback & Assessment Educative Assessment Situational Factors (120 students; beginners; breakout rooms for only one class) From L. Dee Fink

From L. Dee Fink

Surveillance; Frequency; Hypotheses; Strategies Measuring Association; Random Error RCT; Cohort; Case-Control Bias, Confounding Screening for Disease Critical Reading; Causal Inference 1 out 2 out 3 out 4 out 5 out 6 out 7 out 8 out 9 out 10 out 11 out out 12 out

Reading, Videos, Skill Building, Problems, Pre-Class Quizzes (interactive web pages + progressive problems; challenging problem [post your discussion online before class]) Open Discussion of Problem Q&A Mini-Lecture Individual & Team Exercises Progressive Disclosure Exercises Reading, Videos, Skill Building, Problem Sets (interactive web pages + progressive problems; challenging problem [post your discussion online before class])

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“Quiz Poppers”

Wk Pre-Class Modules + Quiz Class 1 Syllabus, History. & Descr. modules; Flu Shot Ex. ; Forum; Pre-Quiz Flu Shot DISCUSSION Descriptive. Epi lect. 2 Analytic module; Pre-Quiz Analytic Overview lect. - Clickers PS 1 – Study Designs 3 Surveillance & Dis. Freq. mod Pre-Quiz Dis. Freq. lect. - Clickers Problems PS 2 – Dis. Freq. 4 Association mod. - Pre-Quiz Association lect. – Clickers + Problems PS 3 - Association 5 Random Error mod. - Pre-Quiz Video on Epi_Tools Random Error; EX PS 4 – Random Error 6 Res. Ethics mod. + Forum RCT module - Pre-Quiz DISCUSS; Q&A; Progressive ASA; Karachi; EX: Risk/ Benefit TAKE-HOME w/ RCT 7 Cohort Study mod. - Pre-Quiz Review Cohort; Progressive Disclosure; GUEST LECT. ; BWHS: PS 5 – Cohort + HDL Analysis/Interpretation 8 Case-Control mod. - Pre-Quiz Case-Control Lecture; GUEST LECT. SSRI & Birth Defects PS 6 – Case-Control + Analysis/Interpretation 9 REVIEW MIDTERM (in-class) 10 Bias module - Pre-Quiz Lecture + DISCUSSION PS 7 - Bias 11 Adjusted Rates; Confounding / Effect Modification - Pre-Quiz Adjusted Rate lect. + EX PS 8 – Adjusted Rates 12 Confounding II; Effect Modification - Pre-Quiz Lecture + Progressive Disclosure PS 9 - Confounding Screening; 13 Screening module - Pre-Quiz Lecture + Guest Lecture: Mammography Controversy PS 10 - Screening Critical Read; 14 Critical Reading; Causality mod. BREAKOUT - ETS papers DISCUSSION; OSHA testimony; REVIEW 15 REVIEW FINAL EXAM (in-class) Surveillance; Frequency; Hypotheses; Strategy Ass’n; Random Error RCT; Cohort; Case-Control Bias; Confound Causation Post-Class

Link to class resources

Results 1) The modules fostered engagement and invited exploration. 2) More classroom time was devoted to active learning, discussion of controversies, and problem solving (both individual and team-based). 3) Students were more accountable, came to class better prepared, and asked more and better questions. 4) Students appreciated access via computer, smart phone, i. Pad, etc. 5) Students viewed the modules as making an important contribution to their learning. A mid-course evaluation indicated that 98% of the students strongly agreed (75%) or agreed (23%) that the online modules are a significant aid to learning.

• LOVED the online sessions. Pre-and post-quizzes forced me to keep up in a really good way. • Prof. La. Morte's learning modules and PPTs are so comprehensive! Weekly pre-class and post-class problem sets were VERY helpful in solidifying concepts. This class is designed for you to succeed. • Online modules were excellent! They were interactive and provided me with strong foundation for the material. Although it was a lot of work, the pre and post quizzes strongly reinforced material learned in class. Additionally, the pre-quizzes motivated me to read the modules before class. • I really enjoyed the use of online modules as a preview for what was to come in class. The reiteration online and then in person contributed to having the knowledge 'stick. ‘ • The modules were invaluable! Absolute life savers! Clear and uncomplicated. • The modules were especially useful.

How would you rate the level at which the course was taught? Too easy 4% About right Too hard 92% 3%

What is the most fundamental issue here? What are the possible sources of error? How could I validate these data? Does it make sense for me to assume this? Are these two observations consistent with each other? What strategy would be best to test this? What can I conclude from the data in this graph? Freakin’ Monday Is this a credible source of information? Night Football…. zzzzzz