Motivational activity for theoretical exercises
Description:
This learning design aims to increase deep learning during theoretical exercise sessions through a short activity that i) has a clear objective, ii) improves motivation, iii) encourages dialogue, and iv) provides freedom to focus on the task (see Biggs, 2012). The design takes advantage of the potential of educational technology to engage students in a variety of ways and develop student’s abilities to link theoretical and practical aspects (Price & Kirkwood, 2011).
Halfway through a theoretical exercise session, the instructor gives a presentation of the short activity. The students then participate in the activity, which can be e.g. a simulation or virtual lab exercise, a short lecture on the newest research within a relevant field including Mentimeter polls and questions from the students, or a video presented together with some questions to consider.
In my own teaching, I used a simulation about random genetic effects (available at: http://virtualbiologylab.org/NetWebHTML_FilesJan2016/RandomEffectsModel.html) and a short lecture on my own research on environmental DNA, including a Mentimeter poll on how to choose appropriate metabarcoding primers for different levels of needed taxonomical resolution. The stated learning outcomes are for these two activities.
Within the field of genetics and evolution, some other possible activites could be:
- Exploring the tree of life at https://www.pbs.org/wgbh/nova/labs/lab/evolution/research#/evo/deeptree
- Population genetics in a fish population. http://virtualbiologylab.org/ModelsHTML5/PopGenFishbowl/PopGenFishbowl.html
- Finches and evolution. https://simbio.com/products-college/evolution-genetics
Dialogue, feedback and guidance from the instructor, and a variety of learning activities is expected to help improve student motivation and engagement, individual learning development (“learning to learn”), and a deeper understanding of the subject material.
Intended Learning Outcomes:
- Define and discern genetic drift, bottlenecks and founder events
- Explain how random genetic effects affect small populations relative to large populations
- Define environmental DNA and state (some of) its current uses
- State the main characteristics to look for in a genetic region when designing a metabarcode
| Resources | Tasks | Supports | |||
|---|---|---|---|---|---|
|
Text book |
Work on theoretical exercise questions out-of-class ↓ |
← |
(Classmates) |
||
|
Text book |
In groups of four to five, students discuss the questions ↓ |
← |
Instructor |
||
|
Instructor's presentation |
Complete/take part in |
← |
Instructor |
||
|
Lecture slides |
Each group presents their answer to 1 or 2 of the theoretical questions |
← |
Instructor |
Additional information
The learning design was applied in two different exercise session for a BSc course in genetics and evolution. Four teams of 20-25 students took part in each session, and completed a Menti survey after each session about their experience of the short activity. A clear majority of the students experienced that the activities improved their motivation and understanding to some or to a high degree. The students also performed well on relevant questions in the weekly course quiz.
References:
Biggs, John (2012). What the student does: teaching for enhanced learning, Higher Education Research & Development, 31:1, 39-55
Price, Linda and Kirkwood, Adrian (2011). Enhancing professional learning and teaching through technology: a synthesis of evidence-based practice among teachers in higher education. Higher Education Academy, York, UK