Deep Engaged Learning in Post-internet Hydrological Education: video on-line text, and two-pen testing
Abstract
Mentored learning is essential for students to gain deep understanding of complex earth processes. The development of judgement in the identification of appropriate conceptual frameworks, application of quantitative models, and the interpretation of computed values benefits from leadership by an expert. Traditional lectures were effective, but much effort and time was often spent on simple building-block aspects of learning which could now be more effectively gained in a self-study mode with internet resources. Traditionally self-learning employed a set of notes or textbook. It is evident that short, on-line videos are powerful teaching tools to complement traditional static information. Dani Or and I are developing a video-enhanced on-line text book for critical zone processes, where key concepts have <5 min single-concept videos with in-person lectures using lightboard and other video technology (e.g., http://library.open.oregonstate.edu/soilhydrologyandbiophysics/). In the associated class, students are given lists of about 30 single-concept review questions per chapter. The first 10 min of each lecture is a colored-pen traditional quiz, after which the color of pens is swapped, and the class becomes a collaborative problem-solving activity, where students ask peers or the professor to explain an idea of which they are unsure. They may then correct or append their answers, including copying from the pages of other students, so long as it is done in their own hand in the second color (full credit for the independent work; half credit for work done in the second color). Death by PowerPoint has no place in today's classroom. We must fashion our educational processes to leverage the power of the internet in providing rote information, while the opportunity of having a dynamic mentored classroom environment which emphasizes discernment, subtlety, and counter-intuitive issues increases the impact of live education compared to the traditional lecture-and-take-notes classroom format.
- Publication:
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AGU Fall Meeting Abstracts
- Pub Date:
- December 2019
- Bibcode:
- 2019AGUFMED13B..01S
- Keywords:
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- 0820 Curriculum and laboratory design;
- EDUCATION;
- 0825 Teaching methods;
- EDUCATION;
- 0845 Instructional tools;
- EDUCATION;
- 1899 General or miscellaneous;
- HYDROLOGY