Online Interactive Learning Modules
to Enhance Active Learning in a
Brick and Mortar Course
Boston University Instructional Innovation Conference
March 2, 2012
Wayne W. LaMorte, MD, PhD, 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 1300s
BUSM, 2007
Wk
Pre-Class
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, PhD
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
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
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12
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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])
Navigation
Hyperlinks
Images
“Text Poppers”
Embedded Videos
Embedded “iFrames”
“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,
iPad, 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. LaMorte'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
About right
Too hard
4%
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