Enhancing  Traditional  Pedagogy

As part of UBC’s initiative to facilitate community-based research (UBC-CBR/CLI), this course offered research projects in participation with Community organizations. Whereas most undergraduate 4th-year economic curricula focus on theory or data analysis, Community-Based Research (CBR) lets students use their theoretical knowledge and analytical skills to help people in their own community. I was recognized for adopting a “pedagogical approach in partnering with diverse community organizations and enabling students to engage in community-based projects

Last year’s Occupy movement prompted many of us to re-evaluate our assumptions about poverty. At UBC, four students in Dr. Nisha Malhotra’s Economics 490 class—Gender, Population and Health—took that evaluation one step further. As part of UBC’s initiative to facilitate community-based learning, this course gave students the option of participating in a research project that helps a non-profit organization better understand a specific issue. 

“You get a degree in econ, but when you go out into the real world you’ll be interacting with real people and using layman’s terms. Research should be based on collaboration, and CBR really offers that experience.” Tommy Chan.

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Introduction to Microeconomics, which incorporates active learning to replace 15% of traditional lectures with digital content. 2013. Using adapting Blended Learning aimed to enhance students’ educational experience by incorporating more active learning in the classroom. A percentage (roughly 15%) of traditional lecture-style classes were substituted with asynchronous video tutorials. This increases class time for problem-solving and student discussions.

A screencast generally consists of a recording of the computer screen, along with the instructor’s commentary. Although easy to produce, this visual and auditory format is an excellent way to narrate presentations, explain concepts, answer students’ questions, and demonstrate how to use software and navigate websites. In addition, screencast videos have been shown to help students gain a deeper understanding of the material and also to enhance their engagement with the course content.

Many theories provide the basis for developing and using screencast tutorial videos as a pedagogical tool in online courses. One such theory is the cognitive theory of multimedia, which explains the benefits of integrating education with multimedia for online learners, especially through screencasting’s audio-video format. An empirical study by Lloyd and Robinson (2012) compared the effectiveness of text tutorials and screencasts. It showed that screencasts were a more effective learning tool for imparting higher-order, conceptual knowledge. The authors attributed their success to the dual learning channels (i.e., visual and verbal processing) that screencasts provide. (Link to the Article)

The participation and discussion rates were higher than ever, and more problem-solving and other requests were made for help with the course. This module helped me achieve what face-to-face, three-hour-a-week interaction could not. Therefore, I have made this technology a permanent feature in my course. However, next semester, we will have a closed Facebook group. This is what I have learned:

• A Facebook page creates a public presence online. Anyone on the Internet, even those that don’t have a Facebook account, can view this page. By default, comments can be viewed by anyone on the Internet. (Pineda)

• Facebook groups can be open (public), closed (require administrator approval for joining and only members can read the posts), or secret (only members can see the group, who’s in it, and what’s being posted).

• Students prefer a closed group. They are apprehensive about asking questions in open groups where their Facebook friends can judge them as scholastically inept. (Selwyn)

As for the benefits of creating a Facebook group for your course, I see better online interactions and face-to-face discussions and a fantastic way to get mid-semester feedback from the students. (Link to the Article)

To research social issues, students must understand human behaviour, culture, and socioeconomic foundations. Peer discussions, which often generate positive externalities, can lead to a greater understanding of the costs and benefits of various policies and behaviours (Van Den Berg, Admiraal, & Pilot, 2006). While the professor and students interact mostly at the individual level, peer discussions are at the individual level, in small group settings, or large groups.

The use of social media that students have previously been using and accustomed to provides a cost and free effective medium for discussion and interaction (Lockyer, Dawson, & Heathcote, 2010). 

Another decision I struggled with was the assessment of class participation/discussion: how to grade students anxious about public speaking or who are shy. Having a place to post comments and participate without the public eye – should be helpful and encourage involvement (Larson, B.E. & Keiper, T.A., 2002).  ( Link to the Article)