52 Digital Learning Innovation in the Geosciences

Sunday, 22 September 2019
1:30 PM - 5:30 PM
Special Presentation Area Hall A, North Building

LIVING ON THE EDGE: GEOLOGIC RISK ON EARTH - TRANSFORMING PASSIVE STUDYING INTO ACTIVE LEARNING OUTSIDE OF A LIBERAL STUDIES GEOSCIENCE CLASSROOM

Paper number: 52-13
Program: Technical Sessions
Time: 3:50 PM – 3:55 PM

Authors

Abstract

Geologic disasters are a culturally relevant and exciting hook to introduce novice learners to geological principles. At Northern Arizona University, the liberal studies course (GLG112) enrolls ~1000 students per semester, of which 94% are non-science majors. To maximize student learning outcomes and better pair in-class and out-of-class experiences, we designed an active, adaptive, data-rich, and discovery-based online learning environment, “Living on the Edge: Geologic Risk on Earth”. Via adaptive courseware powered by Smart Sparrow, students learn in the same manner in which scientists “do” science – through exploration and observation centered on one overarching question, “Where on Earth is the safest place to live?”. We used the principle of backwards design to generate learning outcomes for both the adaptive courseware and classroom experiences, then designed lessons using a scaffolded approach: students explore concepts related to geologic hazards and formulate their own ideas and hypotheses via interactive activities and data analysis while receiving individualized feedback based on their input. Student concept gaps can be remediated, subjects can be enriched by choice, & students have agency over their learning paths. After building up their confidence and knowledge base, students apply what they have learned to real world, relevant, and recent geologic disasters, which can be individualized by instructor. To complete their studies, students synthesize the concepts they have learned to determine the safest place to live, drawing conclusions from across the entire catalog of course material. Independent evaluation of two similarly-designed online courses has shown significant increases in student performance on institution-wide exams, reduced achievement gaps, and improved student engagement through the use of a narrative thread.

Geological Society of America Abstracts with Programs. Vol. 51, No. 5

doi: 10.1130/abs/2019AM-336380

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