Presentations - Workshops

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We know by word of mouth that many JiTT practitioners spread the word by giving presentations and workshops. On this page we start a systematic collection and display of these activities.

Please add yours at the top of the list so that the list grows in reverse chronological order.


Contents

2008

11th CSU Symposium on University Teaching, Cal Poly Pomona, Pomona, CA April 11th

Improving Student Preparedness with JiTT Techniques [1], presentation by Bill Kitch

2006

International Society for the Scholarship of Teaching and Learning ISSOTL meeting, Washington DC, November 9th-12th

Kevin Apple, Claude Cookman and Laura Guertin presented JiTT papers.

Apple, Kevin, James Madison University
Using Just-in-Time Teaching for Large Course Instruction

Large courses can be challenging for both instructors and students. From an instructors’ perspective, it is difficult to assess learning without a reliance on multiple choice tests. It may also be difficult for the instructor to assess student confusion about a lecture topic. From a students’ perspective, it may be intimidating to ask questions in a large auditorium. Just-in-Time Teaching (JiTT) is a new pedagogy that can improve the quality of large class instruction by having students electronically submit answers before class. JiTT uses the Internet to increase student-faculty interaction and the time on the task of studying course concepts. While studies have generally found JiTT to be effective in small classes, we investigated the benefits of using a modified version of JiTT for large classes. This modified version of JiTT was both manageable for instructor and appealing to students in a large, introductory class with 300 students.The JiTT activities also increased student-faculty interaction. In addition to answering course content questions, students’ use of an optional comment box increased significantly throughout the semester. Students used the comment box to ask for clarification about course material, to make general comments, or to make jokes. The increase use of the comment box helps the professor understand student perceptions and makes the professor more approachable. The JiTT approach provides the instructor more options for assessing course material. And the JiTT approach also provides the student with an additional method for communicating with the course instructor.

Cookman, Claude, Indiana University
The Effects of Just in Time Teaching on Motivation and Engagement in a History of Photography Course

Motivation to learn and engagement, as measured by time on task, are important predictors of student success. The authors studied the effects of the Just in Time Teaching method on upper-level and graduate students in a history of photography course. Students were required to respond to questions about oppositional readings via the web shortly before lecture. A rich data set comprises three questionnaires, learning evaluation essays and a focus group transcript. On an end-of-semester questionnaire students reported JiTT increased their critical thinking, 73%; helped them process the readings at a deeper level, 83%; helped them understand course concepts, 78%; made them feel responsible for their own success, 75%, and made them want to continue studying the subject, 84%. On open-ended questions, many students complained about the work, but others said the JiTT questions improved their motivation and learning: “Glad they were assigned — otherwise I probably wouldn’t do the reading to my fullest capabilities.” “They stimulated my thinking and kept me up to date with the readings.” “They made me think. Sometimes when I did not want to. They also made me write, which in turn made me think.” “They definitely helped me keep up with the readings.” “Very effective, at times demanding, but certainly made me a better student.” Regarding engagement, 66.6 percent said they spent much more or more time than in comparable courses. The authors conclude the JiTT method, which is used primarily in science and math, can help increase student motivation, engagement and learning in humanities courses.

Guertin, Laura , Pennsylvania State Univesity , Delaware County
A comparison of Just-in-Time Teaching across Disciplines and Course Levels

The pedagogical method of Just-in-Time Teaching requires students to respond to web-based questions before attending a class discussion and/or participating in a follow-up active learning classroom exercise. JiTT provides a feedback loop that lets the instructor view student responses before lecture, thereby enabling the instructor to adjust a lecture to clarify misconceptions about course content and or tailor active-learning activities. Two independent investigations of the implementation of JiTT were conducted at two different institutions: At Penn State Delaware County , a two-year commuter campus, JiTT was integrated into the curriculum for an introductory-level general education course on Dinosaurs for non-science majors. At Indiana University Bloomington , a four-year comprehensive, residential university, JiTT was incorporated into an upper-division and graduate-level course on the History of Twentieth Century Photography. Both courses assigned weekly open-ended questions written at the higher cognitive levels of Bloom's Taxonomy. In the Dinosaurs course, JiTT assignments counted as 30% of the final grade; in the photography course, 40%. Despite differences in discipline, course content, grade level and campus culture, on end-of-the-semester questionnaires students reported the JiTT assignments helped them process readings at a deeper level, increased their critical thinking skills, and made the learning gained from the JiTT assignments worth the work they required. The researchers conclude that the JiTT method is a powerful teaching tool that transcends subject matter, grade levels and institutional type, and that it promotes students’ engagement and perception of learning.

JiTT poster at the annual NSDL meeting, October 18 - 20, Washington, D.C.

[DETAILS]

JiTT workshop at the 2006 Workshop for New Physics and Astronomy Faculty, October 26 - 29

This is the 11th annual conference. [Presentation Slides] [AAPT Site Workshop Description]

JiTT Presentation and Workshop at the Indiana University SOTL luncheon, September 15

[Presentation slides]

2006 Annual NSF Sponsored Chautauqua Workshop

This year's Chautauqua Workshop took place June 8 – 10, 2006 at James Madison University in Harrisonburg, Virginia. [workshop website].


2005

JiTT workshop at the 2005 Workshop for New Physics and Astronomy Faculty, November 10 - 13

This is the 10th annual conference. [DETAILS]

JiTT presentation at the Sino-PKAL Symposium in Wuhan, China, November 4 - 6, 2005

The Willard Jacobson Lecture at the New York Academy of Sciences, Oct. 7, 2005

JiTT Workshop at Norwich University Faculty Day

Eighty Norwich University faculty attended a JiTT workshop on August 26, 2005.

JiTT in China

In 2003, and again in 2004, Project Kaleidoscope (PKAL, www.pkal.org) sent a small delegation of educators to China, where Chinese educators enthusiastically received the JiTT presentations by Prof. Gregor Novak, Distinguished Scholar in Residence at USAFA. In July 2005 Prof. Evelyn Patterson taught a pilot two week JiTT course at Wuhan University in China. JiTT will be a featured item at the eLearning Symposium in Wuhan in November 2005.

A weblog of the July 2005 JiTT course in China.

Just-in-Time Teaching Assessment Workshop Proceedings, July 11 -12, US Air Force Academy

2005 Annual NSF Sponsored Chautauqua Workshop

This year's Chautauqua Workshop will be held June 9 – 11, 2005 at James Madison University in Harrisonburg, Virginia. [workshop website].

2004 Annual NSF Sponsored Chautauqua Workshop

June 10-12, 2004; United States Air Force Academy, Colorado

2003 Annual NSF Sponsored Chautauqua Workshop

June 5-7, 2003; United States Air Force Academy, Colorado