Recent Submissions

Now showing 1 - 4 of 4
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    Virtual Lab Demonstrations Improve Students’ Mastery of Basic Biology Laboratory Techniques
    (Journal of Microbiology and Biology Education, 2009-05-01) Pearlman, Rebecca; Shingles, Richard; Obom, Kristina; Horner, Robert; Cummings, Patrick; Hartmann, Erica; Maldarelli, Grace
    Biology laboratory classes are designed to teach concepts and techniques through experiential learning. Students who have never performed a technique must be guided through the process, which is often difficult to standardize across multiple lab sections. Visual demonstration of laboratory procedures is a key element in teaching pedagogy. The main goals of the study were to create videos explaining and demonstrating a variety of lab techniques that would serve as teaching tools for undergraduate and graduate lab courses and to assess the impact of these videos on student learning. Demonstrations of individual laboratory procedures were videotaped and then edited with iMovie. Narration for the videos was edited with Audacity. Undergraduate students were surveyed anonymously prior to and following screening to assess the impact of the videos on student lab performance by completion of two Participant Perception Indicator surveys. A total of 203 and 171 students completed the pre- and posttesting surveys, respectively. Statistical analyses were performed to compare student perceptions of knowledge of, confidence in, and experience with the lab techniques before and after viewing the videos. Eleven demonstrations were recorded. Chi-square analysis revealed a significant increase in the number of students reporting increased knowledge of, confidence in, and experience with the lab techniques after viewing the videos. Incorporation of instructional videos as prelaboratory exercises has the potential to standardize techniques and to promote successful experimental outcomes.
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    Visual Resources, Educational Technologies, & Teaching: A Collaborative Faculty Support Model
    (Visual Resources Association, 2006) Woodward, Ann; Reese, Michael J., Jr.; Juedes, Donald; Hall, Virginia M. G.
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    Assessing the Future: E-Portfolio Trends, Uses, and Options in Higher Education
    (Educuase Center for Applied Research (ECAR), 2009-02-24) Reese, Michael; Levy, Ronald
    This ECAR research bulletin overviews the use of e-portfolios in higher education. The analysis of the potential benefits in post-secondary settings also includes considerations of the obstacles to institutional adoption and challenges to successful implementation. The bulletin further describes selected best practices and alternatives to adoption. The treatment is informed by studies of six pilot programs at The Johns Hopkins University and interviews with eight faculty and staff at other universities using or piloting e-portfolios.
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    Assessing the Future: Eportfolios at Johns Hopkins
    (Johns Hopkins Eportfolio Task Force, 2009-02-15) Levy, Ronald; Reese, Michael
    The Eportfolio Task Force was charged by the Committee of Homewood Advisors to conduct a focused inquiry into the current and potential uses of electronic portfolios at johns Hopkins to assess their potential impact and facilitate their development on campus. The Task Force managed and evaluated six pilot eportfolio pilot projects and researched eportfolio implementations at other universities. The enclosed report summarizes these activities and describes the potential uses of eportfolios at johns Hopkins.