Psychology

2011

Creating Avatars for On-line Classes

Steve Jones


2009


Pseudo Mental Health Clinic

Education and Behavioral Science
Corey M. Teague
cteague@mtsu.edu

The name of this proposed integrated courseware learning activity is called Pseudo Mental Health Clinic. This courseware will be designed for learners in higher education who are enrolled in psychology, counseling and social work programs. The courseware will consist of different levels of exercises pertaining abnormal psychology and mental health counseling as it relates to mental health disorders. That is, learners will be able to participate in exercises in which they build and demonstrate their knowledge of a particular diagnosis and/or attempt to diagnose a video or simulation of a "pretend" client (pseudo client). The pseudo client will present his or her problem to the learner and the learner will be able to use recognition (multiple – choice) or recall (short answer) in order to respond to the client's information and presentation. After the learner decides on a diagnosis he or she will then indicate why the specific diagnosis was chosen including a differential diagnosis. The learner will be given feedback after his or her response. The feedback will consist of the correct response and a statement(s) that illustrates a thinking process that includes a differential diagnosis. This will increase the opportunity for meaningful learning. Lessons that include practice exercises allow for the integration of new knowledge into prior knowledge (Clark and Mayer, 2003).

Pseudo Mental Health Clinic will consist of different media elements presented on computer software that can be downloaded to and/or accessed through the learners and instructors' computer. Text, narration, video, and animation will be the media elements used to promote thinking and learning with Pseudo Mental Health Clinic. The animation or the video of a pseudo client will be presented for the learner or the courseware to assess. A transcript of the pseudo client's personal information and presentation of the problem maybe presented simultaneously next to the video or animation if selected by the learner or required by the instructor. The learner will be given feedback on this activity screen after they or the courseware makes a response about the mental health diagnosis. The feedback will be on the same screen as the lesson activity. Providing these elements on the same screen keeps the learner from breaking concentration while integrating the elements. It makes it easier for the learner to remember the information presented if the learner's concentration is maintained. It is a psychological, cognitive disadvantage when learners have to search for corresponding elements (Clark and Mayer, 2003). The information processing/cognitive theory and the contiguity principle promote this arrangement. 


2008

Development of Research Methods Instructional Media

Education and Behavioral Science
John Pennington

 

Interactive On-line Lectures

Education and Behavioral Science
Steven Jones
sdjones@mtsu.edu

 

Enhancement of the ROCC 3590 Personality Psychology Course

Education and Behavioral Science
Tom Brinthaupt
tbrintha@mtsu.edu

The purpose of this fellowship was to complete a major enhancement of an existing online course, Personality Psychology (PSY 3590) – a popular and successful TBR Regents Online Campus Collaborative (ROCC) course. A great deal of time and effort was required to shift the course content so that it utilizes appropriate technologies. My goal was to create enhancements that include narrated Powerpoint presentations of selected content, StudyMate self-tests for all the major modules, video components to enhance specific content, and the addition of content that increases the ADA compliance of the course.

During the summer as well as throughout the fall semester, I was able to:

Meet with adjunct instructors of the course and discuss ways to revise and enhance the existing course.

Ask an MTSU online faculty mentor to review the course. His suggestions were incorporated into the course enhancement.

Shift course assessments from closed-book to open-book. This process included the generation of a new set of more applied and integrative exam questions, which were added into the D2L question database for linking to specific exams.

Write clear learning outcomes for each course module. These were brief video clips that introduced each of the major modules.

Create a detailed Keywords, Concepts, and Glossary for the course.

Create Self-Assessment Components using StudyMate. For each course module, I created multiple-choice/true-false/matching self-tests that will allow students to assess their understanding of the content. These self-tests will provide immediate feedback and will not count toward students' course grades.

Develop Additional Online Resources for each content module. To create these resources, I located specific learning objects (e.g., through the MERLOT learning objects repository and through Web searches) and provided links to these using simple html files.

The enhanced course will be offered for the first time in spring 2009. I and the adjunct instructors will administer end-of-semester course evaluations that will focus specifically on the new course enhancements. I expect that the enhancements will be received favorably by the students and that the course will continue to be a popular offering in ROCC. ROCC conducts its own student course evaluations each semester. In comparing the enhanced course to its previous version, I expect to find that students' assessments will be more favorable.


2007


Interactive On-line Lectures

Education and Behavioral Science
Steve D. Jones
sdjones@mtsu.edu

The purpose of the lectures is to teach the core concepts for basic statistics. The lectures are designed for students who anticipate having difficulty with the course. The majority of students in the social sciences have some degree of fear regarding statistics. It involves math and many of them have not had successful experiences with math in the past. This makes the entire course challenging for them. This on-line course is developed with those students in mind. It is designed to be engaging, and to provide many opportunities for interaction and progressive accomplishment. Students are shown exactly how to work problems in the clearest and simplest possible way. This project will produce a set of 9 interactive on-line lectures for basic statistics.


2001


Creating a Web-based Personality Psychology Course

Education and Behavioral Science
Thomas M. Brinthaupt
tbrintha@mtsu.edu

This grant will be used to create a web-based personality course, using CourseInfo. Components will include online interactivity, personality assessments, and class discussions.

With this grant, I sought to move my web-enhanced course in Personality Psychology (Psychology 3590) to a completely web-based course, using CourseInfo. I intended to offer this course as a web-based course in Fall 2001. I wanted to make use of the online interactivity of the course with CourseInfo. In addition, I intended to convert my in-class assessment demonstrations to the online format. Finally, I hoped to begin to utilize the CourseInfo discussion board for my course.

During the summer, I was able to accomplish several of my goals. I was able to shift my class material (that had been on my personal homepage) over to CourseInfo. I have written and revised the majority of my class lectures. They are now ready to go online. I have begun to incorporate my in-class assessments and demonstrations into an online format. I am finishing these tasks during the Fall 2001 semester. I have learned to use the online grade book. I have incorporated the CourseInfo discussion board into my class. My students are taking advantage of this option and I have been impressed by the degree and depth of their participation.

In addition, over the summer, I was able to familiarize myself with WebCT. Currently, I am preparing to transfer my CourseInfo materials to WebCT. I will be offering 1-2 sections of this course as part of the Regents Online Campus Collaborative (ROCC) for Spring 2002. My familiarity with CourseInfo and its capabilities has given me valuable experience this Fall prior to my participating in the ROCC. Because I had not completed all of my work to go to a web-based course, and because I needed to switch over to WebCT, I decided to hold off on offering this course as web-based for Fall 2001.

In summary, the summer grant was very helpful in facilitating my transition to a web-based course. There are some things I still want to do. For example, in my web-enhanced course, I make copies of past exams available to students for their review. With WebCT, I want to have these tests scored online, providing students with immediate feedback as they review for the actual exams. In addition, I am hoping to put together a "Frequently Asked Questions" section pertaining to the course content. There are also other aspects of WebCT that I also need to become more familiar with. But I am well on my way to "making the switch" to a web-based course and to learning WebCT. I would like


1999


Advanced Statistics Presentations

Education and Behavioral Science
Dana Fuller
dkfuller@mtsu.edu

Fuller will be developing Power Point presentations for use in a new Advanced Statistics class to be offered in the Fall of 1999. These presentations will present key points of the lecture to students, make it easier for students to see the material, and allow more graphical representation of statistical concepts.

I am scheduled to teach a new, undergraduate statistics course entitled Advanced Statistics for the Behavioral Sciences (PSY 407). Ideally, I would like the new undergraduate Advanced Statistics courses to have the following design: key statistical concepts, statistical assumptions, definitions presented via PowerPoint. technical details, formulas, etc. presented using worksheets so the students can work in small groups. Eventually, the worksheets might be placed on the web so the students could use them interactively and get immediate feedback about the accuracy of their results. instructions for SPSS, a statistical computer package, presented using the Web. mini computer simulations to demonstrate sampling distributions in class using the PC. I received three hours of summer release time to develop PowerPoint presentations for presenting key statistical concepts, statistical assumptions, and definitions. My proposal stated that I would develop presentations for each of the following topics: Review of Basic Statistics Linear Regression Models (simple and multiple) Anova based Models (one-way and factorial anovas) Repeated Measures Anova Models (one-way and factorial anovas) General Linear Model Categorical Data Analysis As of August 23, 1999 I have developed presentations for each of the proposed topics except multiple linear regression. During the development of the presentations, I realized that other topics needed to be presented via PowerPoint as well. In addition to completing presentations for the above listed topics (except multiple regression), I completed PowerPoint presentations for Sampling Distributions and Hypothesis Testing Basic Concepts of Probability Hypothesis Tests Applied to Means Power

My proposal also stated that I would evaluate the impact of using technology in the classroom environment. I plan to evaluate the impact of technology as follows:</p> <ul> <li>Impact of Technology on Student Performance. Each exam will have separate questions for material presented using PowerPoint and material presented using the other mediums. I will compare the students' performance on PowerPoint presented material to their performance on material presented through other mediums (i.e., Web pages, regular lecture, and worksheets). Impact of Technology on Nonperformance Factors. Students will evaluate the use of multimedia in the classroom by completing the attached questionnaire. Thank you for the opportunity to learn more about PowerPoint and to develop the course material for PSY 407. It would not have been possible without the Instructional Technology grant.

Student Questionnaire

Material for this Advanced Statistics class was presented in several ways. I would like to determine the strengths and weaknesses of each method of presentation 


1998


Creating Multimedia Modules for Social Psychology

Education and Behavioral Sciences
Richard G. Moffet
rmoffett@mtsu.edu

Moffett used PowerPoint to develop a set of multimedia materials to be used in PSY 221/ Psychology of Social Behavior. He integrated video-clips, music clips and still photos into the presentations, creating modules for various class topics. 


1997


Using Instructional Technologies to add 'Personality' to the Personality Psychology Course

Education and Behavioral Science
Thomas M. Brinthaupt
tbrintha@mtsu.edu

Brinthaupt is working to integrate multimedia technology into Psychology 351 - Personality Psychology. He will integrate video clips and CD-ROM segments into his course lectures, convert his lecture overheads to PowerPoint format, and adapt his assessment demonstrations to a multimedia format.

During the past summer, I was able to accomplish much of what I had proposed in my grant application. Whereas there were some things that I was not able to address, I feel that I made a very good start on changing my course for the better. In this report, I will review what I accomplished under each of the three major categories listed in the project description as well as some other things I was able to work on.

1) Incorporation of Video Materials

I had intended to survey and incorporate course-related video into the course. I was unable to devote any attention to this part of the project. Instead, I devoted my time and efforts to those parts described below. At this point in time, the course is now set up where bringing in such materials will be effective and efficient. In particular, I have identified those areas where supplementary materials are appropriate and should now be able to use these in a relatively seamless manner.

2) Switching to PowerPoint

The majority of my time this summer was spent learning about PowerPoint and incorporating my lecture outlines and overheads into this presentation mode. All of my lectures are now PowerPoint-based. I am very pleased with how this format has changed my classes. I have become much less dependent on my lecture notes and my lectures are much more spontaneous than in the past (i.e., I have been able to add more of my own personality into my lectures). So far this semester, my students have also participated more than in previous semesters (something I attribute to the use of PowerPoint and my more-relaxed teaching style).

3) Incorporating Assessment Demonstrations

The other part of my summer proposal was to adapt my existing in-class exercises, demonstrations, and measurement illustrations to a multimedia format. I was able to accomplish this goal to a large extent. Several of these specific activities have now been changed to PowerPoint presentations. This has allowed me to save a good deal of paper, run these demonstrations more smoothly, and actually do more of these (and in more depth) than I normally would.

4) Additional Activities

Finally, I was also able to participate in one of the summer's Faculty Multimedia Workshops. This helped me to get started with PowerPoint, web-page construction, and the incorporation of visual images into my lectures. I spent a good deal of time this summer working on a course home-page for Personality Psychology. This page now contains my PowerPoint outlines and overheads, exams from previous semesters, the current syllabus, and links to personality-related web-sites. This new addition to my course has been a strong success. In addition to helping me to eliminate paper and library copies of materials, I know of several students who have used the web for the first time because of the things I've put there. The course now has a strong multimedia foundation, and I am looking forward to bringing in video and cd-rom materials to enhance its content. I am confident that I can now do this in an effective way.