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Building Enthusiasm for Upcoming Material

Instance Description

Cultivating excitement for course content is critical for student success, as students tend to perform better when they are engaged.  

This can be achieved with a high level of instructor presence and attention to the design of an introduction meant to focus students’ attention on upcoming material in preparation for learning. An enticing introduction might include a relevant story, fun and challenging questions or problems to solve, or prompts that encourage students to reflect on their existing knowledge. An introduction might also discuss the relationship between lesson and course objectives, showing that what will be studied in any one lesson is relevant to the broader objectives of the whole course.  

Students tend to be intrinsically motivated to learn when their attention is captured, when their emotions are stirred, and when they find course material to be relevant to their lives (Tinsley, 2016). See the examples below to learn more about creating relevant introductions to engage and motivate. 

See it in Practice

Credit: Jim Detwiler © Penn State University, licensed under CC BY-NC-SA 4.0

JIM DETWILER: Hi. I'm Jim Detwiler, a member of Penn State's Online Geospatial Program Faculty. I teach three courses in our program, GIS Programming and Automation, Web Application Development, and Spatial Database Management. I really enjoy teaching in this program because of the consistently high quality of the students that we work with and the working professional population we serve.

The main purpose of this video is to give you an opportunity to learn something about one of the people behind the courses that you take. So let me tell you a little bit about myself. I live just a few miles up the road from State College here, where Penn State's main campus is located, with my beautiful wife and our son. You might be wondering about this building behind me. This is Pegula Ice Arena, where my son and I spend a lot of our free time. He plays youth hockey here, and has the misfortune of having me as one of his coaches. And I also get to play here in the world famous NHL, the Nittany Hockey League. So anyway, thanks for watching. I hope you'll be able to enroll in one of my courses. And if you have any questions about those courses, please don't hesitate to contact me.

In this video (1:17 minutes), a faculty member provides a brief and engaging introduction to Penn State’s Online Geospatial Program and his role as an instructor for three courses in that program.

This short video provides a lot of information in just over a minute, modeling a thoughtful and concise presentation that’s also fun to watch. And during a peek into his recreational involvement with ice hockey, the instructor allows viewers to connect with his personality.

This video is effective because it’s concise, well-edited, and effectively shot.

Considerations

  • When referring to visual elements, mention or describe what students are looking at so that students that can’t see the video know what you are referring to.
  • Videos must have closed captions and transcripts. For short videos, the YouTube auto-captions are fairly simple to edit and convert to a transcript.

Contributor(s)

Credit: Metallic Glass by A. Kimmel © Penn State is licensed under CC BY-NC-SA 4.0 

So we've been talking about what is Material Science and Engineering. And in this demonstration, I would like to show you an example of how we manipulate materials. Except here, what I'm going to do is I'm actually only going to manipulate the physical structure of the material. I'm not going to change the chemistry.

And so what I have in front of you is a couple of pieces of stainless steel. And here on my left is stainless steel as we all know and love and use in everyday life. And to show what happens when I change physical structure, we're going to do sort of a thought experiment. And so what I have in my hand here is a ball bearing. And I'm going to, in a minute, drop this ball bearing and let it hit the piece of steel. But before we do that, let's think about what's going to happen.

So as I drop the ball, it has kinetic energy, it's going to strike the surface. And that energy is going to be transferred into the surface. And what's going to happen is that this piece of stainless steel is going to receive that energy by deforming. And that deformation is made possible by a movement of dislocations. And the best way that I can sort of explain this is to try to pass my knuckles past one another. OK. When I try to do this there's a little bit of energy I have to overcome. But once I do that, they slide pretty nicely. All right. That's dislocation motion in metals.

And so what's going to happen is as this ball hits the surface, the dislocations are going to move, and that's going to absorb energy. That energy that's absorbed is no longer going to be in the ball bearing. And so as a consequence, the ball bearing will bounce but not very far. So let's see that in action.

Pretty boring. All right. So now what I'm going to do is I'm going to take this piece of metal, which we've previously described as being crystalline. And I'm going to change that crystalline nature too amorphous. So the opposite of crystalline is amorphous. Crystalline, I have periodic arrangements of atoms, very ordered structure, every atom looks like every other atom. Think of a marching band, marching in line. Now what I'm going to do is I'm going to take this piece of steel and I'm going to melt it so it's a liquid. And then instead of allowing it to cool slowly to equilibrium, I'm going to cool it at thousands of degrees per second. And in doing that, I'm going to freeze in this amorphous structure.

An amorphous structure would be random chaotic arrangements of atoms. So that no two atoms look the same in terms of their neighborhood and the neighboring atoms. And the most obvious example of an amorphous material is window glass. So window glass is a solid with an amorphous structure.

So now we're going to do the exact same experiment. I'm going to drop the ball but now it's going to land on a piece of this amorphous metal or what we call metallic glass. And let's see how that changes the behavior.

So now since this material is amorphous, the dislocation movement mechanism is no longer present. And so as a consequence, there's no really easy way to transfer the energy from that ball into the surface of that material. And so as a consequence, more of the energy goes back into the ball. And so the ball continues to bounce and bounce and bounce. And so this metallic glass or amorphous metal is used in things like golf clubs, racquetball rackets, recreational items. And obviously here what I'm trying to do is, well if I'm hitting the ball with something, and less of the energy is going in to the object that does the hitting, and more of that energy goes into the ball, the balls going to go further.

Video allows students to observe the behaviors of specific materials. Seeing the ball respond differently to materials which look alike illuminates the impact of underlaying structure, making it easier to grasp the concept. Even if the chemical structures involved were depicted in a drawing, the impact of the structures to dislocation in motion is not intuitive, so actually demonstrating the behavior helps us to understand and retain the concept. This video augments the text in the course by adding another modality that enables a deeper understanding. The fact that the instructor is performing the demonstration himself encourages student engagement and increases instructor presence.

On a practical level, recording a demonstration eliminates having a large class crowd around the speaker trying to see and hear. In addition, a recording can be made of a demonstration located away from the classroom or of something that occurs rarely.

Considerations

Accessibility

  • Captions and transcripts need to be provided for videos.
  • It is also important to verbally describe what is being done.
     

Other

Videos can be uploaded directly to Canvas using the Kaltura Integration (LTI) or uploaded to YouTube or Kaltura and then placed in Canvas with an embed code.

Contributor(s)

Image
Damage caused by Hurricane Ike in the Bolivar Peninsula, Texas
Photo Credit

Credit: Storm surge damage to Texas coast after Hurricane Ike, NOAA (Public Domain).

GEOSC 402: Natural Disasters, is offered during the prime time for tropical storms and hurricanes to occur. Often during this course, the instructor will send out current, relevant news articles. In addition, if a natural disaster is imminent, the instructor will post an advance message to help students focus on information that will be discussed in class following the event.

Here is an example of an announcement sent to the class by instructor Dr. K. Furlong (used with permission):

“Folks - … I encourage you to follow the consequences of Hurricane Dorian. Please pay attention not only to the damage done (or avoided), but also to the preparations being done in advance of the storm. Also follow the ways in which society, government and other groups react to the storm.

It appears that [this] could be a major event for regions of Florida and the southern Atlantic coast, so pay attention to the entire region. After the event passes, we can have a discussion of what happened, how well [people were] prepared, and what lessons [we should] remember for the next time.”  

In other hazards classes, such as Earth 101, Dr. Furlong will have students watch events such as wildfires in Australia, a volcano in the Philippines, or the outcomes of earthquake activity in Puerto Rico.

Considerations

This example could be applied to an online or resident instruction course.

Contributor(s)

Image
Two chickens in a yard
Photo Credit

Credit: Булат Хамитов from Pexels is licensed under CC0

Tell a Personal Story

Sustainability is a word that many people use, but few agree on exactly what it means! The origin of its current use is rooted in a basic reality: the resources of the planet are limited, and human activities today should be undertaken in a way that will not disadvantage or otherwise limit the opportunities of future generations.

Many years ago, I was a “guest” at a mining camp in a very rural part of a developing country. Our day started with a hearty breakfast, including eggs. The evening meal was varied initially, but the senior member of our group favored chicken and requested that it be served, and each night for the remainder of our stay we had a chicken dish. Our original four-day stay was extended by another three days due to some problems with the project. On our last day, our breakfast did not include any eggs, much to our dismay. At the risk of offending our hosts we politely inquired and learned that there were no eggs because there were no chickens. They had killed off the chickens to prepare the chicken dishes. This is a true story and a good example of a practice that was not sustainable!

In the example above, the instructor uses an entertaining short story to introduce the concept of sustainability. Stories in introductions can bring abstract principles to life for the learner. And because this story is a personal one, it creates a connection between the student and the instructor. Sharing a personal experience adds richness and depth and invites students to share their own stories. Bringing the principle of sustainability to life with a personal story creates relevance and engages and motivates the learner.

Considerations

Stories can be told in any number of ways including text, video, audio, slide shows, etc. If video is used, include captions and transcripts for all videos.

Contributor(s)

Credit: Tim Bralower © Penn State University is licensed under CC BY-NC-SA 4.0

DR. TIMOTHY BRALOWER: Hi, everybody. Welcome to module 2 on recent climate. And I'm standing here in Duke Gardens. It's 2019, and if you came to Duke Gardens 12 years ago, 15 years ago, you would never see so much lush subtropical vegetation. And the vegetation has changed here because climate has changed in this region, and that is happening everywhere. And the predictions are for more severe storms, and that has already borne out with Hurricane Katrina, 2005, Hurricane Sandy, 2012, that struck New York, and Hurricane Harvey in 2017 that dumped 56 inches of rain in metro Houston.

So all of the predictions are coming true for a climate change, and this is what's being borne out in the recent climate record. I just wanted to mention one other thing. Last year was a devastating fire year in California, and drought and fires are definitely part of the prediction for global climate change in arid regions such as the US Southwest. So I think in this module, you'll learn a lot about the recent climate record and how that projects to the future of what we'll see with continued global climate change. I hope you enjoy the module.

In this example, the instructor uses a short video to introduce a lesson on recent climate change. In the video, the instructor explains how and why his surroundings (Duke Gardens) are different from what they were 12 – 15 years ago and that the result is due to recent climate change. The video gives relevance to the lesson’s objectives and the week’s material with a visual example and explanation. Because students are able to make a connection between what is seen and described in this video and what they are learning in the course, they are likely to be motivated to engage and learn.

Considerations

Accessibility

Include captions and transcripts for all videos.

Contributor(s)

References/Resources