TILE at Iowa: Adoption and Adaptation

Florman, Jean

doi:10.1002/tl.20088

Cited by 19 publications

(14 citation statements)

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“…One example of thorough training is at the University of Iowa. Based on faculty feedback, Florman (2014) developed comprehensive training to cover various topics in-depth, such as course transformation and technology use.…”

Section: Training and Other Teaching Support Can Ease Implementation mentioning

confidence: 99%

Get a room: the role of classroom space in sustained implementation of studio style instruction

et al. 2016

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Background: The characteristics of the classroom environment play an important role in shaping teaching practices and supporting research-based instructional strategies. One instructional strategy that has reimagined the classroom is the Student-Centered Active Learning Environment with Upside-Down Pedagogies (SCALE-UP). SCALE-UP uses studio-style instruction to facilitate student collaboration. Although there is significant interest in studio-style instruction, there is not much research-based guidance available for institutions interested in setting up a classroom, especially for secondary users interested in using this in different academic settings and contexts. We interviewed key informants involved in 21 successful secondary implementations of SCALE-UP about creating, using, and spreading studio-style classrooms. This paper summarizes respondent's perceptions of (1) how these classrooms are initiated; (2) which classroom features are helpful, non-essential, and unhelpful; (3) how professional development efforts support SCALE-UP instructors; and (4) how the classroom indirectly affects the department and/or institution. Results: Room initiation Interviewees engaged in multiple activities to obtain a studio-style classroom. The majority of interviewees worked in teams created by faculty or administrators, with the participation from both groups. Interviewees typically sought institutional funding to develop the rooms. Classroom features When developing the room, implementers used many key characteristics of the recommended classroom, such as collaborative workspace (e.g., special tables) for students, but they generally did not replicate all of the recommended features. Interviewees had mixed opinions about the importance of classroom technology. Professional development and support Interviewees noted the importance of professional development for teaching staff (instructors and teaching assistants) new to the SCALE-UP teaching environment. Indirect effects Beyond direct benefits to the teachers and learners, our interviewees reported that the classrooms had larger impacts including attracting visitors to the institution and encouraging the use of active learning in non-SCALE-UP classes. Conclusions: There are many paths to successful development of a studio-style classroom. The process can be initiated by faculty or administrators. Classroom designs can vary to suit the local environment as long as they maintain the intent of the space: to support peer collaboration. Beyond improving student outcomes, these classrooms have additional benefits for institutions that include transforming instructor approaches to teaching and symbolizing the institution's commitment to quality teaching.

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Section: Training and Other Teaching Support Can Ease Implementation mentioning

confidence: 99%

Get a room: the role of classroom space in sustained implementation of studio style instruction

et al. 2016

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“…Some of these attempts have resulted in the following approaches, which also embrace active learning: workshop classrooms (Laws, 1991(Laws, , 2004, studio classrooms (Cummings, Marx, Thornton, & Kuhl, 1999;Sorensen, Churukian, Maleki, & Zollman, 2006;Hoellwarth, Moelter, & Knight, 2005), peer instruction (Mazur, 1997;Crouch & Mazur, 2001), open laboratory (Mintzes, 2006), hybrid lecture/studio (Furtak & Ohno, 2001;Kohl & Kuo, 2012), Technology Enabled Active Learning (TEAL) (Dori & Belcher, 2005;Beichner, Dori, & Belcher, 2006), interactive lecture demonstrations (Sokoloff & Thorton, 1997), and Transform, Interact, Learn, Engage (TILE) (Van Horne, Murniati, Gaffney, & Jesse, 2012;Florman, 2014). All these innovative approaches have been found to result in increased student learning and to offer advantages in terms of integrating technology into the learning environment.…”

Section: Active Learning Environments For Undergraduate Coursesmentioning

confidence: 99%

Six Reasons to Teach Undergraduate Courses in SCALE-UP Classrooms: Suggestions for Higher Education Authorities and Instructors

Erol

Özcan

Luft

2016

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KeywordsIn Turkey, funding for higher education institutions has increased drastically in the last ten years. This has caused a profound increase in the number of new universities and undergraduates. As a result, there has been a focus on the design and construction of new buildings on the campuses, but not in the design of the classrooms. This oversight has resulted in omission of contemporary active learning environments such as Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP).SCALE-UP classrooms are highly interactive learning environments equipped with technologies for large enrollment introductory undergraduate courses. They were initially designed to cultivate student learning through collaborative problem solving in the sciences. In a SCALE-UP classroom, the instructor circulates around the room and asks students questions, encourages students to share their work, and supports student learning in groups. This pedagogical approach encourages students to question and collaborate with their peers, while learning content.In this paper, the SCALE-UP approach was explored with an experiential qualitative method through observations, interviews, and various documents. The observations occurred in different SCALE-UP classrooms over the course of a semester. Interviews were also completed with the creator of the SCALE-UP classroom, who also coordinates a network all around the world. In addition, the first author's journal regarding SCALE-UP classrooms was a source of information.Although the SCALE-UP system is catching on globally, it is a new concept for Turkish universities. The increase in student learning and the desire to learn in this novel setting reinforce the importance of this classroom design. With these results, we suggest to the authorities and instructors of the Turkish universities that SCALE-UP classrooms should be implemented throughout Turkey.Higher education SCALE-UP classroomActive learning Technology incorporationExperiential Qualitative Method Practitioner inquiryArticle Info

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“…В то время как они работают в группах (командах) над практически ориентированными проектами («tangibles»), теоретическими проблемами («ponderables») или наглядными экспериментами («visibles»), инструктор имеет возможность ходить по аудитории, консультировать ту или иную группу и от-вечать на вопросы [18]. В том же 2001 г. подобный проект под названием TEAL (Technology-Enabled Active Learning) был внедрен в Массачусетском техноло-гическом институте [10].…”

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“…Для улучшения ситуации было решено разработать занятия, которые со-единяли бы в себе лекции, моделирование и эксперименты для создания об-ширной опытной базы комплексного обучения физикe [10]. Еще одним проек-том такого типа является TILE (Transform, Integrate, Learn, Engage), действую-щий в университете штата Айова с 2010 г.…”

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Interactive approach to teaching english composition/composing research (through the experience of participating in an experimental project)

Недбайлик¹,

Staton²

2014

Lifelong Education: The XXI Century

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TILE at Iowa: Adoption and Adaptation

Abstract: In the 2009 spring semester, campus leaders at the University of Iowa began to envision an institution-wide project to develop technology-enhanced NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 137, Spring 2014

Cited by 19 publications

References 1 publication

Get a room: the role of classroom space in sustained implementation of studio style instruction

Get a room: the role of classroom space in sustained implementation of studio style instruction

Six Reasons to Teach Undergraduate Courses in SCALE-UP Classrooms: Suggestions for Higher Education Authorities and Instructors

Interactive approach to teaching english composition/composing research (through the experience of participating in an experimental project)

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