Executive Summary of Results

Web and video conferencing technology were used in introductory astronomy classes during the Spring 2003, Fall 2003, and Spring 2004 semesters to provide students with an authentic science research experience. Students participated via interactive ipvideo on observing runs with the WIYN 0.9-m telescope at Kitt Peak in Arizona. Images of our neighbor galaxy Andromeda were obtained with the telescope and then made available on the Web for students to examine and to discover nova, exploding white dwarf stars. Using the Web tools, students were able to track the light curves of their newly discovered novae and follow their decline.

Need for the Project

When introductory astronomy is taught in large classes, student misperceptions about science are often reinforced. Large classes are unwieldy for interaction, and it is difficult to engage students in creative a ctivities within a large lecture format. Modern technology, however, may allow us to over come these limitations to provide non-science majors a taste of the excitement of research in astronomy with an authentic research experience, and to give students an opportunity to participate in the creative, intellectual aspects of science.

Use of Technology

1. Interactive video conferencing te chnology was used to allow students to participate in remote observing on the WIYN 0.9-m research telescope at Kitt Peak in Arizona from the Astronomy Dept. Remote Observing Center in the Swain West physics building on the Bloomington campus.
2. Interactive video was also used to bring live reports from observers at the telescope and from expert astronomers in different fields into the lecture classroom.
3. Web technology was used to allow students to examine new astronomical data interactively to discover and study novae in the Andromeda Galaxy.

Instructional Design Plan

Describe how the use of technology used supported your teaching approach:

• What student learning outcomes were expected?

The remote observing experience was aimed to help students learn what astronomers actually do at telescopes. Most students have a pre conceived view of astronomers peering into eyepieces to look at stars. From the remote observing experience, students learned about modern methods and instrumentation.

• How did your teaching plan encourage active learning, provide feedback, address respective learning styles, and build collaboration?

Students were able to interact with the instructor and others via video one-on-one and to frame their own questions to motivate their own curiosity. The use of live, interactive video was novel for most students, and helped to open their minds to new ideas. They were able to see that scientists are people, rather than icons.

• What resources were used? (campus technology support services, etc.)

Teaching and Learning Technology Center on the Bloomington Campus, and UITS Telecommunications

• Would your project be easily understood and executed by other faculty?

The live interactive video could be used by other faculty to bring experts into the classroom to interact with students. Other astronomy faculty could make use of the NovaSearch website to engage students in large, introductory classes in astronomy research.

Potential to Impact Student Learning

Clearly define how your project improved student learning - include specific examples of how your project:

• Fostered depth of learning

Students learned by interacting with the material, carrying out projects and examining actual data, rather than by reading a text and attending lectures.

• Supported efforts to improve retention

The project made the discovery process real for students by giving them an authentic experience in discovery, including observing on a professional research telescope.

• Fostered the learning of large numbers of students

The website is accessible to large numbers of students, both here and elsewhere, to allow them to examine real data to make original discoveries in astronomy.

• Has broader applications that will affect learning K-12 or community environments?

The website is open to everyone, and has been presented to other astronomy educators at meetings of the American Astronomical Society and of the International Astronomical Union (in Sydney in 2003).

Assessment Plan

Briefly explain the effectiveness of your assessment plan:

• What measure of assessment was used?
• How did your approach obtain measures of performance?
• Did you feel your measurement was accurate and effective?

The original plan was to assess attitudes toward science using the Epistemologi cal Beliefs Assessment for Physi cal S cien ce (EBAPS) Instrument developed at the University of Maryland. This instrument was used in a smaller course taught during the Fall 2002 semester for 20 freshman, and the results proved difficult to interpret. Instead of the EBAPS, students in the large, lecture-format classes were asked to evaluate the workability and success of the Web-based tools and the remote observing experience to improve the contribution of these tools to student learning.

Plan for Colleague Development

Describe your role and activities as a mentor:

• What mentoring activities were implemented to assist colleagues?
• How did you help to develop colleague's instructional technology skills?
• How do you think your contributions to the Knowledge Base will help colleagues planning similar projects?
• Is your project approach potentially applicable to other contexts or disciplines?
• What tips would you offer?

A departmental seminar was presented to tell faculty and graduate students in the Astronomy Department about the F2002 course and its successes and mistakes.

The NovaSearch website will be presented at the January meeting of the American Astronomical Society, which sponsors numerous sessions on astronomy education, and a manuscript will be submitted to the new, refereed journal Astronomy Education Review, sponsored by the American Astronomical Society and the Astronomical Society of the Pacific.

The use of the research-based science education approach was presented at a TLTC SummerFare event, and to a gathering of the Learning Technology Consortium in Bloomington.

Web-based tools are available to other astronomy educators interested in adopting a similar approach in introductory classes.

Final Comments on Project Results

• Do you think you met the goals of your project?
• What, if anything,would you do differently?
• Did you have any unexpected outcomes? (positive or negative)
• Would you recommend this teaching approach to colleagues?
• What other comments or suggestions would you offer to complete this report?

Most students who completed the NovaSearch activity wrote evaluations of what they learned. A review of student evaluations of the NovaSearch web research project suggests that most students found the activity engaging and felt that it helped them to experience what astronomy is really all about. Some students shared the activity with family members and friends. A more detailed assessment of the student evaluations will be completed in the next few months.

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Last updated: 18 May, 2007

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