Notes from http://jittdl.physics.iupui.edu/jitt/what.html | G. Novak, gnovak@iupui.edu |
Students respond electronically to carefully constructed web-based assignments which are due shortly before class, and the instructor reads the student submissions "just-in-time" to adjust the classroom lesson to suit the students' needs. Thus, the heart of JiTT is the "feedback loop" formed by the students' outside-of-class preparation that fundamentally affects what happens during the subsequent in-class time together.
JiTT web pages fall into three major categories:
- 1. Student assignments in preparation for the classroom activity: WarmUps and Puzzles.
- 2. Enrichment pages. Short essays on practical, everyday applications of the course subject matter, peppered with URLs to interesting material on the web. These essays have proven themselves to be an important motivating factor in introductory service courses, where students often doubt the current relevance the subject.
- 3. Stand alone instructional material, such as simulation programs and spreadsheet exercises.
I actually adapted this in my class in an analog form where I would pass out study guides prior to a lecture, collect and grade the study guides. It just became cost prohibitive to print out all of the study guides and quizzes. I am excited about the prospect of using technology to do this and the immediacy of adapting the lecture before hand.
ReplyDeleteThanks for putting this up, Chaz. Any thoughts on how the JiTTs are working in our QEP Workshops? I'm not sure that most of the students have noticed them yet, or identified them as JiTTs.
ReplyDeleteKeith--let's not forget to ask the Sept. 29-30 workshop attendees to create a JiTT for the Doonesbury class !!
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