Forum Getting Started: LAMS and Google

I think this is a sound strategy. I also tend to use the Q&A tool at the beginning (and throughout)a sequence as a kind of a brainstorming tool. I think it probably mirrors how I would teach in a f2f situation. I wouldn't walk into a classroom and say "open your books and start reading". I'd want to tell students what the topic is and see what they know already. Interestingly in a f2f session only one person can answer at a time but with LAMS - everyone can answer in one go (even the reticent students) and then have access to other students' ideas. I think this is really valuable, not only for seeing their peers' answers, but also for letting people know how they are placed within a class. I love the Q &A tool - conceptually simple but so useful!

What do you mean by “the first reaction in some students is to google”? Do you mean they are looking for the correct answer by using Google in a separate browser?

In my experience it doesn’t really matter if the activity is anonymous or not. Even when the activity is anonymous some students put some sort of identifier in their answer.

Karen

Posted by Karen Baskett

Posted by Peter Miller

In terms of using Google, I don't see a problem with this unless it runs counter to what you are trying to achieve - using Google shows a different innovative approach to learning that may be worth encouraging if searching fits some of your other learning objectives.

Posted by James Dalziel

I agree with James here - it's probably worth pointing out verbally that you don't expect the right answer. It may take them a while to actually believe you but worth persevering with. Another strategy might be to highlight an answer from a student who hasn't Googled - ie has written their own ideas and say something like "this is an interesting/great response because..."

I think this is a common problem in online learning - that what we as teachers/facilitators are expecting as outcomes isn't always clear to the students. Working with teachers in trials I sometimes hear that answers in LAMS weren't as "deep" as they had hoped for. One strategy I have suggested is that before going to the lab or starting the LAMS session, teachers quickly go through the session using a data projector/ smart board and explain what they want from students in each activity. This may not be a relevant strategy for you but my point is that because LAMS is so good at letting students study independently, sometimes we forget to explain objectives and reasons for doing activities thoroughly.

Hope this helps

Karen

Posted by Karen Baskett

James -- I do use Google for real elsewhere. I especially like the "define" function, as in "define:bioinformatics", as an opportunity to get students to reflect on their own thoughts and, indeed, those of the authors of the multiple definitions thrown up by Google.

Posted by Peter Miller

I couldn't help trying "define:LAMS" - the result is a bit depressing...

"Definitions of LAMS on the Web:

* Light Aircraft Maintenance Schedule (UK).
www.gremline.com/index_files/page0016.htm

* Long-range Attack Missiles. Capitals and base planets build these weapons. They are as powerful as GDMs, but are able to hit targets up to five sectors away.
www.neurohack.com/anacreon/manual/Glossary.html"

Posted by James Dalziel

Posted by Peter Miller

Posted by Peter Miller

I think that if students are googling when you want them to produce their own ideas about a topic, then could it be that we need to firm up instructions as Karen says- or that students are looking for the 'right' answer - the one that will get them marks!

Also googling to harvest, cut and paste information - when you really want original ideas from students - is part of the plagiarism problem. Some students think it is easier - or better - to search for information rather than trust their own ideas. Maybe we have trained them this way with our assessment approaches (!).

Do we need to spend more time walking students through the processes of critical thinking? Or maybe they do know the processes and they just can’t be bothered contributing their own ideas – or feel some stress in doing so.

This googling instead of thinking more deeply, possibly taking the surface approach - or is it the strategic approach? - looking for the 'right' answer - makes me more certain that using LAMS to tease out what students really think and know is well worth the effort.

Of course there is a place for searching on the net - we do it all the time - but more of us could be using lams to foster original thoughts in our students. Einstein lams we will have…….: )

Posted by Robyn Philip