This image shows the Genome Island avatars of participants in UW’s recent Learning
Actively Mentoring Program and the Office of Online and Digital Learning e-Camp. From
left are Ryan Goeken, Juhyeon Ahn and Nora Gulick; at center with back facing camera
is Rachel Watson, whose avatar name is Serratia Warcliffe. The avatar in the white
shirt is a Genome Island guide. (UW Photo)
The University of Wyoming Science Initiative’s Learning Actively Mentoring Program
(LAMP) and the Office of Online and Digital Learning (ODL) joined forces to deliver
a dynamic weeklong summer institute focused on revolutionizing online teaching.
Held from June 23-27, the inaugural LAMP/ODL e-Camp invited 12 educators from UW,
Wyoming’s community colleges and a high school to step into the student seat -- immersing
themselves in hands-on, active learning designed for the digital classroom.
Experiential Learning, Anywhere and Everywhere
The camp began with educators exploring dispersed, place-based learning by engaging
with nearby outdoor environments, setting the tone for meaningful, immersive instruction.
By day two, they were navigating a virtual world -- Second Life’s Genome Island --
where participants’ avatars explored virtual laboratories, science exhibits and even
tulip gardens exemplifying Mendelian genetics.
“Initially, the virtual realm felt disorienting. Avatars had to learn to walk, talk
and teleport,” says LAMP Director Rachel Watson. “But, through teamwork and Kolb’s
Experiential Learning Cycle, educators reached deep reflection, theoretical insight
and proposed experimentation. By the end, both teams outlined new scholarship of teaching
and learning research inspired by their digital immersion. The instructors also gained
empathy, realizing what it feels like to students to navigate an unfamiliar learning
environment for the first time.”
Team-Based Learning in Action
Day three introduced online-adapted team-based learning (TBL). Educators played the
role of students, experiencing pre-session mini-lectures, readiness tests (individual
and team) and the collaborative problem-solving process. Teams considered the problem
of inorganic nanoparticles -- which have applications in everything from food preservation
to biosensing -- but also have health risks due to negative impact on the health of
the gut microbiome.
“Participating in TBL as the student made clear to me what components and implementation
practices are most important to support all students in learning and having a positive
classroom experience,” says Nora Gulick, an assistant professor in UW’s Division of
Communication Disorders. “I am excited to take this back to my courses in the fall
to improve outcomes and experiences.”
Building Active-Learning Strategies
In the final two days, educators applied their new skills to develop active-learning
interventions they will pilot in upcoming semesters. Throughout the week, they practiced
metacognition, crafted tools for embedded self-assessment, and learned how to mentor
students as they mature through Perry’s Stages of Development and gain capacities
in both Bloom’s Cognitive and Affective Domains.
Juhyeon Ahn, an assistant professor in UW’s Department of Chemical and Biomedical
Engineering, internalized outcomes across these pillars stating, “Good teaching leads
you to experience, to think, to realize, to accept and to create.”
“I used to develop course materials primarily based on the learning outcomes listed
in the syllabus. However, after attending the LAMP/ODL e-Camp, I gained a deeper perspective,”
says Duong Nguyen, an assistant professor in UW’s Department of Electrical Engineering
and Computer Science. “First, I learned the importance of forming my teaching philosophy
and sharing it with students. Doing so helps students understand not only what they
are learning, but also why the material is taught in a particular way.
“Second, I realized that good intentions alone are not always enough to ensure an
effective learning experience,” Nguyen continues. “A well-meaning instructor can face
challenges in the classroom. This is why it is essential to incorporate classroom
assessment techniques to gather feedback, make adjustments and better support student
learning.”
Visionary Outcomes and Leadership Support
Guided by expert mentors -- Watson; Christi Boggs, UW associate director for online
and digital teaching and learning; Monia Haselhorst, a professor of biological and
environmental science at Colorado Mountain College; and educational development veteran
Ed Nuhfer -- the cohort emerged with bold new visions for nurturing innovative, creative
learning spaces across the state.
“This partnership is the perfect blend of LAMP’s forward-thinking pedagogy and ODL’s
online expertise,” Boggs says. “Faculty walked away with powerful tools to elevate
online education and inspire students to surpass expectations.”
Other participating LAMP Fellows are Michele Bird and Marie-Agnes Tellier, of UW’s
Department of Mathematics and Statistics; Spencer Holtz, of UW’s Program in Ecology
and Evolution; Josh Holmes, of Western Wyoming Community College’s Biological Sciences
Department; Afsoon Kazerouni, of Casper College’s Geology and Geography Department;
and Deb Jensen, a Rock Springs High School science teacher.
Participating ODL Fellows are Ryan Goeke, of UW’s Science Institute and Initiative;
and Tracey Eckersley and Billi London-Gray, of UW’s Department of Visual Arts.
