Software supporting Online TBL

LAMS
The Learning Activity Management System (http://lamsfoundation.org/) is a free open source tool to create and
deliver online learning activities. LAMS includes integrations with many LMSs like Moodle, Sakai, and others.
Videos:
Intro to LAMS (http://lamsfoundation.org/videos/flv/index.html)
TBL_LAMS_Part1 (http://youtu.be/jvElgsJSs-g)
TBL_LAMS_Part2 (http://youtu.be/wdsD2zat9vg)
TBL_LAMS_Part3 (http://youtu.be/lRN2ZqgP6FQ)
TBL_LAMS_Part4 (http://youtu.be/fc95utMJwDs)
(For commercial support see LAMS International, http://www.lamsinternational.com/)
SmarTEST
SmarTEST Instructor (https://itunes.apple.com/ca/app/smartest-instructor/id883942185?mt=8)
SmarTEST Student: (https://itunes.apple.com/ca/app/smartest-student/id884170704?mt=8)
SmarTEST Instructor is an interactive classroom testing app that, when paired with its companion app SmarTEST
Student, allows you to conduct engaging Team-Based Learning experiences for students (including electronic
versions of IF-AT cards). This too is a free open source tool

LearningCatalytics
LearningCatalytics, a Pearson product, (https://learningcatalytics.com/) is a cloud-based and mobile app with
some good TBL functionality (electronic versions of IF-AT cards).
Instructor account is free; $12/student for six months.


Articles about using TBL Online
Gomez, E. A., Wu, D., & Passerini, K. (2010). Computer-supported team-based learning: The impact of motivation,
enjoyment and team contributions on learning outcomes. Computers & Education, 55(1), 378-390.
Hosier, A. (2013). Using team-based learning in an online, asynchronous information literacy course. Journal of Library
Innovation, 4(2), 111-121.
Palsole, S., & Awalt, C. (2008). Team-based learning in asynchronous online settings. New Directions for Teaching and
Learning, 2008(116), 87-95.
A graduate thesis/dissertation:
Barclay, M. W. (2011). The impact of team-based learnings readiness assurance process on virtually isolated
adults. Utah State University Digital Commons.


Options for Supporting RAPs and the 4s Online
1. Require the class have a synchronous component. All students had to be available from 10 am to 12 noon on
Wednesdays, which were reserved for group meetings. On the very first day, student had an assignment to learn
how to use the campus meeting software, which is used for the group meetings. Students took the IRAT through
the LMS, with the grade suppressed, by midnight on Tuesday. In the group meeting, they started with the TRAT.
Same quiz in the LMS, but this time when it was submitted, the grades and answers were immediately released.
I used the 70% rule so that those who scored less than that on the IRAT got the lower score as their TRAT grade
for that meeting.
I monitored the TRAT taking and as each group finished, Id pop into their group meeting room and clear up
misconceptions. I probably spent 5 to 15 minutes with each group
I also had pre-work due Monday and Tuesday which was then scaffolded into the team activities during the
Wed meeting. For example, they might have to watch a video and write a reflection on it on Monday, and then
on Wed they would use the content from the video in a different way that employed concepts from the TRAT. If
the students did not complete the pre-work, they did not get full credit for the team meeting.
2. Configure the iRAT quiz slightly differently from the tRAT. In the first one, dont give immediate feedback on
each question to the students. Do so in the team quiz. In both quizzes, apply penalizations for failed answers.
Shuffle questions and answers and limit the time.
3. My process relies on tools available in Blackboard.
First, I create a pool of 10 RAT questions, each with five different answers. I use "all of the above" and "none of
the above" liberally. I also use "some of the above" to further encourage thinking about alternative correct
answers.
Using that pool of questions, I create the iRAT using the test tool in Blackboard. I set the question order to be
random and the answer order (within that question) to be random. I allow the students to take the iRAT as
many times as they like with two conditions: (1) they don't know their iRAT results until after the tRAT answer
sheet (see below) has been submitted, and (2) they cannot start the iRAT after a certain deadline. I'm perfectly
happy to have the students review the test more than once. That furthers engagement with the materials.
Once the deadline for the iRAT passes, I open up the tRAT assignment in Blackboard. The tRAT has two parts: the
test and the answer sheet assignment. Unlike the iRAT, the tRAT has a set order for the questions and a set
order for the answers to ease grading. I ask that the students gather in some synchronous environment (chat,
Skype, Google Hangout, etc.) and take the tRAT together. Again, the students can open and run through the test
as often as they like. No results are provided for the test so repeat review is not a problem.
Once the students have had a chance to review and discuss the iRAT, one of them submits an answer sheet to
me. That sheet lists the questions in order with a first, second, and third best answer to each question. The
answer sheet submission is open to any member of the group, but only one member can submit the sheet and it
can only be submitted once.
Once I've finished grading the tRAT answer sheets, I open the appeals process. Again, the students gather to
discuss their answers, create rationales for them, and write up the appeal document. Again, any of them can
submit the appeal document but only one of them can submit it and only once.
Finally, at the end of the semester, I create a fifth, final RAP which has only an individual test. That test is made
up of a random assortment of the questions from the prior four RAPs, in a random order with the answers
randomized. That encourages the students to re-engage with all their prior RATs at the end of the semester.
The solution to that problem is not a better RAP. The solution to this and all other group contribution issues is
the peer evaluations. As long as peer evaluations are worth a large portion of their grades (20-25%), and are
conducted regularly throughout the semester so the non-participants have notice, active group participation is
incentivized nicely.