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Closing plenary given at the 2013 CHES Celebration of Scholarship Day, October 2013
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Students as co-producers of learning and assessment content
Simon BatesAcademic Director, Centre for Teaching, Learning and Technology Professor of Teaching, Department of Physics and AstronomySenior Advisor Teaching and Learning
CHES Celebration of Scholarship Oct 2013
Wednesday, 16 October, 13
Unleashing James Bond, internet memes and partying penguins
in support of learning
Simon BatesAcademic Director, Centre for Teaching, Learning and Technology Professor of Teaching, Department of Physics and AstronomySenior Advisor Teaching and Learning
CHES Celebration of Scholarship Oct 2013
Wednesday, 16 October, 13
Outline
Why?What?
How?
What next?
Wednesday, 16 October, 13
Why?What?
How?
What next?
Wednesday, 16 October, 13
Wednesday, 16 October, 13
Wednesday, 16 October, 13
Knowledge
Structure Motivation
Mastery
Practice
Climate
Metacognition
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Why?What?
How?
What next?
Wednesday, 16 October, 13
a"web&based"MCQ"repository"created"by"students"Wednesday, 16 October, 13
Ins$tu$ons((signing(up(per(year:(!
2009:! ! !22(2010:! ! !66(2011:! ! !204(2012:! ! !266(2013!(Jan,Jun):! !214(
Growing(content(repository:(!Courses:! !2,500(Logins/month:! !75,000(Ques<ons:! !600,000(Answers:! !12,000,000(
Wednesday, 16 October, 13
Student'ownership'over'learning'resource'
Student'familiarity'with'social'so7ware'
Leveraging'student'energy'and'crea9vity'
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18
As a question author…..
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19 Wednesday, 16 October, 13
20
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23
As a question answerer …..
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24
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25
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26
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27
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Badges' Points' Leaderboards'
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Typical implementation
Minimum participation requirements for each of two assessment exercises (PW1, PW2)
Write 1 Answer 5 Rate / comment 3
5% course credit
Physics 101, Energy & WavesWinter Semester: 3 sections, 791 students
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Design and MethodologyTOCCLT'.' -
Qest\I\sct
How 1o...
q/t4osTer
Submit ond onswer questionson topics in lhe torget region,just obove lhe physicsyou hove olreody mostered.
Dislroclers
) l*"*"ò
rNrrltngIh s region corrk:ins llte
plrysics knowledgo ond colrco¡lsyou connol leorn yel
becouse the louncalionscrrc nol in plocc
PHYSICS TOPICS IN YOUR TARG T REGION
buo'5ot't1 'Den¡¡lu
B¿:o\v\vì 1 JF:rcq - YOUR CHOSEN TOPIC
à..\auC'q^ x@bôo'osro
pn ro, d logroo, \o 9tS
COMMON MISCONCEPÎIONS AND ERRORS(Sec hHÞ:/jÞhy¡.udofo¡.cdu/CJP/trêconcoÞllo¡t.pdt
tor o llil ol common mhconcepllons)
¿K N(,qht %cce Açxs no\ exi¡þ, c.rrrçr\J On oblec'-t \5 õÞYJrnr cìü?ÀI in rtuiò. ü
lrh'brot4ont eprç,e .I¡1enÀs crqden-s,\{^ c>Ç c.,þ¡ec\ , cìo+ .\*¿n:r
oÇ Çtu,8,fr- btrrqon! $crCe c¿c\s Àoc¡:'cr
fr¿lt{e- r *hcrn ú?
Trr¿e. $ììfifflsz hrrr: ¿lÕoolr-g lnnS
(**= tcpo þ/rnl {otr-* qrÇ bq.\\:. 0" Ooz
Physics knowledgeond conccpluol underslonding
you lrove olrcodyconslrucleC ¡n your heod
¡,<'t.lerJ rt)\^,¿z! Þ.rrp \r- \rr't\¡ ,l?
Chcck lhol yovr on3Íêr ¡t rêo!ànoblê ðnd potrlble
\'f<,,cc\
Photo by Seth Casteelhttp://www.littlefriendsphoto.comPermission to use agreed
Introduced in tutorials
Extensive scaffolding exercises
Revisited in subsequent tutorials
Tutorials delivered by 24 TAs
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Why?What?
How?
What next?
Wednesday, 16 October, 13
Engagement with PeerWise
Wednesday, 16 October, 13
Engagement with PeerWise
Wednesday, 16 October, 13
Engagement with PeerWise
Number Multiplier Number MultiplierQuestions 1105 [1.7] (1.4) 998 [1.6] (1.3)
Answers 11393 [17.2] (14.4) 11807 [18.7] (15.0)
Comments
4901 [7.4] (6.2) 5509 [8.7] (5.0)
PW 1PW 1 PW 2PW 2
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Engagement with PeerWise
Wednesday, 16 October, 13
Engagement with PeerWise
PW1 PW2
Contributed and met minimum requirementsContributed but did not meet mininum requirementsDid not participate
0.84 0.80
Total: 791
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Correlation with learning
Wednesday, 16 October, 13
Correlation with learning
Wednesday, 16 October, 13
Correlation with learning
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Correlation with learning
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Wednesday, 16 October, 13
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Wednesday, 16 October, 13
Wednesday, 16 October, 13
Question/Explanation Quality
Wednesday, 16 October, 13
Question/Explanation Quality
Bloom’s Taxonomy of levels in the cognitive domain
Score Level Description
1 Remember Factual knowledge, trivial plugging in of numbers
2 Understand Basic understanding of content
3 Apply Implement, calculate / determine. Typically one-stage problem
4 Analyze Typical multi-step problem; requires identification of strategy
Evaluate Compare &assess various option possibilities; often conceptual
Synthesize Ideas and topics from disparate course sections combined. Significantly challenging problem.
Text
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1 2 3 4 1 2 3 40
20
40
60
Num
ber o
f que
stio
ns
Assessment 1 Assessment 2
Bloom's Taxonomy: Question Quality
Textp>0.05, NS
0%
5%
10%
15%
20%25%
30%
35%
40%
45%
50%
1 2 3 4 5 6
Taxonomic Category
Per
cent
age
of S
ubm
itte
d Q
uest
ions
First semester N = 350
Second semester N = 252
Wednesday, 16 October, 13
Question/Explanation Quality
Description of explanation quality
Score Level Description
0 Missing No explanation provided or explanation incoherent/irrelevant
1 Inadequate Wrong reasoning and/or answer; trivial or flippant
2 MinimalCorrect answer but with insufficient explanation/justification/ Some aspects may be unclear/incorrect/confused.
3 Good Clear and detailed exposition of correct method & answer.
4 ExcellentThorough description of relevant physics and solution strategy. Plausibility of all answers considered. Beyond normal expectation for a correct solution
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0 1 2 3 4 0 1 2 3 40
20
40
60
Num
ber o
f que
stio
ns
Assessment 1 Assessment 2
Explanation Quality
p=0.02
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Why?What?
How?
What next?
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Why stop with MCQs ?
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Why stop with MCQs ?
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Take aways
Who really does own the learning?
Students as consumers, curators or creators of learning content? Or perhaps all 3?
Who should?
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AcknowledgementsUBC: Physics 101 course team (Georg Rieger / Firas Moosvi / Emily Altiere) CWSEI
University of Edinburgh: Physics Education Research Group (Ross Galloway / Judy Hardy / Karon McBride / Alison Kay / Keith Brunton / Jonathan Riise / Danny Homer); Chemistry (Peter Kirsop); Biology (Heather McQueen)
University of Glasgow: Physics and Astronomy (Morag Casey)
University of Auckland: Computer Science (Paul Denny)
These slides: http://bit.ly/Bates_CHES2013
[email protected] @simonpbates
Wednesday, 16 October, 13
Resources / links
Student-facing system http://peerwise.cs.auckland.ac.nz/
All the research studies referenced and scaffolding materials referred to are accessible through the PeerWise
community site
http://www.peerwise-community.org/
Wednesday, 16 October, 13
Publications
JISC-funded multi institution study: https://www.wiki.ed.ac.uk/display/SGC4L/Home
UoE Physics Pilot Study: AIP Conf. Proc. 1413, 359 http://dx.doi.org 10.1063/1.3680069
RSC overview articlehttp://www.rsc.org/Education/EiC/issues/2013January/student-generated-
assessment.asp
UoE Physics scaffolding resources http://www2.ph.ed.ac.uk/elearning/projects/peerwise/
Wednesday, 16 October, 13
Resources: How Learning Works
• 1"page"summary":"from"CM"website"• 2"page"summary
Brent,"R."&"Felder,"R."(2011)."Chemical"Engineering"EducaEon"45(4)."257I8."“Random"thoughts…"how"learning"works.”""
• 5"page"summary":"hOp://goo.gl/lqmSI"
hOp://www.cmu.edu/teaching/principles/index.html"
Wednesday, 16 October, 13
Icon credits !• Icons:!!– Stack!of!Books!designed!by!Jeremy!J!Bristol!from!The!Noun!Project!
– Mesh!Network!designed!by!Lance!Weisser!from!The!Noun!Project!
– Excited!designed!by!AusEn!Condiff!from!The!Noun!Project!– Components!designed!by!Iris!Q.!Li!from!The!Noun!Project!– Group!designed!by!Alexandra!Coscovelnita!from!The!Noun!Project!
– Brain!designed!by!Martha!Ormiston!from!The!Noun!Project!
Wednesday, 16 October, 13
Wednesday, 16 October, 13