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Aapt peer wise_bates
 

Aapt peer wise_bates

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    Aapt peer wise_bates Aapt peer wise_bates Presentation Transcript

    • Creatively engaged online: student-generated content in a non-majors introductory course Emily Altiere, Simon Bates, Firas Moosvi Department of Physics and Astronomy University of British Columbia AAPT Summer Meeting, July 2013, Portland OR Monday, 15 July, 13
    • Outline • Design and Methodology • Engagement • Question/Explanation Quality Monday, 15 July, 13
    • a"web&based"MCQ"repository"created"by"students" Monday, 15 July, 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( Monday, 15 July, 13
    • Student'ownership'over' learning'resource' Student'familiarity'with' social'so7ware' Leveraging'student' energy'and'crea9vity' Monday, 15 July, 13
    • Design and Methodology Minimum participation requirements for each of two assessment exercises (PW1, PW2) Write 1 Answer 5 Rate / comment 3 5% course credit Physics 101, Energy & Waves Winter Semester: 3 sections, 791 students Monday, 15 July, 13
    • Design and Methodology TOCCLT'.' - QestIsct How 1o... q/t4osTer Submit ond onswer questions on topics in lhe torget region, just obove lhe physics you hove olreody mostered. Dislroclers ) l*"*"ò rNrrltng Ih s region corrk:ins llte plrysics knowledgo ond colrco¡ls you connol leorn yel becouse the louncalions crrc nol in plocc PHYSICS TOPICS IN YOUR TARG T REGION buo'5ot't1 'Den¡¡lu B¿:ovvì 1 J F: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.rrrçrJ On oblec'-t 5 õÞYJrnr cìü?À I in rtuiò. ü lrh'brot4ont eprç,e .I¡1enÀs crq den-s,{^ c>Ç c.,þ¡ec , cìo+ .*¿n:r oÇ Çtu,8, fr- btrrqon! $crCe c¿cs Àoc¡:'cr fr¿lt{e- r *hcrn ú? Trr¿e. $ììfifflsz hrrr: ¿lÕoolr-g lnnS (**= tcpo þ/rnl {otr-* qrÇ bq.:. 0" Ooz Physics knowledge ond conccpluol underslonding you lrove olrcody conslrucleC ¡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 Casteel http://www.littlefriendsphoto.com Permission to use agreed Introduced in tutorials Extensive scaffolding exercises Revisited in subsequent tutorials Tutorials delivered by 24 TAs Monday, 15 July, 13
    • Engagement with PeerWise Monday, 15 July, 13
    • Engagement with PeerWise PW1 PW2 Contributed and met minimum requirements Contributed but did not meet mininum requirements Did not participate 0.84 0.80 Total: 791 Monday, 15 July, 13
    • Engagement with PeerWise Number Multiplier Number Multiplier Questions 1105 [1.7] (1.4) 998 [1.6] (1.3) Answers 11393 [17.2] (14.4) 11807 [18.7] (15.0) Comment s 4901 [7.4] (6.2) 5509 [8.7] (5.0) PW 1PW 1 PW 2PW 2 Monday, 15 July, 13
    • Question/Explanation Quality Monday, 15 July, 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. Monday, 15 July, 13
    • 1 2 3 4 1 2 3 4 0 20 40 60 Numberofquestions Assessment 1 Assessment 2 Bloom's Taxonomy: Question Quality Textp>0.05, NS Monday, 15 July, 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 Minimal Correct answer but with insufficient explanation/ justification/ Some aspects may be unclear/incorrect/ confused. 3 Good Clear and detailed exposition of correct method & answer. 4 Excellent Thorough description of relevant physics and solution strategy. Plausibility of all answers considered. Beyond normal expectation for a correct solution Monday, 15 July, 13
    • 0 1 2 3 4 0 1 2 3 4 0 20 40 60 Numberofquestions Assessment 1 Assessment 2 Explanation Quality p=0.02 Monday, 15 July, 13
    • Conclusions Participation is generally well beyond the minimum requirements for course credit. Unlike similar studies with Physics majors*, non-majors in this study produced questions of lower overall quality. Evidence to suggest that question quality and detail of explanation improves with practice. *Bates, et al ‘Assessing the quality of a student-generated question repository’ PRST-PER submitted Monday, 15 July, 13
    • References 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/ Monday, 15 July, 13