Can Student-Generated Content Enhance Learning in Introductory Physics?
Can student-generated contentenhance learning in introductory physics? Simon Bates, Ross Galloway, Karon McBride Physics Education Research Group, University of Edinburgh, UK AAPT Summer Meeting 2011, Omaha NE, Aug 2011 1
1. Background and motivation2. About3. What we did in our courses4. What we found engagement, examples, effects 2
Background and motivationTime spent in self-studyThe inverted classroomThe cognitive demands of creating rather than just doing 3
Background and motivationTime spent in self-study 1 2 3 4 5 4
Background and motivationTime spent in self-study 1 2 3 4 5 5
Background and motivationTime spent in self-studyThe inverted classroomThe cognitive demands of creating rather than just doing 6
Background and motivationTime spent in self-studyThe inverted classroomThe cognitive demands of creating rather than just doing 7
The University of Edinburgh Edinburgh, Scotland 5th July, 2010 PeerWise bridging the gap between online learning and social mediaPaul DennyDepartment of Computer ScienceThe University of AucklandNew Zealand
About PeerWise• Web-based MCQ repository built by students• Students: – develop new questions with associated explanations – answer existing questions and rate them for quality and difficulty – take part in discussions – collaborate in a community space
About PeerWise Student familiarity with Web 2.0The energy and Student creativity of a generated large class questions
FindingsGenerally, students did:• Participate beyond minimum requirements• Genuinely surprise us with the quality of submissions, creating problems not exercises• Engage in community learning, correcting errors• Provide positive feedback on using PeerWise 30
FindingsGenerally, students did not:• Contribute trivial / irrelevant questions• Submit questions with ‘bad physics’• Let mistakes or errors persist• Use it much beyond the assessment periods 31
FindingsDoes degree of PeerWise activity correlate with end of course performance?Yes, for the majority of students 32
FindingsDefining activity:• Combined measure of number of questions, answers, comments and days of activity (Q,A,C & D)• Divide student score on each of 4 individual measures into deciles and award score 0 10 33
FindingsDefining activity:• CM scores from 0 40• Median split of cohort on the basis of CM scores into ‘HPA’ and ‘LPA’.See Denny et al Proceeding of the 4th international workshop on Computing education research, 2008 51-58 for full details 34
Summary• Pilot use of PeerWise in two successive intro Physics courses• Clear evidence of student engagement, with high quality submissions and discussions• Use of system correlated with course outcome, and not just for the best students 38
Acknowledgements:We gratefully acknowledge project grant support from the HEA Physical Sciences Centre and the support of Paul Denny, University of Auckland.Poster at PERCEdPER group website bit.ly/EdPERTalk slides on Slideshare EdPER_talksS.P.Bates@ed.ac.uk Ross.Galloway@ed.ac.uk 39
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