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Keynote presented at the Improving University Teaching Conference (http://www.iutconference.com/) Vancouver July 2014

Keynote presented at the Improving University Teaching Conference (http://www.iutconference.com/) Vancouver July 2014

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Expert Guided Crowd Sourced Learning Content Expert Guided Crowd Sourced Learning Content Presentation Transcript

  • A pilot study in a large enrolment introductory science course Expert-guided crowdsourced learning content Simon Bates simon.bates@ubc.ca @simonpbates bit.ly/batestalks
  • ~2010 ~2006 2013
  • Context - flipped classrooms CC BY-NC 2.0 https://flic.kr/p/f3ynHx Derek Bruff: Class time reconsidered http://prezi.com/donq036eunko/class-time-reconsidered/
  • Weekly rhythm for our 1A class Poh,  M.Z.,  Swenson,  N.C.,  Picard,  R.W.,  "A  Wearable  Sensor  for  Unobtrusive,  Long-­‐term  Assessment  of  Electrodermal  AcEvity,"  IEEE  TransacEons  on  Biomedical  Engineering,  vol.57,  no.5,  pp.1243-­‐1252,     May  2010.  doi:  10.1109/TBME.2009.2038487  
  • Weekly rhythm for our 1A class
  • Weekly rhythm for our 1A class
  • Learning gains on PI
  • Learning gains on PI
  • 1 2 3 A ball initially at rest is thrown upwards, comes back down & is caught ! Which of the following is a plausible graph of the acceleration of the ball with time?
  • Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111 Wieman commentary PNAS http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111 “This meta-analysis makes a powerful case that any college or university that is teaching its STEM courses by traditional lectures is providing an inferior education to its students”
  • ~2010 ~2006 2013
  • a"web&based"MCQ"repository"created"by"students"
  • 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( Answers (20,000,000) Questions (1,000,000)
  • Student'ownership'over' learning'resource' Student'familiarity'with' social'so7ware' Leveraging'student' energy'and'crea9vity'
  • Badges' Points' Leaderboards'
  • 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 & Waves Winter Semester: 3 sections, 791 students
  • Scaffolding 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
  • 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) Comments 4901 [7.4] (6.2) 5509 [8.7] (5.0) PW 1 PW 2
  • Engagement with PeerWise
  • 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
  • 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
  • 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 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 1 2 3 4 5 6 Taxonomic Category PercentageofSubmittedQuestions First semester N = 350 Second semester N = 252 Bates et al, PRST PER, in press 2014 http://arxiv.org/abs/1308.2202
  • 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 & ans 4 Excellent Thorough description of relevant physics and solution strategy. Plausibility of all answers considered. Beyond normal expectation for a correct solution
  • 0 1 2 3 4 0 1 2 3 4 0 20 40 60 Numberofquestions Assessment 1 Assessment 2 Explanation Quality p=0.02
  • ~2010 ~2006 2013
  • PHYS101: Energy and Waves
  • Logistics ! ! Cohort split into 4 groups ! Each week one group tasked with creating LOs ! Each submission counts for 2.5% of final grade ! Repeat cycle twice per Semester ! Students can submit >2 LOs & receive grade for best 2 ! Short survey on submission ! Students encourage to apply CC licenses
  • Results: engagement 0 100 200 300 LO 1 LO 2 LO 3 LO 4 LO 5 LO 6 LO 7 LO 8 Number of students Assigned Optional
  • 0 10 20 30 40 50 60 70 80 90 100 0 100 200 300 Grade (%) Numberofstudents LO Grade Distribution
  • 0 10 20 30 40 50 60 70 80 90 100 0 100 200 300 Grade (%) Numberofstudents LO Grade Distribution These students didn’t even try! 0 10 20 30 40 50 60 70 80 90 100 0 100 200 300 Grade (%) Numberofstudents LO Grade Distribution
  • Which students aren’t submitting LOs? Non-participants are from all walks of life! 0 10 20 30 40 50 60 70 80 90 100 0 5 10 15 20 25 Final Exam (%) Numberofstudents Final Exam marks of students that did not participate in LOs
  • Results: types of Los PPT DOC Prezi Ted-Ed PDF Image Other
  • Results: time on task 0 100 200 300 400 Less than 0.5h 0.5 to 1 h 1 to 2h 2 to 3h 3 to 4h 4 to 5h More than 5h Number of students
  • Results: self reported change in understanding 0 200 400 600 800 None Little Moderate Good Excellent Number of students 0200400600800 Number of students
  • PHYS101: Energy and Waves 3. Successes http://youtu.be/BObyt_NJYrE
  • Sample 2 - Standing Wave in a bowl
  • Sample 3 - Colour Loss Underwater
  • Student generated exam content 3. Successes
  • simon.bates@ubc.ca @simonpbates bit.ly/batestalks Relevant publications: ! Scaffolding student engagement via online peer learning - European Journal of Physics 35 (4), 045002 (2014) ! Student-Generated Content: Enhancing learning through sharing multiple-choice questions. International Journal of Science Education, 1-15 (2014). ! Assessing the quality of a student-generated question repository - Phys Rev ST PER (2014) in press ! Student-generated assessment - Education in Chemistry (2013) 13 1
  • Image credits Crowd http://www.flickr.com/photos/18378655@N00/613445810/