PeerWise Bates (STLHE 2013)
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Contributed presentation at the 2013 STLHE Conference in Cape Breton NS June 2013
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PeerWise Bates (STLHE 2013)
- 1. 7 Research-‐Based Principles For Learning & Teaching Adapted from ‘How Learning Works’
- 2. Overview I. About PeerWise II. Implemention III. Engagement, Learning, Question Quality
- 3. • Course-‐based online MulGple Choice QuesGon 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 – can follow other authors peerwise.cs.auckland.ac.nz
- 5. 5 As a question author…..
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- 10. 10 As a question answerer …..
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- 15. Overview I. About PeerWise II. Implemention III. Engagement, Learning, Question Quality
- 16. Implementation in PHAS 101 8 sections (4-3-1) N(total) ~1800 2012 W2 3 sections N ~750 All non majors. 2 PeerWise assignments - scaffolded ahead of the first - support woven into 4 subsequent tutorials 16
- 17. Assessment requirements As a minimum: • Write one question • Answer 5 • Comment on & rate 3 Contributed 2 x 2.5% to course assessment (mostly participation, small bonus for performance) Student questions on midterm and final 17
- 18. We were deliberately hands off. • No moderation • No corrections • No interventions at all But we did observe….. 18
- 22. Overview I. About PeerWise II. Implemention III. Engagement, Learning, Question Quality
- 24. • Phys 101 uptake graph showing midterm
- 25. Engagement First assessment exercise: • 664 acGve students (85% of cohort) • 1340 Q, 11000 A, 5000 C • x1.75, x17, x7 minimum requirements
- 26. Engagement Score
- 27. Examples 27
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- 31. Learning • Good engagement and parGcipaGon beyond the minimum requirements • CorrelaGon between use and end-‐of-‐course outcome • ReplicaGon study in 3 insGtuGons, 5 courses, 3 disciplines 1st year Physics N=172 University of Edinburgh
- 32. 1st year Physics N=172 University of Edinburgh 1st year Chemistry N=172 University of Edinburgh
- 33. 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 1 2 3 4 5 6 Taxonomic Category PercentageofSubmittedQuestions Learning • QuesGon quality: mapped onto levels in cogniGve domain of Bloom’s taxonomy • Surprisingly high overall quality, even from ‘novices’ First semester N = 350 Second semester N = 252
- 36. Acknowledgements Physics 101 course team Georg Rieger Firas Moosvi Emily Altiere UBC CWSEI simon.bates@ubc.ca @simonpbates Ross Galloway Judy Hardy Karon McBride Alison Kay Keith Brunton Jonathan Riise Danny Homer Chemistry – Peter Kirsop Biology – Heather McQueen Physics – Morag Casey Comp Sci – Paul Denny
- 38. Resources -‐ PeerWise Site: http://peerwise.cs.auckland.ac.nz Community: http://www.PeerWise-Community.org 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 article http://www.rsc.org/Education/EiC/issues/2013January/ student-generated-assessment.asp UoE Physics scaffolding resources http://www2.ph.ed.ac.uk/elearning/projects/peerwise/
- 40. Question quality analysis (1st year Physics University of Edinburgh) Assessing the quality of a student-generated question repository, submitted to Phys Rev, ST Phys Educ Res. Multi-institution, multi-course study Student-generated content: Enhancing learning through sharing multiple-choice questions, submitted to International Journal of Science Education Scaffolding Student Learning via Online Peer Learning, submitted to International Journal of Science Education Publications in preparation / review / press