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Students as co-producers of learning and assessment content
 

Students as co-producers of learning and assessment content

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Closing plenary given at the 2013 CHES Celebration of Scholarship Day, October 2013

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 Students as co-producers of learning and assessment content Presentation Transcript

    • Students as co-producers of learning and assessment content Simon Bates Academic Director, Centre for Teaching, Learning and Technology Professor of Teaching, Department of Physics and Astronomy Senior 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 Bates Academic Director, Centre for Teaching, Learning and Technology Professor of Teaching, Department of Physics and Astronomy Senior Advisor Teaching and Learning CHES Celebration of Scholarship Oct 2013 Wednesday, 16 October, 13
    • Outline What? How? Why? What next? Wednesday, 16 October, 13
    • What? How? Why? What next? Wednesday, 16 October, 13
    • Wednesday, 16 October, 13
    • Wednesday, 16 October, 13
    • Knowledge Motivation Structure Mastery Practice Climate Metacognition Wednesday, 16 October, 13
    • What? How? Why? 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:( Growing(content(repository:( 2009:! ! 2010:! ! 2011:! ! 2012:! ! 2013!(Jan,Jun):! Courses:! Logins/month:! Ques<ons:! Answers:! Wednesday, 16 October, 13 !22( !66( !204( !266( !214( ! ! !2,500( !75,000( !600,000( !12,000,000(
    • Leveraging'student' energy'and'crea9vity' Wednesday, 16 October, 13 Student'familiarity'with' social'so7ware' Student'ownership'over' learning'resource'
    • As a question author….. 18 Wednesday, 16 October, 13
    • Wednesday, 16 October, 13 19
    • 20 Wednesday, 16 October, 13
    • Wednesday, 16 October, 13
    • Wednesday, 16 October, 13
    • As a question answerer ….. 23 Wednesday, 16 October, 13
    • 24 Wednesday, 16 October, 13
    • 25 Wednesday, 16 October, 13
    • 26 Wednesday, 16 October, 13
    • 27 Wednesday, 16 October, 13
    • Wednesday, 16 October, 13
    • Badges' Wednesday, 16 October, 13 Points' Leaderboards'
    • Typical implementation Physics 101, Energy & Waves Winter Semester: 3 sections, 791 students Minimum participation requirements for each of two assessment exercises (PW1, PW2) Write 1 Answer 5 Rate / comment 3 5% course credit Wednesday, 16 October, 13
    • Design and Methodology TOCCLT'.' - q QestIsct Introduced in tutorials Extensive scaffolding exercises rNrrltng /t4osTer How 1o... Ih s region corrk:ins llte plrysics knowledgo ond colrco¡ls you connol leorn yel becouse the louncalions crrc nol in plocc Submit ond onswer questions on topics in lhe torget region, just obove lhe physics you hove olreody mostered. PHYSICS TOPICS IN YOUR TARG T REGION Physics knowledge ond conccpluol underslonding you lrove olrcody conslrucleC ¡n your heod buo'5ot't1 'Den¡¡lu J F:rcq 1 B¿:ovvì YOUR CHOSEN TOPIC COMMON MISCONCEPÎIONS AND ERRORS (Sec hHÞ:/jÞhy¡.udofo¡.cdu/CJP/trêconcoÞllo¡t.pdt tor o llil ol common mhconcepllons) Revisited in subsequent tutorials ¿K , I c.rrrçrJ Açxs no exi¡þ On oblec'-t 5 in rtuiò. ü õÞYJrnr cìü?À Photo by Seth Casteel lrh'brot4ont eprç,e .I¡1enÀs crq Permission to use agreed oÇ Çtu,8, auC den-s,{^ à.. http://www.littlefriendsphoto.com 'q^ bôo'osro x@ pn ro, d logroo, o 9tS fr- Trr¿e. $ììfifflsz (**= tcpo þ/rnl Tutorials delivered by 24 TAs N(,qht %cce c>Ç c.,þ¡ec , cìo+ .*¿n:r btrrqon! $crCe c¿cs Àoc¡:'cr fr¿lt{e- r *hcrn ú? hrrr: ¿lÕoolr-g {otr-* qrÇ lnnS bq.:. 0" Ooz Dislroclers ¡,<'t.lerJ rt)^,¿z! Þ.rrp r- rr't¡ ,l? ) l*"*"ò 'f<,,cc Chcck lhol yovr on3Íêr ¡t rêo!ànoblê ðnd potrlble Wednesday, 16 October, 13
    • What? How? Why? 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 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) Wednesday, 16 October, 13 PW 1 PW 2
    • Engagement with PeerWise Wednesday, 16 October, 13
    • Engagement with PeerWise PW1 0.84 Total: 791 Wednesday, 16 October, 13 PW2 0.80 Contributed and met minimum requirements Contributed but did not meet mininum requirements Did not participate
    • Correlation with learning Wednesday, 16 October, 13
    • Correlation with learning Wednesday, 16 October, 13
    • Correlation with learning Wednesday, 16 October, 13
    • Correlation with learning Wednesday, 16 October, 13
    • Wednesday, 16 October, 13
    • Wednesday, 16 October, 13
    • Wednesday, 16 October, 13
    • Wednesday, 16 October, 13
    • 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. Wednesday, 16 October, 13 Text
    • Number of questions Percentage of Submitted Questions Bloom's Taxonomy: Question Quality 50% 45% 60 40% First semester Assessment 1 Assessment 2 N = 350 Second semester N = 252 35% 30% 40 25% p>0.05, NS Text 20% 15% 20 10% 5% 0 0% 1 1 2 23 43 14 2 Taxonomic Category Wednesday, 16 October, 13 5 3 4 6
    • Description of explanation quality Score Question/Explanation Quality Level Description No explanation provided or explanation incoherent/ irrelevant 0 Missing 1 Inadequate Wrong reasoning and/or answer; trivial or flippant 2 3 4 Minimal Correct answer but with insufficient explanation/ justification/ Some aspects may be unclear/incorrect/ confused. Good Clear and detailed exposition of correct method & answer. Excellent Thorough description of relevant physics and solution strategy. Plausibility of all answers considered. Beyon normal expectation for a correct solution Wednesday, 16 October, 13
    • Explanation Quality Assessment 1 Number of questions 60 Assessment 2 p=0.02 40 20 0 0 Wednesday, 16 October, 13 1 2 3 4 0 1 2 3 4
    • What? How? Why? What next? Wednesday, 16 October, 13
    • Why stop with MCQs ? Wednesday, 16 October, 13
    • Why stop with MCQs ? Wednesday, 16 October, 13
    • Take aways Who really does own the learning? Who should? Students as consumers, curators or creators of learning content? Or perhaps all 3? Wednesday, 16 October, 13
    • Acknowledgements UBC: 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 simon.bates@ubc.ca Wednesday, 16 October, 13 @simonpbates
    • 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 article http://www.rsc.org/Education/EiC/issues/2013January/student-generatedassessment.asp UoE Physics scaffolding resources http://www2.ph.ed.ac.uk/elearning/projects/ peerwise/ Wednesday, 16 October, 13
    • Resources: How Learning Works hOp://www.cmu.edu/teaching/principles/index.html" •  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" 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