Wcse slides bates_galloway_denny
Upcoming SlideShare
Loading in...5
×
 

Wcse slides bates_galloway_denny

on

  • 970 views

Slides for the virtual workshop delivered as part of the Western Conference on Science Education 2013.

Slides for the virtual workshop delivered as part of the Western Conference on Science Education 2013.

Statistics

Views

Total Views
970
Views on SlideShare
846
Embed Views
124

Actions

Likes
0
Downloads
7
Comments
0

4 Embeds 124

https://mj89sp3sau2k7lj1eg3k40hkeppguj6j-a-sites-opensocial.googleusercontent.com 78
https://twitter.com 30
http://moodle.tiddlyspace.com 15
http://pinterest.com 1

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

CC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs LicenseCC Attribution-NonCommercial-NoDerivs License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Wcse slides bates_galloway_denny Presentation Transcript

  • 1. student  generated  content  for   enhanced  engagement  and  learning   Paul  Denny   paul@cs.auckland.ac.nz   The  University  of  Auckland   The  Western  Conference  on  Science  Educa>on   London,  Ontario,  Canada    |    July  9th  –  11th  2013   Simon  Bates   simon.bates@ubc.ca   The  University  of  Bri>sh  Columbia   Ross  Galloway   ross.galloway@ed.ac.uk   The  University  of  Edinburgh  
  • 2. Overview  for  the  session   1)    About  PeerWise   2)    Hands-­‐on  session   3)    Research  highlights   4)    Q&A   student  generated  content  for   enhanced  engagement  and  learning  
  • 3. 1)    About  PeerWise   student  generated  content  for   enhanced  engagement  and  learning  
  • 4. a  web-­‐based  MCQ  repository  created  by  students  
  • 5. InsItuIons    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  
  • 6. Student  ownership  over   learning  resource   Student  familiarity  with   social  soQware   Leveraging  student   energy  and  creaIvity  
  • 7. Why  student  authored  ques>ons?   •  A  student  contribu>ng  a  new  ques>on  would   develop  the  ques>on  stem:   QuesIon   Student  authored  ques>on   HUBS192,  2010   University  of  Otago  
  • 8. Why  student  authored  ques>ons?   AlternaIves   •  And  a  set  of   plausible   alterna>ves   •  Of  course,  the   correct  answer   must  be   indicated  
  • 9. Why  student  authored  ques>ons?   AlternaIves   •  And  a  set  of   plausible   alterna>ves   •  Of  course,  the   correct  answer   must  be   indicated  
  • 10. Why  student  authored  ques>ons?   ExplanaIon   •  And  an   explana>on,   in  their  own   words   •  Useful  for   students  who   answer   incorrectly  
  • 11. “You  don't  really  understand  how  much  or  how  li5le   you  know  about  a  concept  un9l  you  try  to  devise  a   good,  original  ques9on  about  it”     “The  aspect  I  found  truly  useful  was  the  crea9on  of   ques9ons,  which  reinforced  much  of  [my]   understanding  while  also  ac9vely  making  me  clarify   and  solidify  my  thought  processes  (especially  the   explana9on  parts)”   Why  student  authored  ques>ons?   Student  feedback  
  • 12. Badges   Points   Leaderboards  
  • 13. 2)    Hands-­‐on  session   student  generated  content  for   enhanced  engagement  and  learning   Your  turn:                open  a  new  window  in  your  browser  
  • 14. Google:  peerwise   Start  typing:  Bri5sh  Columbia…...   hWp://peerwise.cs.auckland.ac.nz/at/?ubc_ca   Or  go  direct  to  the  URL:  
  • 15. Registra>on  
  • 16. Step  1  –  choose  a  name   Our  recommendaIon:     please  use  your  first  iniIal  and  your  surname  (e.g.  rgalloway)  
  • 17. Step  2  –  enter  a  password  
  • 18. Step  3  –  enter  the  Course  ID   7634  
  • 19. Step  4  –  enter  your  Iden>fier   Any  3-­‐digit   number  between     100  and  500  
  • 20. That’s  it!  
  • 21. now  log  in…  
  • 22. Choose  the  “WCSE  2013”  course  
  • 23. 1)  Unanswered  ques>ons:  “view”   2)  Choose  ques>on   3)  Select  answer   Answering  quesIons  
  • 24. 1)  Your  ques>ons:  “view”   2)  Create  new  ques>on   3)  Preview   4)  “Make  changes”  or  “Save  ques>on”   CreaIng  a  quesIon  
  • 25. 3)    Research  highlights   student  generated  content  for   enhanced  engagement  and  learning  
  • 26. Research  highlights   •  Rela>onship  between  ac>vity  and   performance   •  The  quality  of  student-­‐authored  ques>ons   •  Influencing  student  behaviour  with  rewards  
  • 27. Ac>vity  and  learning   •  Generally,  students:   – Par>cipate  beyond  minimum  requirements   – Engage  in  community  learning,  correc>ng  errors   – Create  problems,  not  exercises   – Provide  posi>ve  feedback  
  • 28. Correla>on  with  end  of  course   outcomes  
  • 29. Correla>on  with  end  of  course   outcomes  
  • 30. Correla>on  with  end  of  course   outcomes  
  • 31. Ques>on  quality   Comprehensive  categorisa>on  of  >50%  of   repository  for  two  successive  academic  years     Principal  measures  to  define  a  ‘high  quality   ques>on’    -­‐  cogni>ve  level  of  ques>on    -­‐  explana>on  quality    -­‐  other  binary  criteria  
  • 32. Category Description 6 Create (synthesise ideas) 5 Assess 4 Analyse (multi-step) 3 Apply (1-step calcs.) 2 Understand 1 Remember Cogni>ve  level  of  ques>on  
  • 33. 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 Results: Question level Physics 1A / 1B 2011
  • 34. •  Badge  /  achievement  system   •  Randomised  controlled  trial  (n  >  1000)   Authoring  ques>ons   Evalua>ng  ques>ons   Answering  ques>ons   Other   Do  rewards  work?  
  • 35. No  difference  between  groups  with  respect  to  answer  correctness   +  13%   +  22%   DistribuIon  of  days  of  acIvity  differs  significantly  between  groups:  p  <  0.001   DistribuIon  of  answers  per  student  differs  significantly  between  groups:  p  <  0.001  
  • 36. Implica>ons   •  Badges  can  have  a  measurable   posi>ve  impact  on  some  student   ac>ons   •  No  nega>ve  effects  on  ac>vity  or   percep>ons:  a  low-­‐risk   proposi>on  
  • 37. Please  join  us!   hWp://www.peerwise-­‐community.org/   These  slides  hWp://bit.ly/WCSE_PW  
  • 38. 4)    Q  &  A   student  generated  content  for   enhanced  engagement  and  learning  
  • 39. Publica>ons   “Student-­‐generated  content:  using  PeerWise  to  enhance  engagement  and   outcomes  in  introductory  physics  courses”     (S.  P.  Bates,  R.  K.  Galloway,  K.  L.  McBride),  In  2011  Physics  Educa>on  Research   Conference  (NS  Rebello,  PV  Engelhardt,  C  Singh,  eds.),  Amer.  Inst.  Physics,  volume   1413,  2012.  (Physics  Educa>on  Research  Conference,  Omaha,  NE,  2011)       “Student-­‐generated  content:  Enhancing  learning  through  sharing  mulIple-­‐choice   quesIons”     (J.  A.  Hardy,  S.  P.  Bates,  M.  M.  Casey,  K.  W.  Galloway,    R.  K.  Galloway,  A.  E.  Kay,  P.   Kirsop,  &  H.  A.  McQueen),  submiqed  to  Interna>onal  Journal  of  Science  Educa>on       “Assessing  the  quality  of  a  student-­‐generated  quesIon  repository”   (S.  P.  Bates,  R.  K.  Galloway,  J.  Riise,  and  D.  Homer)  in  review  with  Physical  Review   Special  Topics:PER       “The  Effect  of  Virtual  Achievements  on  Student  Engagement”     (P.  Denny),  In  Proceedings  of  the  SIGCHI  Conference  on  Human  Factors  in   Compu>ng  Systems  (CHI  '13),  pp  763-­‐772.  ACM,  2013.