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Learning Beyond the Horizon: Using Peerwise to increase engagement for students in transition

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Learning Beyond the Horizon: Using Peerwise to increase engagement for students in transition

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Learning Beyond the Horizon: Using Peerwise to increase engagement for students in transition

  1. 1. Learning Beyond the Horizon: Using Peerwise to increase engagement for students in transition Eamon Costello Mark Brown James Brunton Lorraine Delaney National Institute for Digital Learning – Dublin City University
  2. 2. BackstoryBackstory
  3. 3. Backstory
  4. 4. Backstory
  5. 5. Learning online
  6. 6. Challenges of Teaching Programing • Diverse student body • Some new to programing • Online/Flexible learning
  7. 7. Some Key Principles in Learning Programing Feedback Reflection Practice Kahneman, D. (2011). Thinking, fast and slow. Macmillan. Chicago
  8. 8. The Question • How can we increase engagement? (and create a virtuous practice circle that includes reflection and feedback) Feedback Reflection Practice
  9. 9. Principles of the Approach Taken “[The] biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers”. (Hattie 2013, p. 22) • Test enhanced learning (Roediger & Karpickle, 2006): testing itself promotes recall and memorisation of knowledge providing testing includes feedback and is periodic Hattie, J (2013) Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning taking memory tests improves long-term retention. Psychological science, 17(3), 249-255. Chicago
  10. 10. Student Task • Create Multiple Choice Questions on PHP Web programming topics according to question creation criteria • Answer questions • Provide feedback • Rate your peers • Required: number of questions to – create, – answer, – and comment-on/rate
  11. 11. How to ask • Purchase, H., Hamer, J., Denny, P. and Luxton-Reilly, A. (2010) The quality of a PeerWise MCQ repository. IN: Proceedings of the Twelfth Australasian Conference on Computing Education-Volume 103. Australian Computer Society, Inc. • Tarrant, M., Knierim, A., Hayes, S. K. and Ware, J. (2006) The frequency of item writing flaws in multiple- choice questions used in high stakes nursing assessments. Nurse Educ.Today. vol. 26, no. 8, pp 662-671. Many educators are not good question authors (Tarrant et. al., 2006) But well guided students may be (Purchase et. al., 2010) Student-friendly guide to best practice in authoring MCQ questions: – The question is clearly stated; – The question is error free; – The distractors (incorrect answers) are feasible; – The accompanying explanation is good; – the specified answer is correct.
  12. 12. Peerwise • Peer assessment • Peerwise - online social learning environment designed for peer assessment
  13. 13. Results
  14. 14. Requirement: Create 5 questions • 56% of the 27 students created more than 5 questions. Engagement 0 5 10 1 5 9 13 17 21 25 Questions Created per Student Required
  15. 15. Requirement: Answer 7 questions • 85% of the 27 students created more than 5 questions. Engagement 7 0 50 100 1 5 9 13 17 21 25 Questions Answered per Student Required
  16. 16. Engagement Denny, P. (2013). The effect of virtual achievements on student engagement. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 763- 772). ACM. Chicago Large-scale (n > 1000) randomized, controlled experiment (Denny, 2013) found a significant positive effect: • on the quantity of student contributions • the period of time over which students engaged
  17. 17. Student Feedback
  18. 18. Student Feedback “Peerwise depends on the knowledge of the person asking the questions. As a secondary teacher a lot of the people asking questions didn't balance the style of the question with the type of information required. People made questions unclear by trying to make them too hard. Also what could be done is if the people have two write questions in the future. Do so as they have to write 2 easy, 2 harder and one in depth question. This will allow them to develop their skills. It was an interesting experience and a nice break from coding. ”
  19. 19. Crowd-Sourced Assessment
  20. 20. Lessons Learned • Peerwise very easy to use for students and well received • Promotes engagement • Requires time thought to implement • Tip: Start simply and iterate
  21. 21. Questions? More about Peerwise: http://peerwise.cs.auckland.ac.nz/ Me: eamon.costello@dcu.ie

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