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Pedagogy with Technology: getting the horse out in front of the cart

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Keynote at University of Birmingham annual teaching and learning conference, June 2013.

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Pedagogy with Technology: getting the horse out in front of the cart

  1. 1. 7 Research-Based Principles For Learning & Teaching Adapted from ‘How Learning Works’
  2. 2. Overview I. The space of technology-enhanced II.Case study: PHYS101 at UBC
  3. 3. Source: http://suifaijohnmak.wordpress.com/2013/05/04/finally-it-is-coming-and-coming-fast/
  4. 4. Learning content Digital, open and at-scale - 1 in 8 courses available as a MOOC, somewhere - 370 courses, 70 institutions on Coursera - 4 million students on MOOC platforms last year (Coursera, edX, Udacity) Source: Coursera, edX, Udacity websites
  5. 5. Students Source: ECAR Study of Undergraduate Students and Information Technology,2012. http://educause.edu/ecar-student-2012
  6. 6. Evidence From FL site Source: Educause meta analysis and review of online learning studies http://www.educause.edu/library/resources/evaluation-evidence-based-practices-online-learning-meta-analysis-and-review-online-learning-studies
  7. 7. Evidence Meta-analysis of >1000 studies (1996-2008) Included studies that - contrasted online to f-2-f - measured learning outcomes - rigorous research design - calculated effect size On average, students performed better in online learning situations Difference in outcomes largest in blended situations, but not the media per se. Source: Educause meta analysis and review of online learning studies http://www.educause.edu/library/resources/evaluation-evidence-based-practices-online-learning-meta-analysis-and-review-online-learning-studies
  8. 8. Evidence From FL site Source: Changing Course, Sloan Consortium 2012 http://www.pearsonlearningsolutions.com/assets/downloads/reports/changing-course-survey.pdf
  9. 9. Acceptance Source: Changing Course, Sloan Consortium 2012 http://www.pearsonlearningsolutions.com/assets/downloads/reports/changing-course-survey.pdf
  10. 10. Uptake From FL site Source: Changing Course, Sloan Consortium 2012 http://www.pearsonlearningsolutions.com/assets/downloads/reports/changing-course-survey.pdf Educause meta analysis and review of online learning studies http://www.educause.edu/library/resources/evaluation-evidence-based-practices-online-learning-meta-analysis-and-review-online-learning-studies
  11. 11. But…. Source: ECAR Study of Undergraduate Students and Information Technology,2012. http://educause.edu/ecar-student-2012
  12. 12. A case study PeerWise in PHAS 101
  13. 13. • Web-based Multiple Choice Question 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
  14. 14. student contributors unique questions >10,000,000 answers
  15. 15. 18 As a question author…..
  16. 16. 19
  17. 17. 20
  18. 18. 23 As a question answerer …..
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  22. 22. 27
  23. 23. Timeline 2010-11: UoE pilot study 2011-12: Multi-institution, multi-course 2012-13: UBC PHYS 101 Coursera MOOC 28
  24. 24. Previous research • Good engagement and participation beyond the minimum requirements • Correlation between use and end-of-course outcome • Replication study in 3 institutions, 5 courses, 3 disciplines 1st year Physics N=172 University of Edinburgh
  25. 25. 1st year Physics N=172 University of Edinburgh 1st year Chemistry N=172 University of Edinburgh
  26. 26. 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 1 2 3 4 5 6 Taxonomic Category PercentageofSubmittedQuestions Previous research • Question quality: mapped onto levels in cognitive domain of Bloom’s taxonomy • Surprisingly high overall quality, even from ‘novices’ First semester N = 350 Second semester N = 252
  27. 27. Implementation in PHAS 101 8 sections (4-3-1) N(total)~1800 2012 W2 3 sections N=791 All non majors. 2 PeerWise assignments - scaffolded ahead of the first - support woven into 4 subsequent tutorials 33
  28. 28. Assessment requirements As a minimum: • Write one question • Answer 5 • Comment on & rate 3 Contributed ~2.5% to course assessment (mostly participation, small bonus for performance) Student questions on midterm and final exams. 34
  29. 29. We were deliberately hands off. • No moderation • No corrections • No interventions at all But we did observe….. 35
  30. 30. Scaffolding in tutorials 36
  31. 31. Scaffolding in tutorials 37
  32. 32. Engagement First assessment exercise: • 664 active students (out of 790!) • 1340 Q, 11000 A, 5000 C • x1.75, x17, x7 minimum requirements
  33. 33. Engagement Score
  34. 34. Examples 42
  35. 35. 43
  36. 36. Take homes • There exist a huge variety of ways you can harness technology to support student learning. • Horse-before-cart
  37. 37. Acknowledgements Physics 101 course team Georg Rieger Firas Moosvi Emily Altiere UBC CWSEI simon.bates@ubc.ca @simonpbates These slides: http://bit.ly/Bates_Bham2013 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. 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/studen t-generated-assessment.asp UoE Physics scaffolding resources http://www2.ph.ed.ac.uk/elearning/projects/peerwise/
  39. 39. 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

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