PeerWise workshop at NTU Singapore

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Workshop given as part of NTU's Innovations in Teaching Seminar , September 2015

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PeerWise workshop at NTU Singapore

  1. 1. student  generated  content  for   enhanced  engagement  and  learning   Simon  Bates   simon.bates@ubc.ca   The  University  of  Bri7sh  Columbia  
  2. 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. 3. 1)    About  PeerWise   student  generated  content  for   enhanced  engagement  and  learning  
  4. 4. a  web-­‐based  MCQ  repository  created  by  students  
  5. 5. InsFtuFons    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   Ques7ons:    600,000   Answers:    12,000,000  
  6. 6. 0 5,000,000 10,000,000 15,000,000 20,000,000 25,000,000 30,000,000 Jun 09 Dec 09 Jun 10 Dec 10 Jun 11 Dec 11 Jun 12 Dec 12 Jun 13 Dec 13 Jun 14 Dec 14 May 15 Total answers at end of date Submitted Answers (2009‐2015)
  7. 7. Student  ownership  over   learning  resource   Student  familiarity  with   social  soPware   Leveraging  student   energy  and  creaFvity  
  8. 8. Why  student  authored  ques7ons?   •  A  student  contribu7ng  a  new  ques7on  would   develop  the  ques7on  stem:   QuesFon   Student  authored  ques7on   HUBS192,  2010   University  of  Otago  
  9. 9. Why  student  authored  ques7ons?   AlternaFves   •  And  a  set  of   plausible   alterna7ves   •  Of  course,  the   correct  answer   must  be   indicated  
  10. 10. Why  student  authored  ques7ons?   AlternaFves   •  And  a  set  of   plausible   alterna7ves   •  Of  course,  the   correct  answer   must  be   indicated  
  11. 11. Why  student  authored  ques7ons?   ExplanaFon   •  And  an   explana7on,   in  their  own   words   •  Useful  for   students  who   answer   incorrectly  
  12. 12. “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  ques7ons?   Student  feedback  
  13. 13. Badges   Points   Leaderboards  
  14. 14. 2)    Hands-­‐on  session   student  generated  content  for   enhanced  engagement  and  learning   Your  turn:                open  a  new  window  in  your  browser  
  15. 15. Google:  peerwise   Start  typing:  Bri5sh  Columbia…...   hVp://bit.ly/pwntu   Or  go  direct  to  the  URL:  
  16. 16. Registra7on  
  17. 17. Step  1  –  choose  a  name   Our  recommendaFon:     please  use  your  first  iniFal  and  your  surname  (e.g.  sbates)  
  18. 18. Step  2  –  enter  a  password  
  19. 19. Step  3  –  enter  the  Course  ID   11498  
  20. 20. Step  4  –  enter  your  Iden7fier   Any  3-­‐digit   number  between     100  and  500  
  21. 21. That’s  it!  
  22. 22. now  log  in…  
  23. 23. Choose  the  “NTU2015  example”  course  
  24. 24. 1)  Your  ques7ons:  “view”   2)  Create  new  ques7on   3)  Preview   4)  “Make  changes”  or  “Save  ques7on”   CreaFng  a  quesFon  
  25. 25. 1)  Unanswered  ques7ons:  “view”   2)  Choose  ques7on   3)  Select  answer   Answering  quesFons  
  26. 26. 3)    Research  highlights   student  generated  content  for   enhanced  engagement  and  learning  
  27. 27. Research  highlights   •  Rela7onship  between  ac7vity  and   performance   •  The  quality  of  student-­‐authored  ques7ons   •  Influencing  student  behaviour  with  rewards  
  28. 28. Ac7vity  and  learning   •  Generally,  students:   – Par7cipate  beyond  minimum  requirements   – Engage  in  community  learning,  correc7ng  errors   – Create  problems,  not  exercises   – Provide  posi7ve  feedback  
  29. 29. Correla7on  with  end  of  course   outcomes  
  30. 30. Correla7on  with  end  of  course   outcomes  
  31. 31. Correla7on  with  end  of  course   outcomes  
  32. 32. Ques7on  quality   Comprehensive  categorisa7on  of  >50%  of   repository  for  two  successive  academic  years     Principal  measures  to  define  a  ‘high  quality   ques7on’    -­‐  cogni7ve  level  of  ques7on    -­‐  explana7on  quality    -­‐  other  binary  criteria  
  33. 33. Category Description 6 Create (synthesise ideas) 5 Assess 4 Analyse (multi-step) 3 Apply (1-step calcs.) 2 Understand 1 Remember Cogni7ve  level  of  ques7on  
  34. 34. 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
  35. 35. •  Badge  /  achievement  system   •  Randomised  controlled  trial  (n  >  1000)   Authoring  ques7ons   Evalua7ng  ques7ons   Answering  ques7ons   Other   Do  rewards  work?  
  36. 36. No  difference  between  groups  with  respect  to  answer  correctness   +  13%   +  22%   DistribuFon  of  days  of  acFvity  differs  significantly  between  groups:  p  <  0.001   DistribuFon  of  answers  per  student  differs  significantly  between  groups:  p  <  0.001  
  37. 37. Implica7ons   •  Badges  can  have  a  measurable   posi7ve  impact  on  some  student   ac7ons   •  No  nega7ve  effects  on  ac7vity  or   percep7ons:  a  low-­‐risk   proposi7on  
  38. 38. Please  join  us!   hVp://www.peerwise-­‐community.org/   These  slides  hVp://bit.ly/batestalks  
  39. 39. 4)    Q  &  A   student  generated  content  for   enhanced  engagement  and  learning  
  40. 40. Publica7ons   “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  Educa7on  Research   Conference  (NS  Rebello,  PV  Engelhardt,  C  Singh,  eds.),  Amer.  Inst.  Physics,  volume   1413,  2012.  (Physics  Educa7on  Research  Conference,  Omaha,  NE,  2011)       “Student-­‐generated  content:  Enhancing  learning  through  sharing  mulFple-­‐choice   quesFons”     (J.  A.  Hardy,  S.  P.  Bates,  M.  M.  Casey,  K.  W.  Galloway,    R.  K.  Galloway,  A.  E.  Kay,  P.   Kirsop,  &  H.  A.  McQueen)  Interna7onal  Journal  of  Science  Educa7on  (2014)  1-­‐15     “Assessing  the  quality  of  a  student-­‐generated  quesFon  repository”   (S.  P.  Bates,  R.  K.  Galloway,  J.  Riise,  and  D.  Homer)  Physical  Review  Special   Topics:PER  (2014)  10,  020105     “The  Effect  of  Virtual  Achievements  on  Student  Engagement”     (P.  Denny),  In  Proceedings  of  the  SIGCHI  Conference  on  Human  Factors  in   Compu7ng  Systems  (CHI  '13),  pp  763-­‐772.  ACM,  2013.  
  41. 41. Acknowledgements   These  slides  were  based  on  an  online  workshop  at  the  Western  Conference  on   Science  Educa7on,  London  Ontario  in  Summer  2013.    

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