PeerWise Bates (STLHE 2013)

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Contributed presentation at the 2013 STLHE Conference in Cape Breton NS June 2013

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PeerWise Bates (STLHE 2013)

  1. 1. 7  Research-­‐Based  Principles  For  Learning  &  Teaching  Adapted  from  ‘How  Learning  Works’      
  2. 2. OverviewI.  About PeerWiseII. ImplementionIII. Engagement, Learning, Question Quality
  3. 3. •  Course-­‐based  online  MulGple  Choice  QuesGon    repository  built  by  students  •  Students:  –  develop new questions withassociated explanations–  answer existing questions and ratethem for quality and difficulty–  take part in discussions–  can follow other authorspeerwise.cs.auckland.ac.nz  
  4. 4. >100,000student contributors>500,000unique questions>10,000,000answers
  5. 5. 5As a question author…..
  6. 6. 6
  7. 7. 7
  8. 8. 10As a question answerer …..
  9. 9. 11
  10. 10. 12
  11. 11. 13
  12. 12. 14
  13. 13. OverviewI.  About PeerWiseII. ImplementionIII. Engagement, Learning, Question Quality
  14. 14. Implementation in PHAS 1018 sections (4-3-1) N(total) ~18002012 W2 3 sections N ~750All non majors.2 PeerWise assignments- scaffolded ahead of the first- support woven into 4 subsequent tutorials16
  15. 15. Assessment requirementsAs a minimum:•  Write one question•  Answer 5•  Comment on & rate 3Contributed 2 x 2.5% to course assessment(mostly participation, small bonus for performance)Student questions on midterm and final17
  16. 16. We were deliberatelyhands off.•  No moderation•  No corrections•  No interventions at allBut we did observe…..18
  17. 17. Scaffolding in tutorials19
  18. 18. Scaffolding in tutorials20
  19. 19. OverviewI.  About PeerWiseII. ImplementionIII. Engagement, Learning, Question Quality
  20. 20. •  Phys  101  uptake  graph  showing  midterm    
  21. 21. Engagement    First  assessment  exercise:    •  664  acGve  students  (85%  of  cohort)    •  1340  Q,  11000  A,  5000  C  •  x1.75,  x17,  x7  minimum  requirements  
  22. 22. Engagement  Score  
  23. 23. Examples27
  24. 24. 28
  25. 25. Learning  •  Good  engagement  and  parGcipaGon  beyond  the  minimum  requirements  •  CorrelaGon  between  use  and  end-­‐of-­‐course  outcome  •  ReplicaGon  study  in    3  insGtuGons,  5  courses,  3  disciplines  1st  year  Physics      N=172  University  of  Edinburgh  
  26. 26. 1st  year  Physics      N=172  University  of  Edinburgh  1st  year  Chemistry  N=172  University  of  Edinburgh  
  27. 27. 0%5%10%15%20%25%30%35%40%45%50%1 2 3 4 5 6Taxonomic CategoryPercentageofSubmittedQuestionsLearning  •  QuesGon  quality:  mapped  onto  levels  in  cogniGve  domain  of  Bloom’s  taxonomy  •  Surprisingly  high    overall  quality,  even  from  ‘novices’  First  semester                N  =  350    Second  semester      N  =  252  
  28. 28. AcknowledgementsPhysics 101 course teamGeorg RiegerFiras MoosviEmily Altiere UBC CWSEIsimon.bates@ubc.ca @simonpbatesRoss GallowayJudy HardyKaron McBrideAlison KayKeith BruntonJonathan RiiseDanny HomerChemistry – Peter KirsopBiology – Heather McQueenPhysics – Morag CaseyComp Sci – Paul Denny
  29. 29. Resources  -­‐  PeerWise  Site: http://peerwise.cs.auckland.ac.nzCommunity: http://www.PeerWise-Community.orgJISC-funded multi institution study:https://www.wiki.ed.ac.uk/display/SGC4L/HomeUoE Physics Pilot Study: AIP Conf. Proc. 1413, 359http://dx.doi.org/10.1063/1.3680069RSC overview articlehttp://www.rsc.org/Education/EiC/issues/2013January/student-generated-assessment.aspUoE Physics scaffolding resourceshttp://www2.ph.ed.ac.uk/elearning/projects/peerwise/
  30. 30. Question quality analysis (1st year Physics University of Edinburgh)Assessing the quality of a student-generated question repository, submitted to PhysRev, ST Phys Educ Res.Multi-institution, multi-course studyStudent-generated content: Enhancing learning through sharing multiple-choicequestions, submitted to International Journal of Science EducationScaffolding Student Learning via Online Peer Learning, submitted to InternationalJournal of Science EducationPublications in preparation / review / press

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