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Peerwise webinar
- 1. Flipping Peerwise Kwok Ng School of Educational Sciences and Psychology University of Eastern Finland Kwok.ng@uef.fi @kwokwng
- 2. Outline • Active Participation from students • Introduction to Peerwise • Example of the use of Peerwise • Discussions for future directions in using Peerwise 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 2
- 4. Active Participation • Docendo discimus • “Men learn while they teach” • “There is no better way to learn than to teach.”, (Benjamin Whichcote, 1609-1683) • Entwistle (2000) defined a deep learner as one who is able to • Relate to new knowledge to previous knowledge • Use theoretical ideas in everyday experience • Distinguish evidence and argument • Organise and structure content into a coherent whole • Relate knowledge from different sources • Is self-motivated 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 4 Entwistle, N. (2000). Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts. TLRP conference, Leicester.
- 5. Peerwise • Online repository for questions • Social interaction among students through the internet • Students write, answer and explain questions and answers • Social interaction among students by commenting, rating difficulty and quality • Storage into a repository for later usage of lecture, students and course evaluations • https://peerwise.cs.auckland.ac.nz/docs/video_peerwise.php 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 5
- 6. Peer Instruction when Flipping • Peer instruction is a way in which students gain preparatory knowledge before class as a way to increase student learning • A side product is the instructor gets to see what the students are testing each other and where the information fits the challenging-easy continuum (Simon & Cutts,2012 doi:10.1145/2076450.2076459) • Students may experience interactions as (Sykes, 2018, doi:10.14297/jpaap.v6i1.317 • Positive (e.g. good question) • Negative (e.g. rubbish question) • Learning from (e.g. I didn’t know that) • Learning with (e.g. you could add…) • Criticism (e.g. lack of explanation) • Other (e.g. I didn’t read that properly and clicked the wrong one) 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 6
- 7. Question build up 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 7 The number of questions contributed on the Peerwise system during the timeline period. Peerwise assignment deadline was 30th Nov and in-class test was 13th Dec Fergus 2019. Using PeerWise to support the transition to higher education
- 8. Peerwise as Revision Tool 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 8 The number of questions answered on the Peerwise system during the academic year Fergus 2019. Using PeerWise to support the transition to higher education
- 9. Effects of Peerwise 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 9 PW1 – n=63 (never used Peerwise) PW2 – n=143 (logged in by did not provide comments) PW3 – n=68 (used Peerwise and provided comments) Duret, 2018. doi:10.25304/rlt.v26.1979
- 10. Effect of Commenting on Peerwise 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 10 Relationship between students’contribution (number of characters) and deviation from predicted Year 4 marks (based on average performance in years 1–3) among students that commented using PeerWise (Group PW3). Dotted red line illustrates the regression line for the relationship between the log10 (number of characters) and the change in marks from the expected results. The solid red indicates the expected deviation (i.e. 0) from the predicted Year 4 mark, if PeerWise had no effect. Duret, 2018. doi:10.25304/rlt.v26.1979
- 11. Amount of Characters matter 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 11 Duret, 2018. doi:10.25304/rlt.v26.1979
- 12. Student perception of Peerwise 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 12 Grainger et al, 2018. doi:10.1186/s12909-018-1312-1 4th year Medical students (N=106), wrote 421 questions during a course
- 14. Peerwise • A platform for students to create questions to help explain their understanding of the course • Brief overview • https://peerwise.cs.auckland.ac.nz/docs/1min_Intro.php • https://peerwise.cs.auckland.ac.nz/docs/students/ • https://peerwise.cs.auckland.ac.nz/at/?uef_fi • If you have not used Peerwise before, just click the “registration” link and follow the prompts. All you need to do is choose a username and a password. • Course id: xxxxxx • Identifier: for example; university computer id 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 14
- 15. Peerwise Requirements • When creating a registration, use a pseudonym and do not share this with anyone. • Do not ask other students of registration https://peerwise.cs.auckland.ac.nz/docs/video_peerwise.php • Write questions that is at least of a suitable level to challenge students. • Provide appropriate incorrect responses to the question that ensure some thought has gone into the process and that offer a suitable challenge. • Provide an appropriate explanation for the correct answer. FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 15 11-Dec-19
- 17. • Too Easy • Which of these are not fruits? • Apples • Oranges • Eggs • Intrinsic Ambiguity • Which of these are not fruits? • Eggs • Cucumber • Tomato • Extrinsic Ambiguity • Which of these are not fruits? • Apples • Tomato • Cucumber 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 17 Example of ambiguity
- 20. Experimental designs 1 2 3 4 Course Teaching Physical Education Psychology Coaching Quantitative Research Methods Adapted Physical Activity Students Undergraduat e Exchange Compulsory SEPPRO IMD 1st & 2nd Year Compulsory 1st Year IMD Liikunta Optional Basic students (IMD and Exchange) Students # 25 25 32 13 Mode 3 QAE 2 deadlines 1 QAE Answer 5 5 comments Per 3 deadlines 1QAE Answer 3, Comments and ratings 8 deadlines 1QAE Answer 3, Comment and rate 3 deadlines Questions # 94 75 263 40 Responses # 551 1038 1660 231 Comments # 39 526 1241 95 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 20
- 21. Traditional persistence 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 21 Woodly & Simpson 2014, Student Dropout: The Elephant in the room.
- 22. Participation 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 22 0.4 0.5 0.6 0.7 0.8 0.9 1 1 2 3 4 5 6 7 8 Quant Methods APA Psyc Coaching
- 23. Student Feedback Design 1 • Was part of their 25% towards graded assessment. • Completion of 3 QAE = 5, 2QAE=3.3, 1QAE=1.67 • Overall grade is summed and divided by components • “the use of Peerwise has encouraged me to read, learn, ask, comment and question myself the different topics worked within these weeks, so I really think that the working method used in Peerwise is incredibly effective.” 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 23
- 24. Student Feedback 2 • Was part of their 25% of participation • QAE = .5, answer 5 questions =.1 • Summed and divided by 3 • “Too many interactive tools, the multi-tasking approach is not good for everyone.” • “There are also really too many assignments to 3 credits (peerwise, todaysmeet, learning log, group work and test)” • “Peerwise seems like a good platform but I don’t enjoy that it is only multiple choice options. I think this limits the effectiveness of generating discussion.” 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 24
- 25. Student Feedback 3 • Was 8 points of a total 15 for participation • Minimum 10 points to pass the course + Exam • 1 point for 1QAE, 3 answers and comments • “The peerwise was my best learning atmosphere” • “peerwise encouraged my learning. It made me think and search for lots of extra information from different sources when developing a new question every week for my group mates, as well as when answering theirs…” • “having peerwise was also helpful for us to continue to keep track on studying the subject.” • “I think there is not room for that many students to ask good questions every week without repeating themselves.. Lets say every two weeks” • “rather than peerwise, perhaps a forum where if someone has a legitimate quesiton they can post and be answered by a classmate” 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 25
- 26. Student Feedback 4 • Part of participation • No weight, and no reminding • “Peerwise was a bit useless” • “peerwise can be good if it focus in other contents”? 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 26
- 27. Evaluate from Deep Learning Components Peerwise Outcome Relate to new knowledge to previous knowledge Ask questions and find answers Re-acting from previous content Use theoretical ideas in everyday experience Explaining answers Student led discussions Distinguish evidence and argument Creating suitable incorrect answers Researching skills Organise and structure content into a coherent whole Feedback from questions and discussions Regular use of peerwise can lead to improved coherent learning Relate knowledge from different sources Creating questions Limited by multiple choice answers Is self-motivated Provide feedback Social and internal 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 27
- 28. Future considerations • The courses had different requirements, students, and assessments • The use of Peerwise seemed to be overly positive for students • Considerations for workload, approximately 60 min per session from Psychology of coaching • Considerations of weight towards participation, replacing participation vs quality of interaction • Considerations of frequencies for course reminders. 11-Dec-19 FlippausWebinar-Kwok.Ng@uef.fi @kwokwng 28