Students as co-producers of learning and assessment contentSimon Bates
The document discusses students co-producing learning and assessment content through a web-based MCQ repository called PeerWise. It describes how PeerWise allows students to author and answer practice multiple choice questions on course topics. Usage of PeerWise has grown substantially since its launch in 2009. Research shows that contributing to PeerWise is correlated with improved exam performance and that question/explanation quality improves over time as students gain experience using the tool.
The 21st Century Educator - students as partners in teaching and learning Simon Bates
The document discusses using technology and student engagement to improve 21st century education. It provides an example of a case study where students created an online question repository to more deeply engage with formative assessment. This student-generated question bank grew substantially over time and analysis found it improved learning outcomes correlated with students' final exam scores. The document also discusses ensuring high-quality student-generated questions and explanations through scaffolding and rubrics.
1. A pilot study was conducted to test a new learning activity where students in a physics course created short learning objects (videos, slideshows, etc.) on course topics to help explain concepts to peers.
2. Most students spent 2+ hours creating each learning object and reported understanding the topics much better after creating the objects.
3. However, it is difficult to determine if creating the objects actually helped students learn without increasing workload for teaching assistants who would need to assess understanding.
The Anatomy of a 21st Century Educator Simon Bates
The document discusses the potential of technology to transform education in the 21st century. It focuses on how student-generated content through tools like PeerWise, a web-based platform where students create and review multiple choice questions, can enhance learning through peer engagement and assessment. Analysis of PeerWise data found that students participated beyond minimum requirements, their question quality improved over time, and higher participation correlated with better learning as measured by standardized tests. The tool provides a model for leveraging student creativity to support learning at scale.
The Anatomy of the 21st Century Educator Simon Bates
The document discusses the anatomy of a 21st century educator and identifies key components or "body parts" that modern educators need. These include: being a bridge between educational research and teaching practice; participating in communities of practice to continuously improve teaching skills; and making use of learning technologies to scale instruction, unbundle education, and cope with disruptions. Examples are provided of flipped classrooms, open educational resources created by students, and a peer instruction system used in a physics course that increased student engagement and understanding.
James Bond, Monorail Cat and Partying penguins. What happens when you let stu...Simon Bates
This document summarizes research on the PeerWise online platform, where students create and answer multiple choice questions to support their learning. Key points:
- PeerWise allows students to develop questions, provide explanations, answer other students' questions, and rate questions. It has been used widely with over 500,000 questions created.
- Research at the University of Edinburgh found students engaged beyond requirements and helped correct each other's work, creating higher-level questions rather than exercises.
- Analysis of question quality found over 75% of student-generated questions were of high quality, assessing higher levels of thinking. Student explanations identified mistakes.
- PeerWise has been used across disciplines and institutions to scaffold learning
This document summarizes a presentation about PeerWise, a web-based multiple choice question repository created by students. The presentation covered an overview of PeerWise, a hands-on session to demonstrate its use, research highlights on the benefits of student-generated content, and concluded with a question and answer period.
Students as co-producers of learning and assessment contentSimon Bates
The document discusses students co-producing learning and assessment content through a web-based MCQ repository called PeerWise. It describes how PeerWise allows students to author and answer practice multiple choice questions on course topics. Usage of PeerWise has grown substantially since its launch in 2009. Research shows that contributing to PeerWise is correlated with improved exam performance and that question/explanation quality improves over time as students gain experience using the tool.
The 21st Century Educator - students as partners in teaching and learning Simon Bates
The document discusses using technology and student engagement to improve 21st century education. It provides an example of a case study where students created an online question repository to more deeply engage with formative assessment. This student-generated question bank grew substantially over time and analysis found it improved learning outcomes correlated with students' final exam scores. The document also discusses ensuring high-quality student-generated questions and explanations through scaffolding and rubrics.
1. A pilot study was conducted to test a new learning activity where students in a physics course created short learning objects (videos, slideshows, etc.) on course topics to help explain concepts to peers.
2. Most students spent 2+ hours creating each learning object and reported understanding the topics much better after creating the objects.
3. However, it is difficult to determine if creating the objects actually helped students learn without increasing workload for teaching assistants who would need to assess understanding.
The Anatomy of a 21st Century Educator Simon Bates
The document discusses the potential of technology to transform education in the 21st century. It focuses on how student-generated content through tools like PeerWise, a web-based platform where students create and review multiple choice questions, can enhance learning through peer engagement and assessment. Analysis of PeerWise data found that students participated beyond minimum requirements, their question quality improved over time, and higher participation correlated with better learning as measured by standardized tests. The tool provides a model for leveraging student creativity to support learning at scale.
The Anatomy of the 21st Century Educator Simon Bates
The document discusses the anatomy of a 21st century educator and identifies key components or "body parts" that modern educators need. These include: being a bridge between educational research and teaching practice; participating in communities of practice to continuously improve teaching skills; and making use of learning technologies to scale instruction, unbundle education, and cope with disruptions. Examples are provided of flipped classrooms, open educational resources created by students, and a peer instruction system used in a physics course that increased student engagement and understanding.
James Bond, Monorail Cat and Partying penguins. What happens when you let stu...Simon Bates
This document summarizes research on the PeerWise online platform, where students create and answer multiple choice questions to support their learning. Key points:
- PeerWise allows students to develop questions, provide explanations, answer other students' questions, and rate questions. It has been used widely with over 500,000 questions created.
- Research at the University of Edinburgh found students engaged beyond requirements and helped correct each other's work, creating higher-level questions rather than exercises.
- Analysis of question quality found over 75% of student-generated questions were of high quality, assessing higher levels of thinking. Student explanations identified mistakes.
- PeerWise has been used across disciplines and institutions to scaffold learning
This document summarizes a presentation about PeerWise, a web-based multiple choice question repository created by students. The presentation covered an overview of PeerWise, a hands-on session to demonstrate its use, research highlights on the benefits of student-generated content, and concluded with a question and answer period.
Personalized Learning: Implications for curricula, staff and students Simon Bates
Invited keynote given at the Universitas 21 Education Innovation conference at UNSW, Australia, Oct 2014.
http://www.universitas21.com/event/details/178/u21-educational-innovation-conference
The document discusses the implementation and results of PeerWise, an online question and answer platform developed by students. It was implemented in several large introductory physics, chemistry, and biology courses. Students actively engaged with the platform, exceeding minimum requirements by writing and answering many questions. Students who used PeerWise more performed better in the courses. Question quality was surprisingly high, with questions mapping well to higher levels of Bloom's taxonomy. The platform was found to improve student learning when implemented across different institutions, disciplines, and class sizes.
A Pecha Kucha presentation (20 slides, 20 seconds per slide) given as part of UBC's Celebrate Learning Week, detailing our project to use student-generated learning content in our introductory Physics course.
Science Simulations, Virtual Laboratories, and Lab Kits in Distance Education Peter Jeschofnig
This document discusses options for laboratory science education in distance learning settings. It describes Colorado Mountain College's large distance learning program across 12,000 square miles and 14 campuses. Challenges with traditional on-campus or occasional labs are discussed. The document then evaluates options like simulations, virtual labs, remote access labs, and lab kits that can be assembled by instructors, purchased commercially, or assembled by students at home. Many examples of online simulations and virtual labs are provided. Considerations around the development, costs, and legal issues of at-home lab kits are also discussed.
Teaching Innovations as Career Development: turning new teaching ideas into e...Chris Willmott
Slides from a workshop for new teachers, run on behalf of the Society of Biology and the Higher Education Academy at Charles Darwin House, London, in May 2014.
As Seen On TV: Using broadcast media in bioscience teachingChris Willmott
1. The document discusses using broadcast media clips in bioscience teaching. It provides examples of using documentary clips, movie scenes, and television episodes to introduce topics, spur discussion, and even serve as the focus of an entire lecture.
2. Resources like Biology on the Box, TRILT, and the Box of Broadcasts (BoB) allow educators to find, share, and access broadcast media clips and full programs. TRILT notifies users of upcoming relevant broadcasts while BoB hosts an archive of over 2 million broadcast recordings searchable by transcript or playlist.
3. Educators are encouraged to utilize these resources to incorporate multimedia into their teaching and facilitate flipped or active learning through student discussion and activities related to broadcast
Strategies to enhance student engagement and learning in class: flipping and ...Simon Bates
This document discusses strategies for enhancing student engagement and learning in classrooms through blending and flipping classroom techniques. It provides an overview and examples of blending and flipping, cites evidence that these techniques improve learning outcomes, discusses challenges and considerations, and provides additional resources. The goal is to move more interactive, problem-solving activities into the classroom that were previously homework, through strategies like pre-class readings and videos, in-class conceptual questions and group work, and activities like think-pair-shares. Research shows these techniques significantly improve learning and engagement over traditional lectures. Adoption faces challenges like increased workloads, but provides upside like a more lively, interactive learning environment.
Skills Development Through Authentic AssessmentAlan Cann
"Authentic assessment" is relevant to real world outcomes and engaging for students. Much of the treadmill activity of conventional assessment (essays and exams) has little to do with what goes on in the workplace. Faced with the task of developing a "research skills" module for 300 biological sciences students, I attempted to apply the principles of authentic assessment. The practical problems in achieving this with a large number of students involve the staffing demands of this approach, and there are problems with applying performance-based outcomes to large groups of students. Team-based learning enhances student engagement and represents a shift from a teacher-based strategy to a student-centred approach.
This document summarizes a discussion on engaging physics students through inquiry-based learning methods. It suggests raising students' curiosity by relating concepts to their daily experiences on the bus or with falling objects. Competitive games like an egg drop challenge can promote skills in creativity, problem-solving, and collaboration. Exploring counterintuitive phenomena can stimulate discussion. Asking open-ended "what if" questions allows students to apply their knowledge in new ways. Understanding the history of physics pioneers' thinking can help students develop metacognition. The conclusion emphasizes that understanding comes from fun, lively exploration, rather than passive lecturing.
Students in the sandbox - developing professionals?Alan Cann
The document discusses several pedagogical approaches to online education. It outlines Martin Weller's view that complexity arises from how people collaborate online. It also discusses Vygotsky's zone of proximal development and how online learning allows interaction with more capable peers. Finally, it proposes that connectivism sees learning as connecting information sources and that maintaining connections is important for learning.
Multimedia in bioethics education: examples of authentic assessmentChris Willmott
These are slides from an invited presentation I gave at a Higher Education Academy Arts and Humanities network meeting, held at St Mary's University, Twickenham in February 2014. The talk used two examples of work on bioethics we conduct with students at the University of Leicester, to illustrate some of the key principles of Authentic Assessment.
These are slides from a staff development workshop I ran at the University of Leicester, UK in September 2014 (they are lightly developed from an earlier version, from July, also available on slideshare). The main purpose of the session was to introduce colleagues to Box of Broadcasts, a tool for streaming clips of TV and radio programmes for educational purposes.
For more on the potential of TV for teaching, also see an article I wrote for the Times Higher Education magazine http://tinyurl.com/pjzbrrb, (http://www.timeshighereducation.co.uk/comment/opinion/boxing-clever-television-as-a-teaching-tool/2015375.article).
Please note that, for copyright reasons, Box of Broadcasts is only available to UK-based students at subscribing institutions.
The document discusses a Technology: Art and Sound by Design (TASD) course at Washington State University that combines digital technology, visual arts, and performing arts. It is a semester-long, 500-level course that uses programming environments like Pd and Arduino. Students complete a final project for an art gallery. The document also describes implementing constructionist learning approaches in the TASD course through hands-on creative experimentation and collaboration using online tools like a wiki, blog, and discussion list.
The document discusses making bioscience teaching more enjoyable and engaging for students. It addresses two dilemmas around didactic versus interactive teaching and whether the goal should be fun or enjoyment. It argues that enjoyment should be the goal and can come from a lecturer's enthusiasm, empathy for students, clear explanations, and engaging activities. Examples provided include games like revision bingo, practicals/fieldwork, relevance to careers, and multimedia elements. The document also discusses concerns around plagiarism and strategies for prevention through education rather than just punishment.
What happens when scientists get out of labs and meet primary school students?
See " I am a Scientist. Get me out of here" web site. You can discover some really interesting implications....
Strategies to enhance student engagement and learning in class: blending and ...Simon Bates
This document discusses strategies for enhancing student engagement and learning in classrooms through blending and flipping classroom techniques. It provides an overview and examples of blending and flipping, cites evidence that these techniques improve learning outcomes, discusses challenges and considerations, and provides additional resources. The examples illustrated include using pre-class materials, peer instruction during class, and weekly rhythms that incorporate these techniques. Research studies show blended and flipped approaches lead to significant learning gains compared to traditional lectures. Adoption faces challenges like workload, resistance to change, and loss of control, but also has upsides like a more interactive environment.
This document summarizes a study examining student participation and question quality in an introductory physics course that required students to contribute questions and answers to an online peer instruction system called PeerWise. The following key points were made:
- Student participation in PeerWise exceeded the minimum requirements, with students contributing many questions and answers and providing feedback on each other's work.
- Questions contributed by non-physics major students in this introductory course tended to be of lower overall quality than those contributed by physics majors in other studies.
- Evidence suggested that with practice, students improved at writing higher quality questions and providing more detailed explanations over the course of the semester.
Personalized Learning: Implications for curricula, staff and students Simon Bates
Invited keynote given at the Universitas 21 Education Innovation conference at UNSW, Australia, Oct 2014.
http://www.universitas21.com/event/details/178/u21-educational-innovation-conference
The document discusses the implementation and results of PeerWise, an online question and answer platform developed by students. It was implemented in several large introductory physics, chemistry, and biology courses. Students actively engaged with the platform, exceeding minimum requirements by writing and answering many questions. Students who used PeerWise more performed better in the courses. Question quality was surprisingly high, with questions mapping well to higher levels of Bloom's taxonomy. The platform was found to improve student learning when implemented across different institutions, disciplines, and class sizes.
A Pecha Kucha presentation (20 slides, 20 seconds per slide) given as part of UBC's Celebrate Learning Week, detailing our project to use student-generated learning content in our introductory Physics course.
Science Simulations, Virtual Laboratories, and Lab Kits in Distance Education Peter Jeschofnig
This document discusses options for laboratory science education in distance learning settings. It describes Colorado Mountain College's large distance learning program across 12,000 square miles and 14 campuses. Challenges with traditional on-campus or occasional labs are discussed. The document then evaluates options like simulations, virtual labs, remote access labs, and lab kits that can be assembled by instructors, purchased commercially, or assembled by students at home. Many examples of online simulations and virtual labs are provided. Considerations around the development, costs, and legal issues of at-home lab kits are also discussed.
Teaching Innovations as Career Development: turning new teaching ideas into e...Chris Willmott
Slides from a workshop for new teachers, run on behalf of the Society of Biology and the Higher Education Academy at Charles Darwin House, London, in May 2014.
As Seen On TV: Using broadcast media in bioscience teachingChris Willmott
1. The document discusses using broadcast media clips in bioscience teaching. It provides examples of using documentary clips, movie scenes, and television episodes to introduce topics, spur discussion, and even serve as the focus of an entire lecture.
2. Resources like Biology on the Box, TRILT, and the Box of Broadcasts (BoB) allow educators to find, share, and access broadcast media clips and full programs. TRILT notifies users of upcoming relevant broadcasts while BoB hosts an archive of over 2 million broadcast recordings searchable by transcript or playlist.
3. Educators are encouraged to utilize these resources to incorporate multimedia into their teaching and facilitate flipped or active learning through student discussion and activities related to broadcast
Strategies to enhance student engagement and learning in class: flipping and ...Simon Bates
This document discusses strategies for enhancing student engagement and learning in classrooms through blending and flipping classroom techniques. It provides an overview and examples of blending and flipping, cites evidence that these techniques improve learning outcomes, discusses challenges and considerations, and provides additional resources. The goal is to move more interactive, problem-solving activities into the classroom that were previously homework, through strategies like pre-class readings and videos, in-class conceptual questions and group work, and activities like think-pair-shares. Research shows these techniques significantly improve learning and engagement over traditional lectures. Adoption faces challenges like increased workloads, but provides upside like a more lively, interactive learning environment.
Skills Development Through Authentic AssessmentAlan Cann
"Authentic assessment" is relevant to real world outcomes and engaging for students. Much of the treadmill activity of conventional assessment (essays and exams) has little to do with what goes on in the workplace. Faced with the task of developing a "research skills" module for 300 biological sciences students, I attempted to apply the principles of authentic assessment. The practical problems in achieving this with a large number of students involve the staffing demands of this approach, and there are problems with applying performance-based outcomes to large groups of students. Team-based learning enhances student engagement and represents a shift from a teacher-based strategy to a student-centred approach.
This document summarizes a discussion on engaging physics students through inquiry-based learning methods. It suggests raising students' curiosity by relating concepts to their daily experiences on the bus or with falling objects. Competitive games like an egg drop challenge can promote skills in creativity, problem-solving, and collaboration. Exploring counterintuitive phenomena can stimulate discussion. Asking open-ended "what if" questions allows students to apply their knowledge in new ways. Understanding the history of physics pioneers' thinking can help students develop metacognition. The conclusion emphasizes that understanding comes from fun, lively exploration, rather than passive lecturing.
Students in the sandbox - developing professionals?Alan Cann
The document discusses several pedagogical approaches to online education. It outlines Martin Weller's view that complexity arises from how people collaborate online. It also discusses Vygotsky's zone of proximal development and how online learning allows interaction with more capable peers. Finally, it proposes that connectivism sees learning as connecting information sources and that maintaining connections is important for learning.
Multimedia in bioethics education: examples of authentic assessmentChris Willmott
These are slides from an invited presentation I gave at a Higher Education Academy Arts and Humanities network meeting, held at St Mary's University, Twickenham in February 2014. The talk used two examples of work on bioethics we conduct with students at the University of Leicester, to illustrate some of the key principles of Authentic Assessment.
These are slides from a staff development workshop I ran at the University of Leicester, UK in September 2014 (they are lightly developed from an earlier version, from July, also available on slideshare). The main purpose of the session was to introduce colleagues to Box of Broadcasts, a tool for streaming clips of TV and radio programmes for educational purposes.
For more on the potential of TV for teaching, also see an article I wrote for the Times Higher Education magazine http://tinyurl.com/pjzbrrb, (http://www.timeshighereducation.co.uk/comment/opinion/boxing-clever-television-as-a-teaching-tool/2015375.article).
Please note that, for copyright reasons, Box of Broadcasts is only available to UK-based students at subscribing institutions.
The document discusses a Technology: Art and Sound by Design (TASD) course at Washington State University that combines digital technology, visual arts, and performing arts. It is a semester-long, 500-level course that uses programming environments like Pd and Arduino. Students complete a final project for an art gallery. The document also describes implementing constructionist learning approaches in the TASD course through hands-on creative experimentation and collaboration using online tools like a wiki, blog, and discussion list.
The document discusses making bioscience teaching more enjoyable and engaging for students. It addresses two dilemmas around didactic versus interactive teaching and whether the goal should be fun or enjoyment. It argues that enjoyment should be the goal and can come from a lecturer's enthusiasm, empathy for students, clear explanations, and engaging activities. Examples provided include games like revision bingo, practicals/fieldwork, relevance to careers, and multimedia elements. The document also discusses concerns around plagiarism and strategies for prevention through education rather than just punishment.
What happens when scientists get out of labs and meet primary school students?
See " I am a Scientist. Get me out of here" web site. You can discover some really interesting implications....
Strategies to enhance student engagement and learning in class: blending and ...Simon Bates
This document discusses strategies for enhancing student engagement and learning in classrooms through blending and flipping classroom techniques. It provides an overview and examples of blending and flipping, cites evidence that these techniques improve learning outcomes, discusses challenges and considerations, and provides additional resources. The examples illustrated include using pre-class materials, peer instruction during class, and weekly rhythms that incorporate these techniques. Research studies show blended and flipped approaches lead to significant learning gains compared to traditional lectures. Adoption faces challenges like workload, resistance to change, and loss of control, but also has upsides like a more interactive environment.
This document summarizes a study examining student participation and question quality in an introductory physics course that required students to contribute questions and answers to an online peer instruction system called PeerWise. The following key points were made:
- Student participation in PeerWise exceeded the minimum requirements, with students contributing many questions and answers and providing feedback on each other's work.
- Questions contributed by non-physics major students in this introductory course tended to be of lower overall quality than those contributed by physics majors in other studies.
- Evidence suggested that with practice, students improved at writing higher quality questions and providing more detailed explanations over the course of the semester.
Expert guided crowd sourced learning content: a pilot studySimon Bates
1. A pilot study was conducted using expert-guided crowd-sourced learning content in 3 sections of a physics course with over 300 students total.
2. Students were required to submit 2 learning objects over the term worth 2.5% each of their grade. Most students spent 2-3 hours on each learning object.
3. Students reported understanding the topics much better after creating a learning object on it, however it is difficult to determine if creating a learning object directly leads to better understanding of the related course content. Future work could look at crowd-sourcing the assessment of learning objects.
Think outside the lecture: heads on hands on active learning in the classroomSimon Bates
1. The document discusses active learning techniques for use inside the classroom, including examples of hands-on activities, evidence of their effectiveness, and challenges to consider.
2. Specific techniques mentioned include pre-class assignments, in-class concept tests using tools like Socrative, and flipped classrooms, with references provided for further resources.
3. Research evidence is presented showing significant learning gains compared to traditional lectures, especially for STEM fields, though workloads and resistance to change must also be taken into account when implementing active learning.
Pedagogy with Technology: getting the horse out in front of the cartSimon Bates
1. A case study examined the use of PeerWise, a web-based student-generated multiple choice question system, in a large introductory physics course at the University of British Columbia with over 1800 students.
2. Students were highly engaged with the system, far exceeding the minimum requirements by writing questions, answering questions, and providing feedback.
3. Scaffolding the use of PeerWise in tutorials helped support student learning and engagement with the system.
Ah yes, but that would never work with my students Simon Bates
1. The document discusses a framework called How Learning Works that bridges educational research findings and teaching practices. It outlines seven principles of how students learn based on cognitive science, including that students' prior knowledge and motivation impact learning.
2. A case study is presented on the use of PeerWise, a student-generated multiple choice question tool, in a physics course. Students engaged well beyond minimum requirements, and participation was correlated with learning outcomes. PeerWise exemplified principles like knowledge organization and motivation.
3. The document concludes by acknowledging contributions and providing resources on How Learning Works and PeerWise for further information.
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
These case studies from UBC courses exhibit students as active agents in their learning through collaborative projects. Open writing projects for Wikipedia supported the development of research, writing and collaboration skills while creating contributions to public knowledge. Students creating learning resources for peers integrated research to communicate topics creatively and develop digital literacies. Initiatives like undergraduate learning assistants, learning technology rovers, and student directed seminars positioned teaching as a partnership with students developing planning and problem-solving skills.
Keynote lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Keynote lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this keynote, I will consider the role of students as partners in learning with reference to what current research can tell us about how people learn, what students have to say about what supports their learning, and where technology can help.
NTU Innovations in Teaching Seminar - students as co creatorsSimon Bates
This document summarizes an expert-guided seminar on advancing knowledge co-creation and peer learning through crowdsourced learning content. It discusses principles of ownership, how learning works, and effective practices. It describes PeerWise, an online platform where students generate and answer multiple choice questions to assess their knowledge. It also discusses moving beyond MCQs to student-generated "learning objects" such as video or text explanations of course topics. Results showed high student engagement and positive impacts on understanding when students created these learning objects. However, some students found the difficulty level of generating learning objects did not match other course assessments.
From Telsa to TESTA: meanderings in chemistry education researchKatherine Haxton
This document summarizes Dr. Katherine Haxton's work developing diagnostic tests to assess student understanding of chemistry concepts. It discusses developing tests to identify alternative conceptions, analyzing student responses, and using insights to improve teaching. Tests were administered to first and second year students in areas like spectroscopy, NMR, and reaction mechanisms. Student confidence levels and prior knowledge were also assessed. Response analysis revealed common errors to target in teaching. The process involves iterative development and refinement of the tests based on data and focus groups. The goal is to better understand student thinking and inform course improvements.
This document outlines the syllabus for the VT ECE 2204 Electronics-1 course, which will be taught summer term on weekday mornings. The course will introduce students to basic electronic devices like diodes and transistors through lectures and in-class activities. Students will complete homework assignments, a circuit simulation project, and weekly exams to assess their understanding of device operating principles and ability to analyze electronic circuits under DC and switching conditions. Academic integrity and accommodations for students with disabilities are also addressed.
Students as producers - expert guided crowd sourcing Simon Bates
This document discusses a program where students in an introductory physics course were divided into groups and tasked with creating original learning objects (LOs) to help teach their peers. The goals were to engage students and have them take an active role in producing educational content. Students were given guidance and examples to scaffold the process. Results found high levels of student participation and engagement, with most students reporting an improved understanding of the material from creating LOs. The program was deemed a success and plans were made to expand it to other courses.
This document is a course syllabus for an oceanography class taught over the summer. It includes:
- Basic information about the instructor, their contact details, and office hours.
- An overview of the course structure including educational objectives, required textbook, class schedule with topics and assigned readings, grading policy with exams and presentations, and additional resources.
- The class will cover major topics in oceanography like plate tectonics, ocean circulation, marine life, and human impacts. Students will be evaluated based on four cumulative exams and an individual presentation on a chapter from the textbook.
This official transcript from the University of Southern Mississippi documents Robert Kratzschmar's academic record. It shows that he earned a Bachelor of Science degree in Forensics in 2015. The transcript lists the courses he completed each semester, along with the grades, credits, and grade points earned. It also provides information about any transfer credits and calculates his cumulative GPA.
This document is a course syllabus for Biology 101 at Harrisburg Area Community College. It provides information about the instructor, Rob Swatski, including contact details. It outlines the course details such as credit hours, required texts, class meeting times and locations. The syllabus describes the grading policy, learning outcomes, and technology usage guidelines. The overall purpose is to inform students of all relevant policies and expectations for the Biology 101 course.
How to improve your teaching using emerging technologyMike Pascoe
This document provides tips for improving teaching using emerging technology. It discusses using lecture capture, polling students, social media, enhancing slides, understanding millennial students, collaborative assignments, and evaluations. Lecture capture allows students flexibility but most prefer attending live. Polling engages students and assessing understanding. Social media facilitates communication. Enhanced slides should stimulate discussion with video, icons, and quality graphics. Technology should meet educational needs rather than being used just because it is new. Small changes can significantly improve learning when implemented strategically.
This document provides the syllabus for the Biology 100 lecture course titled "Great Experiments in Biology" being offered during the second summer session of 2008. The course will be taught on Mondays and Wednesdays from 5:30-8:40PM in Hurst 2. It will cover fundamental biological principles and topics through lectures and hands-on laboratory experiments. Students will be assessed through quizzes, lab reports, worksheets, and a terrarium presentation. The grading scale and policies on attendance, late assignments, and academic integrity are also outlined.
This document provides the course syllabus for an introductory biology course at UIST Ohrid. The syllabus outlines general course information including the instructor, credit hours, textbooks, course objectives, student learning outcomes, methods of instruction and assessment, grading policies, and course requirements. The main goals of the course are for students to understand key biological concepts and be able to relate biology to everyday life. Students will be evaluated based on exams, tests, lab reports, and assignments.
This document is a course syllabus for Biology 102 at Harrisburg Area Community College. It provides information about the instructor, Rob Swatski, as well as details about the course such as meeting times, required materials, grading policies, learning outcomes, and course description. The course is a 4 credit hour class that covers basic energy reactions in living things, metabolism, organ systems, heredity, reproduction, evolution, and classification of animal kingdoms. Students are required to purchase two textbooks and complete a lab component. Grades will be posted online through the college's learning management system.
The document outlines the syllabus, curriculum, and ordinances for Bachelor of Science programs at Integral University, Lucknow, India. It details the admission process, eligibility criteria, duration and structure of BSc programs in Biotechnology, Industrial Chemistry, Life Sciences, and Physics, Mathematics, and Electronics. The curriculum is divided into six semesters across three years. Courses include lectures, tutorials, practical sessions, projects, and industrial training. Students must attend a minimum of 75% of classes and participate in curricular activities. Evaluation includes continuous tests, term assessments, and end semester exams.
chapter-00-01.ppt analytical chemistry for collegejoygalero
This document provides information about an introductory quantitative analysis chemistry course. It outlines the course details including instructors, meeting times, exams, grading breakdown, textbook, and lab schedule. It also describes the course expectations for labs, lab notebooks, and homework problems. Key concepts covered in lectures and experimental techniques are briefly introduced.
This 3-sentence summary provides the essential information about the document:
The document describes the course description for the Fundamentals of Robotics course at Tennessee State University, including the course objectives, topics, schedule, textbooks, assignments, policies, and instructor information. The principal objective is to teach students the fundamental principles of robotics, with an emphasis on mathematical models of robot kinematics, dynamics, motion, control, and applications. The course will cover topics such as coordinate systems, manipulator kinematics, mobile robot kinematics, differential motion, dynamics, task planning, and localization over a 15-week semester.
This document provides a syllabus for a general biology course at Central Texas College. The course covers topics including the chemical basis of life, cell structure and function, molecular biology, genetics, energy flow, and evolution. It is a 4-credit course consisting of two 1-hour and 20-minute lectures per week plus two 1-hour and 20-minute labs. The course satisfies biology requirements for many programs and prepares students for careers in science. Student evaluation is based on exams, lab reports, and quizzes, with grades determined by total points earned out of 700 possible.
Force Concept Inventory Mature Students NolanSam Nolan
The document summarizes research using the Force Concept Inventory (FCI) to assess conceptual understanding of mechanics in mature learners at a foundation level. Key findings include:
- Students showed significant gains in conceptual understanding from pre- to post-testing with the FCI after interactive mechanics instruction. However, understanding remained below levels expected at university entry.
- The most misunderstood concepts pre-instruction were Newton's third law and inertia in rolling situations. Smaller than average gains were seen for questions involving these topics.
- Results were consistent with other studies, suggesting the FCI reliably captures typical misconceptions. However, some question its ability to comprehensively assess conceptual grasp of mechanics.
This document is Evan Dismukes' official academic transcript from The Ohio State University. It details his undergraduate coursework and grades from 2010-2016, when he earned a Bachelor of Science degree in Geological Sciences. It shows Evan began in the Engineering program before switching to Exploration and eventually settling on Geological Sciences. It includes courses taken at other institutions that were transferred to OSU. The transcript is certified as authentic by Credentials Inc. and contains privacy notices for the intended recipient, Evan Dismukes.
Similar to Expert Guided Crowd Sourced Learning Content (20)
The anatomy of the empowered educator: pathways for institutional supportSimon Bates
The document discusses pathways to institutional support for teaching and learning at UBC. It outlines various roles like the teacher for learning, experimenter, and technologist that provide support to faculty in areas like pedagogy, educational research, and learning technology. These roles help realize the development and refinement of teaching capabilities amongst faculty and staff.
Teaching Excellence Summit - the HE perspective on the digital divideSimon Bates
This document discusses bridging the digital divide in higher education from the perspective of Simon Bates, Associate Provost for Teaching and Learning at the University of British Columbia. It references surveys that have examined issues like the value of teaching versus research, the impact of recording lectures, and how professors structure classroom and out-of-class time. It also lists UBC professors recognized for their excellence in teaching and provides references for additional resources on teaching frameworks and indicators.
Students as producers, of high quality engaging assessments to support learningSimon Bates
Students produced high quality assessments to support learning in their physics course. Engagement with the PeerWise assessment system was high, with students participating beyond minimum requirements and providing mostly positive feedback. Correlation between PeerWise participation and learning gains was observed. The majority of student-generated questions and explanations were of good or excellent quality according to a rubric. The resources allow similar implementations in other courses beyond multiple choice questions.
The what, why and how of evidence-based teaching and active learningSimon Bates
The document discusses active learning in teaching. It begins by defining active learning as any educational activity that involves students in constructing their own understanding through activities like discussion, problem-solving and engagement with course material. It then reviews research evidence that active learning leads to improved student performance on conceptual tests compared to traditional lecturing. Finally, it provides some examples of active learning techniques instructors can implement, like think-pair-share activities, and discusses challenges to adopting active learning approaches.
Beliefs about learning: an interactive quizSimon Bates
This document discusses an interactive learning quiz about learning. It begins with an overview and warm up questions about the participant's expertise in learning. It then asks a series of multiple choice questions about effective learning strategies. The questions cover topics like the most important factor for successful learning, whether learning style matters, effective study habits, the benefits of testing for retention, and the relationship between metacognition and ability level. Resources and references are provided for each question to support the answers.
Future evolution of the learning technology ecosystemSimon Bates
The document discusses the evolution of learning technology ecosystems from the past to present. It describes how learning management systems were initially seen as comprehensive but are now viewed as clunky. It outlines a vision for the future where learning technology provides robust, adaptable, intuitive, and collaboration-enabled tools. Key dimensions that learning ecosystems could focus on are content, assessments, and data. The document concludes that institutions must make deliberate choices around selecting and supporting different tools to realize varied pedagogical approaches.
Development & trends in teaching and learning Simon Bates
Forum talk presented at National Taiwan Normal University (NTNU) June 2017 as part of the 2017 International Conference "Ecological Restoration and Innovation of Teaching and Learning in Higher Education"
Expanding horizons of technology enhanced learning
Keynote given as part of the Liverpool John Moores University (LJMU) learning and teaching conference 2017
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in ...Simon Bates
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this interactive workshop session, we will look in more detail at case studies of how students as learning partners may be built into course and learning design.
2 stage exams: assessments of, for and as learning Simon Bates
This document summarizes a presentation on two-stage exams given at an education conference. It defines two-stage exams as assessments where students first complete an individual exam and then work collaboratively in groups to complete an identical exam. The document discusses advantages such as providing immediate feedback and engaging different learning styles. Potential disadvantages include issues with group dynamics and assigning marks. Research studies are cited that show two-stage exams can improve learning outcomes for students. Resources on implementing two-stage exams are also provided.
Deciphering the MOOC ecosystem: what makes successful MOOCsSimon Bates
(1) The document analyzes data from MOOCs offered by the University of British Columbia and the University of Edinburgh to identify factors that contribute to MOOC success. (2) It finds that course location influences enrollment, with more local students participating, and that different courses have unique characteristics in terms of video length and structure that impact student engagement and retention. (3) Overall longer total video lengths per week are negatively correlated with student retention, but the length of individual videos does not show the same relationship.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Expert Guided Crowd Sourced Learning Content
1. A pilot study in a large enrolment
introductory science course
Expert-guided crowdsourced
learning content
Simon Bates
simon.bates@ubc.ca
@simonpbates
bit.ly/batestalks
4. Context - flipped classrooms
CC BY-NC 2.0 https://flic.kr/p/f3ynHx
Derek Bruff: Class time reconsidered
http://prezi.com/donq036eunko/class-time-reconsidered/
5. Weekly rhythm for our 1A class
Poh,
M.Z.,
Swenson,
N.C.,
Picard,
R.W.,
"A
Wearable
Sensor
for
Unobtrusive,
Long-‐term
Assessment
of
Electrodermal
AcEvity,"
IEEE
TransacEons
on
Biomedical
Engineering,
vol.57,
no.5,
pp.1243-‐1252,
May
2010.
doi:
10.1109/TBME.2009.2038487
10. 1
2
3
A ball initially at rest is
thrown upwards, comes
back down & is caught
!
Which of the following is a
plausible graph of the
acceleration of the ball
with time?
11.
12.
13. Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111
Wieman commentary PNAS
http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111
“This meta-analysis makes a powerful case that any college or university that is teaching its
STEM courses by traditional lectures is providing an inferior education to its students”
20. Typical implementation
Minimum participation requirements for each
of two assessment exercises (PW1, PW2)
Write 1 Answer 5 Rate / comment 3
5% course credit
Physics 101, Energy & Waves
Winter Semester: 3 sections, 791 students
21. Scaffolding
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http://www.littlefriendsphoto.com
Permission to use agreed
Introduced in tutorials
!
Extensive scaffolding
exercises
!
Revisited in subsequent
tutorials
!
Tutorials delivered by 24 TAs
24. Engagement with PeerWise
PW1 PW2
Contributed and met minimum requirements
Contributed but did not meet mininum requirements
Did not participate
0.84 0.80
Total: 791
25.
26. Question/Explanation Quality
Bloom’s Taxonomy of levels in the cognitive domain
Score Level Description
1 Remember Factual knowledge, trivial plugging in of numbers
2 Understand Basic understanding of content
3 Apply Implement, calculate / determine. Typically one-stage problem
4 Analyze Typical multi-step problem; requires identification of strategy
Evaluate Compare &assess various option possibilities; often conceptual
Synthesize
Ideas and topics from disparate course sections combined. Significantly
challenging problem.
Text
28. Question/Explanation Quality
Description of explanation quality
Score Level Description
0 Missing
No explanation provided or explanation incoherent/
irrelevant
1 Inadequate Wrong reasoning and/or answer; trivial or flippant
2 Minimal
Correct answer but with insufficient explanation/
justification/ Some aspects may be unclear/incorrect/
confused.
3 Good Clear and detailed exposition of correct method & ans
4 Excellent
Thorough description of relevant physics and solution
strategy. Plausibility of all answers considered. Beyond
normal expectation for a correct solution
34. Logistics
!
!
Cohort split into 4 groups
!
Each week one group tasked with creating LOs
!
Each submission counts for 2.5% of final grade
!
Repeat cycle twice per Semester
!
Students can submit >2 LOs & receive grade for best 2
!
Short survey on submission
!
Students encourage to apply CC licenses
35. Results: engagement
0 100 200 300
LO 1
LO 2
LO 3
LO 4
LO 5
LO 6
LO 7
LO 8
Number of students
Assigned
Optional
37. 0 10 20 30 40 50 60 70 80 90 100
0
100
200
300
Grade (%)
Numberofstudents LO Grade Distribution
These students
didn’t even try!
0 10 20 30 40 50 60 70 80 90 100
0
100
200
300
Grade (%)
Numberofstudents LO Grade Distribution
38. Which students aren’t submitting LOs?
Non-participants are from all walks of life!
0 10 20 30 40 50 60 70 80 90 100
0
5
10
15
20
25
Final Exam (%)
Numberofstudents
Final Exam marks of students
that did not participate in LOs
40. Results: time on task
0 100 200 300 400
Less than 0.5h
0.5 to 1 h
1 to 2h
2 to 3h
3 to 4h
4 to 5h
More than 5h
Number of students
41. Results: self reported change in
understanding
0 200 400 600 800
None
Little
Moderate
Good
Excellent
Number of students
0200400600800
Number of students