Showcasing the PeerWise online environment, to illustrate to participants how it can be used by students to generate their own original assessment content in the form of multiple choice questions.
Autism Asperger's & ADHD - Introduction to the Module (2014)Simon Bignell
The first lecture in the University of Derby Psychology Module 'Autism Asperger's & ADHD' (6PS503) - Introduction to the Module (2014). Given by Dr Simon Bignell (Senior Lecturer in Psychology)
Photography as a profession, how to get in? What are the organizations you can work for? to know more contact us on www.onestepup.in and book your career counselling session with us.
Autism Asperger's & ADHD - Introduction to the Module (2014)Simon Bignell
The first lecture in the University of Derby Psychology Module 'Autism Asperger's & ADHD' (6PS503) - Introduction to the Module (2014). Given by Dr Simon Bignell (Senior Lecturer in Psychology)
Photography as a profession, how to get in? What are the organizations you can work for? to know more contact us on www.onestepup.in and book your career counselling session with us.
Bits & Bytes 2001 - Teaching University Level Courses to Pre-University Stude...Michael Barbour
Barbour, M. K., & Kinsella, J. (2001, October). Teaching university level courses to pre-university students in an online environment. Presentation at the Bits and Bytes: The Evolution of Technology in Education conference, http://www.stemnet.nf.ca:8900/public/bitsandbytes/index.html
These are the slides from the OSU Innovate Conference session, "Canvas Adoption Panel" where my colleagues and I spoke about our use of the Canvas LMS during the OSU pilot evaluation phase. My portion begins on Slide 26.
These are the slides from the talk I gave on 10/18/12 at Addis Ababa University in Ethiopia. There is also a sample video I showed them from my flipped stats class.
Bits & Bytes 2001 - Teaching University Level Courses to Pre-University Stude...Michael Barbour
Barbour, M. K., & Kinsella, J. (2001, October). Teaching university level courses to pre-university students in an online environment. Presentation at the Bits and Bytes: The Evolution of Technology in Education conference, http://www.stemnet.nf.ca:8900/public/bitsandbytes/index.html
These are the slides from the OSU Innovate Conference session, "Canvas Adoption Panel" where my colleagues and I spoke about our use of the Canvas LMS during the OSU pilot evaluation phase. My portion begins on Slide 26.
These are the slides from the talk I gave on 10/18/12 at Addis Ababa University in Ethiopia. There is also a sample video I showed them from my flipped stats class.
These slides were presented at the 5th annual Collaboration for STEM Education, Research and Commercialization Forum, Winter 2012, at the University of Notre Dame
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Familiarity breeds content peer wise
1. Physics Education Research
The University of Edinburgh
1
Familiarity Breeds Content: Student generated content forenhanced engagement and learning
Simon Bates, Judy Hardy, Ross Galloway and Karon McBride
http://bit.ly/SGC4L
2. Physics Education Research
The University of Edinburgh
The University of Edinburgh
Edinburgh, Scotland
5thJuly, 2010
Paul Denny
PeerWise
bridging the gap between online learning and social media
Department of Computer Science
The University of Auckland
New Zealand
http://peerwise.cs.auckland.ac.nz/
3. Physics Education Research
The University of Edinburgh
Intro and overview of PeerWise
(Elluminate room)
Hands-on!
http://peerwise.cs.auckland.ac.nz/
Results of pilot implementation at Edinburgh 2010 and 2011 and Q&A
3
5. Physics Education Research
The University of Edinburgh
Student familiarity with Web 2.0
The energy and creativity of a large class
Student requests for more problems
6. Physics Education Research
The University of Edinburgh
•Web-based MCQ 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
7. Physics Education Research
The University of Edinburgh
•2007-Summer 2010
–45institutions
–260 courses
–20661students have contributed
–57324questions have been written
–1527574answers have been submitted
8. Physics Education Research
The University of Edinburgh
•To date
–140institutions
–879 courses
–47719students have contributed
–164503questions have been written
–3879994answers have been submitted
10. Physics Education Research
The University of Edinburgh
2010 -PeerWise was introduced in workshop sessions in S1 Week 5
Students worked through
structured introductory activities
Grunge Prowkers test available from www.uwe.ac.uk/elearning/examples/mcq.pdf
10
11. Physics Education Research
The University of Edinburgh
PeerWise was introduced in workshop sessions in Week 5
Students worked through
structured example task
and devised own Qs
in groups.
11
13. Physics Education Research
The University of Edinburgh
In S1, an assessment was set for the end of Week 6:
Minimum requirements:
•Write one question
•Answer 5
•Comment on & rate 3
Contributed ~3% to course assessment
13
15. Physics Education Research
The University of Edinburgh
We were deliberately
hands off.
•No moderation
•No corrections
•No interventions at all
But we did observe…..
15
16. Physics Education Research
The University of Edinburgh
Your turn!
http://peerwise.cs.auckland.ac.nz/
•Click on ‘Get started’ top right
•Course code 5808
•Pick a username (user001-user100)
•Create some general knowledge Qs
16
19. Physics Education Research
The University of Edinburgh
Uptake for in-
course assessment
(class size of
~200)
350 questions
in total
~3500 answers
~2000 comments
19
Workshop
training
Live
Due
20. Physics Education Research
The University of Edinburgh
20
They’ll put in nonsense & irrelevant questions….
22. Physics Education Research
The University of Edinburgh
Quality of submissions:
•Average quality was very good
•Few trivial questions / nonsense distracters
•‘Community moderation’ discouraged sub-par questions
22
23. Physics Education Research
The University of Edinburgh
23
The questions will be poor quality… rote learning, factual recall blah blah blah…..
28. Physics Education Research
The University of Edinburgh
Perceptions
We sought student feedback both in ‘wash-up’ sessions after the assessment and in the end of course questionnaire
28
37. Physics Education Research
The University of Edinburgh
Matched Pairs:
Scottish, male, non-majors
1
2
3
4
5
6
PW activity
X
MPA
X
MPA
LPA
LPA
No auth
PW mark
X
23
X
23
14
14
CW
70
71
48
50
62
67
Exam
56
69
49
54
40
34
Grade
B
A
D
C
D
Fail
38. Physics Education Research
The University of Edinburgh
38
Take-homes:
•Provide orientation task
•Set the quality bar very high
•Force yourself to be hands-off
•Set an assessment task
•Leave the deadline as late as you can
•Assessment is quality-based but light-load (no direct marking required)
•Unleash the creativity of your students!
39. Physics Education Research
The University of Edinburgh
Now under way:
JISC Assessment and Feedback research project: Student Generated Content for Learning (SGC4L)
http://bit.ly/SGC4L
40. Physics Education Research
The University of Edinburgh
http://bit.ly/EdPER
Acknowledgements:
We gratefully acknowledge funding from
•JISC
•Higher Education Academy UK Physical Sciences Centre.
S.P.Bates@ed.ac.uk