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FeedbackFruits and
increasing student-teacher
interaction in your course
Klara Ashley Bonder
& Ellen Zillig-Straatman
Delft University of Technology
Ellen Zillig-Straatman MSc
Delft University of Technology
Shared Service Center ICT
Education Technology
– Functional System Administrator BB
– Project Leader Blackboard for Online
Education (BB4OE)
E.H.M.Zillig-Straatman@TUDelft.NL
2
Klara Ashley Bonder MA
Delft University of Technology
Shared Service Center
Information Management -
Education and Student Affairs
– Functional System Administrator BB
K.A.Bonder@TUDelft.NL
3
Outline
• How does you institute increase interaction between student-
teacher? (FBF LIVE)
• Didactic background & research
• FeedbackFruits: introduction & background
• Functionalities of FBF (screencast)
• Usage of FBF at the Delft University of Technology
– Thomas Klos
• Building block
• Other specifications
4
Didactic background & research (1)
5
• Typically a flipped classroom consists of 3 main elements:
– The teacher responds to questions that students still have after doing the homework.
– Students do concrete problem solving and decision making activities.
– Leverage the power of students teaching each other.
• The main in-class elements in the classroom are engaging activities.
– Using assistive technology to allow students to respond and give feedback instruction
sessions.
– maximizes available time with the instructor and focus on the higher order thinkingskills.
– Compare to a traditional setting in which students need time for note taking and
repeating information.
• An online setting changes student’s participation patterns.
– In face to face situations there are usually a few that dominate the discussion, while in an
online setting all peers contribute more equally to the discussion. (Zheng-Warschawer, p. 80)
– Dynamics shift from a teacher dominant discussion to one in which student-student
interaction is improved as they become constructors of knowledge. (Zheng-Warschawer, p. 85)
Didactic background & research (2)
6
• Once students are familiar with the online setting, discussions between
peers –without the instructor's intervention-:
– can be just as complex and evolving,
– as multiple aspects are discussed as in depth,
– and can involve the same sustained attention to the discussion as in a face-to-face
situation can. (Park et.al., p.326-327)
• The teacher as an E-moderator:
– Teaching presence seems to be a significant determinate of student satisfaction.
– The instructor has a role as an expert answering questions, but also being ‘present’ and
responding to contributions.
– Even comments by that don’t seem to add value, will still show students that you are there
monitoring/guiding the discussion. (Salmon, ch.4)
FeedbackFruits: Introduction & Background
7
8
9
"FeedbackFruits is a very promising communication and exchange platform, which
stimulates the interaction between teacher and students in and outside the class room,
and also between students themselves."
Dr.ir. Remon M. Rooij Assistant Professor, Delft University of Technology.
Functionalities of FBF
10
Functionalities of FBF
Connect
11
Functionalities of FBF
Dialog & Share
12
Functionalities of FBF
Live
13
Usage of FBF at the Delft University of Technology
14
• New teachers receive
didactic training on
effectively implementing
FBF in their courses.
• One teacher charted exam
results for his courses with
and without the use of FBF
Thomas Klos Assistant professor Algorithmics
15
Other specifications
• Usage specs.
– 80 courses at the TU Delft are using FBF
– 3500 students
– FBF has 1500 unique visitors each day
– 300 interactions with FBF per day
16
Building Block
• First version
– Developed on our servers (BB 9.1 SP11)
– Link to FeedbackFruits in the course
– Courses created based on our Course Administration System
– New Courses added automatically when first visited from BB
• Current version (version 1.4.3)
– FeedbackFruits is embedded in the course
– Courses created with their unique ID, instead of the course name
– New Courses added automatically when first visited from BB
17
Building Block (version 1.4.3)
• Installation is easy
– WAR file
– API Key
• Authentication via our University Login using SURF Connect
• Blackboard SSO
• All information is stored on the FBF servers, not in BB
• FBF does not send information back to BB
• We did a security check on the Building Block and the
connection is secure
18
Building Block (version 1.4.3) – Shared Information
– Shared Information
• User information
• UserID
• Name
• E-Mail Address
– Enrolled Courses
• Course_id
• Course name
• Course Description
• Locale (language pack)
• Course start date
• Course end date
• Course role (of the user in that course)
19
Do you have any questions?
20
References
• Park, J.H., D.L. Schallert & et.al., “Does it matter if the teacher is there?: A teacher's
contribution to emerging patterns of interactions in online classroom discussions”,
Computers & Education, 82, March 2015, 315-328.
http://dx.doi.org/10.1016/j.compedu.2014.11.019.
• Salmon, G. E-moderating (3rd. ed.). New York: Routledge, 2011.
• Zheng, B. & M. Warschauer, “Participation, interaction, and academic achievement in
an online discussion environment”, Computers & Education, 84, May 2015, 78-89.
http://dx.doi.org/10.1016/j.compedu.2015.01.008.
• Graphics:
– ©FeedbackFruits, 2015.
– Screencasts made with Kaltura.
21
Contact info
• Klara Ashley Bonder
– TU Delft/ Shared Service Centre Information Management - Education
and Student Affairs
 K.A.Bonder@tudelft.nl
• Ellen Zillig-Straatman
– TU Delft / Shared Service Centre ICT – Education Technology
 E.H.M.Zillig-Straatman@tudelft.nl
• For more information on FeedbackFruits, please talk to Casper
Hügel (casperhugel@feedbackfruits.com) here at the
conference, or email: we@feedbackfruits.com.
22

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FeedbackFruits and increasing student-teacher interaction in your course

  • 1. FeedbackFruits and increasing student-teacher interaction in your course Klara Ashley Bonder & Ellen Zillig-Straatman Delft University of Technology
  • 2. Ellen Zillig-Straatman MSc Delft University of Technology Shared Service Center ICT Education Technology – Functional System Administrator BB – Project Leader Blackboard for Online Education (BB4OE) E.H.M.Zillig-Straatman@TUDelft.NL 2
  • 3. Klara Ashley Bonder MA Delft University of Technology Shared Service Center Information Management - Education and Student Affairs – Functional System Administrator BB K.A.Bonder@TUDelft.NL 3
  • 4. Outline • How does you institute increase interaction between student- teacher? (FBF LIVE) • Didactic background & research • FeedbackFruits: introduction & background • Functionalities of FBF (screencast) • Usage of FBF at the Delft University of Technology – Thomas Klos • Building block • Other specifications 4
  • 5. Didactic background & research (1) 5 • Typically a flipped classroom consists of 3 main elements: – The teacher responds to questions that students still have after doing the homework. – Students do concrete problem solving and decision making activities. – Leverage the power of students teaching each other. • The main in-class elements in the classroom are engaging activities. – Using assistive technology to allow students to respond and give feedback instruction sessions. – maximizes available time with the instructor and focus on the higher order thinkingskills. – Compare to a traditional setting in which students need time for note taking and repeating information. • An online setting changes student’s participation patterns. – In face to face situations there are usually a few that dominate the discussion, while in an online setting all peers contribute more equally to the discussion. (Zheng-Warschawer, p. 80) – Dynamics shift from a teacher dominant discussion to one in which student-student interaction is improved as they become constructors of knowledge. (Zheng-Warschawer, p. 85)
  • 6. Didactic background & research (2) 6 • Once students are familiar with the online setting, discussions between peers –without the instructor's intervention-: – can be just as complex and evolving, – as multiple aspects are discussed as in depth, – and can involve the same sustained attention to the discussion as in a face-to-face situation can. (Park et.al., p.326-327) • The teacher as an E-moderator: – Teaching presence seems to be a significant determinate of student satisfaction. – The instructor has a role as an expert answering questions, but also being ‘present’ and responding to contributions. – Even comments by that don’t seem to add value, will still show students that you are there monitoring/guiding the discussion. (Salmon, ch.4)
  • 8. 8
  • 9. 9 "FeedbackFruits is a very promising communication and exchange platform, which stimulates the interaction between teacher and students in and outside the class room, and also between students themselves." Dr.ir. Remon M. Rooij Assistant Professor, Delft University of Technology.
  • 14. Usage of FBF at the Delft University of Technology 14 • New teachers receive didactic training on effectively implementing FBF in their courses. • One teacher charted exam results for his courses with and without the use of FBF
  • 15. Thomas Klos Assistant professor Algorithmics 15
  • 16. Other specifications • Usage specs. – 80 courses at the TU Delft are using FBF – 3500 students – FBF has 1500 unique visitors each day – 300 interactions with FBF per day 16
  • 17. Building Block • First version – Developed on our servers (BB 9.1 SP11) – Link to FeedbackFruits in the course – Courses created based on our Course Administration System – New Courses added automatically when first visited from BB • Current version (version 1.4.3) – FeedbackFruits is embedded in the course – Courses created with their unique ID, instead of the course name – New Courses added automatically when first visited from BB 17
  • 18. Building Block (version 1.4.3) • Installation is easy – WAR file – API Key • Authentication via our University Login using SURF Connect • Blackboard SSO • All information is stored on the FBF servers, not in BB • FBF does not send information back to BB • We did a security check on the Building Block and the connection is secure 18
  • 19. Building Block (version 1.4.3) – Shared Information – Shared Information • User information • UserID • Name • E-Mail Address – Enrolled Courses • Course_id • Course name • Course Description • Locale (language pack) • Course start date • Course end date • Course role (of the user in that course) 19
  • 20. Do you have any questions? 20
  • 21. References • Park, J.H., D.L. Schallert & et.al., “Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions”, Computers & Education, 82, March 2015, 315-328. http://dx.doi.org/10.1016/j.compedu.2014.11.019. • Salmon, G. E-moderating (3rd. ed.). New York: Routledge, 2011. • Zheng, B. & M. Warschauer, “Participation, interaction, and academic achievement in an online discussion environment”, Computers & Education, 84, May 2015, 78-89. http://dx.doi.org/10.1016/j.compedu.2015.01.008. • Graphics: – ©FeedbackFruits, 2015. – Screencasts made with Kaltura. 21
  • 22. Contact info • Klara Ashley Bonder – TU Delft/ Shared Service Centre Information Management - Education and Student Affairs  K.A.Bonder@tudelft.nl • Ellen Zillig-Straatman – TU Delft / Shared Service Centre ICT – Education Technology  E.H.M.Zillig-Straatman@tudelft.nl • For more information on FeedbackFruits, please talk to Casper Hügel (casperhugel@feedbackfruits.com) here at the conference, or email: we@feedbackfruits.com. 22