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.
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.
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
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.
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this plenary session, I will present some practical exemplars of how student partnerships in learning and teaching, using a range of course examples from across UBC.
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.
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
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.
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this plenary session, I will present some practical exemplars of how student partnerships in learning and teaching, using a range of course examples from across UBC.
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.
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementRebecca Ferguson
Presentation for ECTEL 2015, Toledo, Spain (the detailed version).
The related, shorter, presentation is at http://www.slideshare.net/dougclow/moving-through-moocs
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
'Learning design & learning analytics – building the links', presented by Rebecca Ferguson at 'What the Research Says' seminar held at the London Knowledge Lab on 28 November 2014.
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement.
Presentation at EC-TEL 2015, September, 2015, Toledo, Spain.
[This is the shorter, more visual version. The detailed version is available at http://www.slideshare.net/R3beccaF/moving-through-moocs-pedagogy-learning-and-patterns-of-engagement.]
Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.
Presentation by Rebecca Ferguson at Learning and Knowledge 2015 (LAK15), Poughkeepsie, NY, USA.
Massive open online courses (MOOCs) are now being used across the world to provide millions of learners with access to education. Many learners complete these courses successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern for platform providers and educators. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. However, not all platforms take this approach to learning design. Courses on the FutureLearn platform are underpinned by a social-constructivist pedagogy, which includes discussion as an important element. In this paper, we analyse engagement patterns on four FutureLearn MOOCs and find that only two clusters identified previously apply in this case. Instead, we see seven distinct patterns of engagement: Samplers, Strong Starters, Returners, Mid-way Dropouts, Nearly There, Late Completers and Keen Completers. This suggests that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy. We also make some observations about approaches to clustering in this context.
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.
Moving through MOOCs: Pedagogy, Learning and Patterns of EngagementRebecca Ferguson
Presentation for ECTEL 2015, Toledo, Spain (the detailed version).
The related, shorter, presentation is at http://www.slideshare.net/dougclow/moving-through-moocs
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
'Learning design & learning analytics – building the links', presented by Rebecca Ferguson at 'What the Research Says' seminar held at the London Knowledge Lab on 28 November 2014.
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement.
Presentation at EC-TEL 2015, September, 2015, Toledo, Spain.
[This is the shorter, more visual version. The detailed version is available at http://www.slideshare.net/R3beccaF/moving-through-moocs-pedagogy-learning-and-patterns-of-engagement.]
Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.
Presentation by Rebecca Ferguson at Learning and Knowledge 2015 (LAK15), Poughkeepsie, NY, USA.
Massive open online courses (MOOCs) are now being used across the world to provide millions of learners with access to education. Many learners complete these courses successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern for platform providers and educators. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. However, not all platforms take this approach to learning design. Courses on the FutureLearn platform are underpinned by a social-constructivist pedagogy, which includes discussion as an important element. In this paper, we analyse engagement patterns on four FutureLearn MOOCs and find that only two clusters identified previously apply in this case. Instead, we see seven distinct patterns of engagement: Samplers, Strong Starters, Returners, Mid-way Dropouts, Nearly There, Late Completers and Keen Completers. This suggests that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy. We also make some observations about approaches to clustering in this context.
The Value of Social: Comparing Open Student Modeling and Open Social Student ...Peter Brusilovsky
Brusilovsky, P., Somyurek, S., Guerra, J., Hosseini, R., and Zadorozhny, V. (2015) The Value of Social: Comparing Open Student Modeling and Open Social Student Modeling. In: F. Ricci, K. Bontcheva, O. Conlan and S. Lawless (eds.) Proceedings of 23nd Conference on User Modeling, Adaptation and Personalization (UMAP 2015), Dublin, Ireland, , June 29 - July 3, 2015, Springer Verlag, pp. 44-55, also available at http://link.springer.com/chapter/10.1007/978-3-319-20267-9_4.
Data-Driven Education: Using Big Educational Data to Improve Teaching and Learning. Keynote slides for 15th International Conference on Web-Based Learning, ICWL 2016, Rome, Italy, October 26–29.
CeLC 2010 - Preparing K-12 Teachers to Support Online LearningMichael Barbour
Barbour, M. K. & Unger, K. (2010, June). Preparing K-12 teachers to support online learning. A paper presented at the annual Canadian eLearning Conference, Edmonton, AB.
Students and Faculty – Do They Agree on What Makes an Effective Online Classr...D2L Barry
Students and Faculty – Do They Agree on What Makes an Effective Online Classroom? Kayla Westra -Minnesota West CTC. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Slides for conference program at e-Learning Korea 2016. Also this slides contain ISO/IEC TR 20748-1 Learning Analytics Interoperability - Part 1: Reference model as well as curriculum standards. Mainly this slides was prepared for LASI-Asia 2016 #lasiasia16.
Future evolution of the learning technology ecosystemSimon Bates
Keynote 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"
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
4. Learning content
Digital, open and at-scale
- 1 in 8 courses available as a MOOC, somewhere
- 370 courses, 70 institutions on Coursera
- 4 million students on MOOC platforms last year
(Coursera, edX, Udacity)
Source:
Coursera, edX, Udacity websites
5. Students
Source: ECAR Study of Undergraduate Students and Information Technology,2012.
http://educause.edu/ecar-student-2012
6. Evidence
From FL site
Source: Educause meta analysis and review of online learning studies
http://www.educause.edu/library/resources/evaluation-evidence-based-practices-online-learning-meta-analysis-and-review-online-learning-studies
7. Evidence
Meta-analysis of >1000 studies (1996-2008)
Included studies that
- contrasted online to f-2-f
- measured learning outcomes
- rigorous research design
- calculated effect size
On average, students performed better in online learning situations
Difference in outcomes largest in blended situations, but not the
media per se.
Source: Educause meta analysis and review of online learning studies
http://www.educause.edu/library/resources/evaluation-evidence-based-practices-online-learning-meta-analysis-and-review-online-learning-studies
8. Evidence
From FL site
Source: Changing Course, Sloan Consortium 2012
http://www.pearsonlearningsolutions.com/assets/downloads/reports/changing-course-survey.pdf
10. Uptake
From FL site
Source: Changing Course, Sloan Consortium 2012
http://www.pearsonlearningsolutions.com/assets/downloads/reports/changing-course-survey.pdf
Educause meta analysis and review of online learning studies
http://www.educause.edu/library/resources/evaluation-evidence-based-practices-online-learning-meta-analysis-and-review-online-learning-studies
11. But….
Source: ECAR Study of Undergraduate Students and Information Technology,2012.
http://educause.edu/ecar-student-2012
15. • Web-based Multiple Choice Question
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
peerwise.cs.auckland.ac.nz
27. Timeline
2010-11: UoE pilot study
2011-12: Multi-institution, multi-course
2012-13: UBC PHYS 101
Coursera MOOC
28
28. Previous research
• Good engagement and participation beyond
the minimum requirements
• Correlation between use and end-of-course
outcome
• Replication study in
3 institutions, 5 courses,
3 disciplines
1st year Physics N=172
University of Edinburgh
29. 1st year Physics N=172
University of Edinburgh
1st year Chemistry N=172
University of Edinburgh
30. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
1 2 3 4 5 6
Taxonomic Category
PercentageofSubmittedQuestions
Previous research
• Question quality: mapped onto levels in
cognitive domain of Bloom’s taxonomy
• Surprisingly high
overall quality, even
from ‘novices’
First semester N = 350
Second semester N = 252
31. Implementation in PHAS 101
8 sections (4-3-1) N(total)~1800
2012 W2 3 sections N=791
All non majors.
2 PeerWise assignments
- scaffolded ahead of the first
- support woven into 4 subsequent tutorials
33
32. Assessment requirements
As a minimum:
• Write one question
• Answer 5
• Comment on & rate 3
Contributed ~2.5% to course assessment
(mostly participation, small bonus for performance)
Student questions on midterm and final exams.
34
33. We were deliberately
hands off.
• No moderation
• No corrections
• No interventions at all
But we did observe…..
35
48. Take homes
• There exist a huge variety of ways you can
harness technology to support student
learning.
• Horse-before-cart
49. Acknowledgements
Physics 101 course team
Georg Rieger
Firas Moosvi
Emily Altiere UBC CWSEI
simon.bates@ubc.ca
@simonpbates
These slides:
http://bit.ly/Bates_Bham2013
Ross Galloway
Judy Hardy
Karon McBride
Alison Kay
Keith Brunton
Jonathan Riise
Danny Homer
Chemistry – Peter Kirsop
Biology – Heather McQueen
Physics – Morag Casey
Comp Sci – Paul Denny
52. Question quality analysis (1st year Physics University of Edinburgh)
Assessing the quality of a student-generated question repository, submitted to Phys
Rev, ST Phys Educ Res.
Multi-institution, multi-course study
Student-generated content: Enhancing learning through sharing multiple-choice
questions, submitted to International Journal of Science Education
Scaffolding Student Learning via Online Peer Learning, submitted to International
Journal of Science Education
Publications in preparation / review / press
Editor's Notes
Content gone digital, open and essentially free. Or very low cost.
Can follow the author
Scaffolding provided in terms of how to come up with material for good questions. The above handout (a blank version was also provided) encourages students to choose topics within their Zone of Proximal Development (Vygotsky), identify misconceptions or things they don’t understand and devise questions with a realistic context. Students got around 45 mins for this activity
Ross – placeholder for now, to be updated with accurate graphs after 14th Dec exam
A Pearson product-moment correlation was performed which showed that there was a statistically significant positive relationship between the CM score and the end-of-module examination mark (E) in all modules, with a small to moderate correlation rCME, see Table 5. First-order partial correlation was then conducted to explore this relationship, controlling for the pre-module test mark (P). The partial correlation rCME.P was found to be statistically significant, with values between 0.18 and 0.40 (see Table 5). This indicates that there was a positive relationship between the CM score and the end-of-module mark even when taking into account student ability, as measured by their pre-module test mark.
Scaffolding provided in terms of how to come up with material for good questions. The above handout (a blank version was also provided) encourages students to choose topics within their Zone of Proximal Development (Vygotsky), identify misconceptions or things they don’t understand and devise questions with a realistic context. Students got around 45 mins for this activity
We provided screencasts online to cover details of signing up, logging in, creating questions, finding questions to answer These are now hosted on the PW site.Creating most popular, viewed 170 times (not necessarily all from the 1A course) Assessment set due 9 days later
We provided screencasts online to cover details of signing up, logging in, creating questions, finding questions to answer These are now hosted on the PW site.Creating most popular, viewed 170 times (not necessarily all from the 1A course) Assessment set due 9 days later
Scaffolding provided in terms of how to come up with material for good questions. The above handout (a blank version was also provided) encourages students to choose topics within their Zone of Proximal Development (Vygotsky), identify misconceptions or things they don’t understand and devise questions with a realistic context. Students got around 45 mins for this activity
Scaffolding provided in terms of how to come up with material for good questions. The above handout (a blank version was also provided) encourages students to choose topics within their Zone of Proximal Development (Vygotsky), identify misconceptions or things they don’t understand and devise questions with a realistic context. Students got around 45 mins for this activity
Aside from this being a very creative question, with a great diagram, and a good spread of answers it is also a nice example of peer-tutoringThe author wrote the question and got the calculation wrong in the first version of the questionThis was picked up on, and corrected by, another student the same evening, and the version of the question replaced with the peer’s correct explanation We also placed one of the student generated questions on the exam (not this one).
This is typical of questions submitted by the highest performing students Focussed on quantitative problemsolving* Amusing context * Great care and attention with diags and maths The 4 images show question solutions sketch Solution maths Comment and author’s response.