The 21st Century Educator - students as partners in teaching and learning
1. The
21st Century Educator
Simon Bates
simon.bates@ubc.ca
@simonpbates
bit.ly/batestalks
Students as partners in learning & teaching
2. The
21st Century Educator
Students as partners in learning & teaching
âAnatomyâ of skills
and values
Example driver of
change: technology
Case study example
Deeper engagement
with assessment,
learning
9. Technology - implications
Changing the
of many aspects of life,
âŠand learning is included
what, where, when, how,
from whom and with whom
10. So what are the
we need to embrace, develop and reïŹne?
skills, values and habits
11.
12. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
13. Case study - students as partners
âHow can I get my students to
engage more effectively with
formative assessment
opportunities in the course?â
19. Selected results & analysis
Engagement - how do students use the system?
Benefits - what is the impact on learning?
Question quality - how good is what students produce?
Relevant publications:
Scaffolding student engagement via online peer learning - European Journal of Physics 35 (4),
045002 (2014)
Student-Generated Content: Enhancing learning through sharing multiple-choice questions.
International Journal of Science Education, 1-15 (2014).
Assessing the quality of a student-generated question repository - Phys Rev ST PER (2014)
10, 020105
Student-generated assessment - Education in Chemistry (2013) 13 1
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, ~800 students
21. Not so typical implementation
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Photo by Seth Casteel
http://www.littlefriendsphoto.com
Permission to use agreed
Writing original questions is a
demanding activity
Extensive scaffolding
exercises
Revisited in subsequent
tutorials
28. Engagement with PeerWise
Generally, students did
âą Participate beyond minimum requirements
âą Engage in community learning, correcting errors
âą Create problems, not exercises
âą Provide positive feedback
29. Engagement with PeerWise
Generally, students did not
âą Contribute trivial or irrelevant questions
âą Obviously plagiarize
âą Participate much beyond assessment periods
âą Leave it to the last minute (sort ofâŠ.)
35. Question/Explanation Quality
Bloomâs 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
37. 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
39. Results (UoE 2010-11)
2 successive years of the same course (N=150, 350)
âHigh qualityâ questions: 78%, 79%
Over 90% (most likely) correct, and 3/5 of those wrong were
identified by students.
69% (2010) and 55% (2011) rated 3 or 4 for explanations
Only 2% (2010) and 4% (2011) rated 1/ 6 for taxonomic level.
40. Bottomley & Denny Biochem and Mol Biol Educ. 39(5)
352-361 (2011)
107 Year 2 biochem students
56 / 35 / 9 % of questions in lowest 3 levels.
Momsen et al CBE-Life Sci Educ 9, 436-440 (2010)
â9,713 assessment items submitted by 50 instructors in the
United States reported that 93% of the questions asked on
examinations in introductory biology courses were at the
lowest two levels of the revised Bloomâs taxonomyâ
Comparison with literature