WA forum personalised learning and support

Go to
– b.socrative.com and follow ‘student login’
– Room = “WAFORUM”

Personalising learning and
support in large classes
Standing out from a Crowd
SumAll CC BY-NC-ND 2.0
https://flic.kr/p/kYbv4C
Professor Adam Bridgeman
Director, Educational Innovation
Deputy Vice Chancellor (Education) Portfolio
Australian National Learning and Teaching Fellow

A future of personalised learning and support
Supporting
students
transition to
university
Personalised
online learning
and support
Active and social
learning with an
inquiry focus

Opportunities for personalisation
Semester
WeekLabLecture Lecture
Break Stuvac ExamsWeek 1
Test
Pre-
work
Pre-
work
Post-work
Report ExamTest
OnlineDiscussion
forum
LMS Videos Quizze
s
Other
tools/resources
Tutorial
Post-work

Re-engaging students with lectures
– Multiple streams of
lectures
– 20+ lecturers with varying
styles, engagement and
experience
Students Lecturer
WeekLecture

Preparation encourages participation (including
attendance)
– Pre-lecture videos made with screen capture software
– Mastery quizzes which students can repeat (& repeat & repeat)
– Provides data before class on potential issues
firstyear.chem.usyd.edu.au/iChem/

Social and active face-to-face time
CHEM1001: Worksheet – Lecture 14
Model 1: Shells and sub-shells
The$Bohr$model$of$electron$orbits$(shells)$is$an$over6simplification.$$In$practice$the$shells$are$split$into$
sub6shells,$the$number$of$sub6shells$depending$on$the$size$of$the$shell.$$The$Periodic$Table$reflects$
the$sequential$filling$of$sub6shells$starting$from$the$one$closest$to$the$nucleus.$
Critical thinking questions
1. Complete$the$table$by$indicating$the$maximum$number$of$electrons$that$can$fit$into$each$sub6
shell$and$shell$
$ s"sub6shell$ p"sub6shell$ d"sub6shell$ Total$number$of$electrons$in$shell$
n&=$1$shell$ $ $ $ $
n&=$2$shell$ $ $ $ $
n&=$3$shell$ $ $ $ $
2. Which$groups$in$the$Periodic$Table$represent$elements$in$which$an$s6sub6shell$is$being$filled?$$
This$is$the$‘s6block’$of$the$Periodic$Table.$
$
3. Which$groups$in$the$Periodic$Table$represent$elements$in$which$a$p6sub6shell$is$being$filled?$$
This$is$the$‘p6block’$of$the$Periodic$Table.$
$
4. Which$groups$in$the$Periodic$Table$represent$elements$in$which$a$d6sub6shell$is$being$filled?$$
This$is$the$‘d6block’$of$the$Periodic$Table.$
Model 2: Electron configurations
We$can$label$the$sub6shells$with$a$number$which$indicates$the$shell$
to$which$it$belongs,$a$letter$indicating$the$sub6shell$and$a$superscript$
indicating$the$number$of$electrons$present.$$So$2p4
$indicates$the$
second$shell,$the$p6sub6shell$and$the$presence$of$four$electrons.$$
The$sub6shells$are$filled$from$the$most$stable$first,$along$the$
diagonals$in$the$picture:$$
1s&®$2s$®$2p&$®$3s$®$3p&®$4s&®$3d&®$4p$
Critical thinking questions
1. Write$the$electron$configurations$of$the$following$atoms:$
$
(a) B:$ $ $ (b)$ C$ $ $ (c)$ N$
$
(d)$ O$ $ $ (e)$ F$ $ $ (f)$ Ne$

POGIL-style worksheets
8
– Learning cycle of exploration, concept invention and
application
– Students work in a discovery team-based environment
– Maximum length of 2 sides
– Interspersed with mini-lectures, feedback and discussion
– Instant and constant feedback on level of understanding and
misconceptions

Formative assessment
Finding out students’ knowledge and misconceptions during learning to
modify them and provide feedback
– In class activities and polls
– measure students understanding and misconceptions
– identify ways to engage and bring out ideas
– Go to
– b.socrative.com and follow ‘student login’
– Room = “WAFORUM”
– Low stakes online and in-class ‘formal’ quizzes

Opportunities for personalisation
SemesterBreak Stuvac ExamsWeek 1
Test Report ExamTest
OnlineDiscussion
forum
Blackboar
d
Videos Quizze
s
Other
tools/resources
Week
Pre-
work
Post-work Post-workPre-
work
Lecture Lab TutorialLecture

Designing assessments to give feedback and provide
data
– ‘Fast and personal feedback’ on MCQ tests and assignments

Personalising learning support
1

Active learning online: aggregating and tagging
resources
Curating of resources by staff and students

Using data to personalise support
OnlineDiscussion
forum
Blackboar
d
Videos Quizze
s
Other
tools/resources
Week
Pre-
work
work
How do you know students are engaged and
succeeding?

Using data to personalise support
OnlineDiscussion
forum
Blackboar
d
Videos Quizze
s
Other
tools/resources
Week
Pre-
work
work
Last
login
Posts,
views
Views Marks,
attempts
Marks,
outcome
s
Mark
s
Attendanc
e,
comments
, grades
Attendanc
e,
comments
, grades
Submissio
n, marks,
feedback
Marks,
outcome
s
Mark
s

Meaningful and personalised actions from data
Data starts to enable each
teacher to support
each individual personally:
– Provide remedial or
additional academic
support & advice
– Target encouragement
– Provide targeted and
relevant feedback
– Target limited student
support services
Test Report
Discussion
forum
Blackboar
d
Videos
Quizze
s
Pre-
work
Class
Last
login
Posts,
views
Views
Marks,
attempts
Marks,
outcome
s
Mark
s
Attendanc
e,
comments
, grades
Submissio
n, marks,
feedback

The Student Relationship Engagement System
Customised
web portal
Email
and/or SMS
In situ
Machine
learning

Customisable, personalised, and targeted feedback

Emails and/or SMS: personalised feedback

Customisable web portal

In situ: data-enriched interactions

How academics are using the SRES
– Personalising student contact
– Unenrolment/withdrawal advice
– Providing further assistance
– Referring to student services
– Offering to discuss in person
– Raising attendance, submission, completion,
performance issues
– Reminders of upcoming assessments
– Suggestions for improvement
– Invitation to upcoming events
– Acknowledging and encouraging improvements
– Requesting feedback
– Offering further work/study opportunities
Remedial
Progressive

How academics are using the SRES

Impact of personalising learning support
This is my fourth year at University and this is the
first time a teacher has sent a personal email like
this giving advice.
Many thanks Adam. I really appreciate how
you keep in contact and keep an eye on us. It's
such a big class, I don't know how you do it.
With the SRES we have had a
reduction in absent fails to none [per
year]. Students have also commented
that the personalized emails helped
make them feel like their work was
valued and helped them stay on
track. Student engagement has also
increased with the number of students
completing online activities increasing
from approximately 50% to 98%.
When I tried the SRES for the first time, I was blown away
by the immediate reaction from my students… [they] were
really pleased to have been singled out and either
offered help or praised for their efforts. This is motivating
for both ends of the spectrum… [The SRES] engages
students easily and effectively.
I've found the SRES to be a useful motivational tool… I was surprised
and gratified by how much students valued our encouragement and
recognition… It shows how helpful the SRES is in allowing us to give the
kind of personalised attention to students that time wouldn't otherwise
allow.

Impact of personalising learning support
– Nursing
– Students more connected to teachers
– Reduced absent fails
– Increased completion of compulsory work
– Sciences
– Students feel more connected to teachers
– Reduced absent fails
– Reduced attrition (saved $700k)
– Merit grade distribution shifted right
– Engineering
– Increased unit of study survey (USS) feedback scores
– Health sciences
– Improved attendance in class

Week 4 // Open Door – peer observation
Socialise peer observation
Involve all faculties
Encourage cross faculty conversations
Highlight novel teaching approaches
Celebrate great teachers

First year coordinators program
– The educational leadership and importance of the first year coordinator
cannot be overstated
– Coordinators from every faculty given workload relief to attend highly
practical program
– Personal career enhancement include support for Higher Education
Academy Fellowship application
– Tools for improving the student experience, linked to unit of study
evaluations and faculty key performance indicators.
– Constructive peer feedback on their teaching and unit design
– Fortnightly sessions in phase with semester tasks

Thank you
adam.bridgeman@sydney.edu.au
@AdamBridgem
an
Teaching@Sydney
@SydneyEduInn
ov

Student comments on approach
– I actually genuinely looked forward to and was excited to attend (unlike most other classes I've taken this year).
– …. so good I'm considering changing my degree to organic chemistry or biochemistry.
– They're great at keeping the subject matter interesting and make understanding the concepts super easy
– “Keeps me on task throughout semester and means I come to lectures with a head start
– Creative and interactive environment that is engaging to learn in.
– They gave a good background/starting point into the content in the upcoming week, which made the content easier
to learn since it wasn’t the first time we were exposed to the content. They made me feel more prepared for lectures
and were a nice summary for revision.
– I think they were great because even in the weeks when I felt so busy, and other study plans had to be put aside, I
felt motivated to make the time to watch the video and do the quiz. They helped with lecture content too.
– By the end of semester I valued the extra exposure to content that the videos provided, and I wished that I had them
in other subjects.

Incentives to attend lectures
0
5
10
15
20
25
30
35
40
NumberofStudents
Semester 1 Semester 2
* = Active Learning

Perceptions of online learning materials
“The video
lectures were
useful to my
learning”
“The pre-lecture
quizzes were
useful to my
learning”
Strongly Disagree
.
Disagree
Neutral
Agree
Strongly Agree

WA forum personalised learning and support

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