1. Enhancing assessment & feedback through applying technology in face to face teaching Bath Spa University Teaching & Learning Day 30 th June, 2010 Andy Ramsden Head of e-Learning University of Bath http://go.bath.ac.uk/andyramsden http://go.bath.ac.uk/e-learning eatbath-present andyramsden
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3. a little bit about you How would you classify the way you tend to teach? 07624 804 921 Talk to them, focus on the use of powerpoint Talk to them, and include wider tools, including audio& video, and web sites Engage in active leaning techniques including group work and feedback During the last semester, have you used quizzes on your VLE course? Yes No AF AE AD AC AB AA
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6. evidence on the ground The why … Lecturer Dept Technology url Bernd Sing Mathematics ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/04/28/session-report-complex-analysis/ Paul Caulfield School of Management ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/01/06/session-report-advanced-management-practices-business-and-society/ Gemma Cranston Aerospace Engineering ARS (Clickers) http://blogs.bath.ac.uk/ars/2008/12/01/de-construction-of-aircraft-performance-and-design-question/ Sabah Abdullah Economics Twitter http://opus.bath.ac.uk/15319/
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9. The why … Email those who have not watched the lecture replacement videos 1 & 2 – check things OK Upload responses to ARS from class session. Use Mazur sequence for the ARS activities This forum activity will get them working collaboratively online in groups. In lecture: present slide on who scored well In lecture: ARS Quiz in Class. Online: Assign last two questions to Seminar groups to decide what is the right answer, and why people might have voted differently Release lecture replacement video Wk 3 Online: send a reminder email to those who have not completed mcq 1 & 2 – check everything is OK Forum task is associated with stage 2 of 5 step model In lecture: refer to the summary file, and present slide on who scored well Release formative MCQ (no 2) on Moodle Online: complete forum task around region / town where born Release lecture replacement video Wk 2 Create a summary feedback (audio file) of the aggregated results from the formative test The completion of the profile and the personalisation is mapped to stage 1 of Gilly Salmon 5 step model In lecture: Set out staff and student expectations for participation Online: Release of formative MCQ (no 1) on Moodle Online: Get them to complete their Moodle Profile, to include info about web 2.0 user accounts Online: Get them to personalise their My Moodle page to include RSS feeds from key software Wk 1 Large quiz bank (mcqs) from OER Recordings (lecture replacement) Prep Notes Learning Support Learning Activities Learning Resources Week
10. a low tech model (v1) The how … This question really requires students to consider the overview of the course and apply a variety of different pieces of information. They have learnt about different aero engines and a variety of aircraft types and should be able to apply this knowledge to the set of aircraft presented to them to make an appropriate judgement on the order of their maximum range capabilities. Gemma Cranston 07624 804 921
11. a low tech model (v2) The how … Look at the following table and indicate which countries' statistics are being reported in rows A, B and C. Q1A: A is South Korea; B is Kenya; C is Canada. Q1B: A is Sri Lanka; B is Germany; C is Thailand. Q1C: A is Sri Lanka; B is Thailand; C is Sweden. Q1D: A is Namibia; B is Portugal; C is Botswana. http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html 07624 804 921 32 32 6 0,3% 1,7% 25110 C 36 36 17 2,5% 0,7% 2560 S.A. 8 8 74 1,6% 5,8% 1570 B 29 20 51 1,5% 2,5% 500 A Services Industry Agriculture Structures of total employment 1980-85 (percentages) Population growth rate 1980-91 Growth rate of GNP per capita p.a. 1980-91 GNP per capita 1991 ($ USA)
12. a low tech model (v2) – the answer is The how … In order to answer this question, students must be able to recall the relative economic rankings of various countries (KNOWLEDGE) and understand the basis for such a ranking (COMPREHENSION). They must be able to apply these concepts when information is supplied to them (APPLICATION), and they must be able to ANALYZE the given information in order to answer the question. The correct answer is 3. (A is Sri Lanka, B is Thailand, C is Sweden) Class-wide Discussion Dufresne Sequence 1. Concept question posed. 2. Small group discussion: small groups discuss the concept question (3-5 mins). 3. [voting] Students provide individual or group responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Class-wide discussion: students explain their answers and listen to the explanations of others (facilitated by tutor). 6. Lecturer summarises and explains "correct" response. http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
15. Don’t lose sight of the goal Where Next? http://bit.ly/8ZqHhk Christine Edmead http://go.bath.ac.uk/e-learning [email_address] eatbath-present “ using the clickers, every student has to question and think about her/his method to arrive at the solution (and cannot just passively lean back in the problem’s class and see what happens)” – Bernd Sing, Mathematics, University of Bath.
Notes de l'éditeur
Why classroom technologies? Keen not to come in, rattle some sabres, scattergun ideas and walk out. Hence, keep focused on authentic activities which the majority of us can relate with. Also, combine with a very practical focus, in terms of evidencing impacts on feedback, and what you, the practitioner can do … ie., empowering you, and an emerging community of learning to form, and not rely on a central services model. So looking at the picture … this reminds me of when I taught 100-odd 2 nd yr undergraduates the mysterious arts of use of computer in economic modelling. Some people paying attention (rivoted with my pearls of wisdom), some people asleep, and some people talking. Question, how to enhance the learning experience.
Very simple technology, if I design the question correctly then I open up a very exciting opportunity to gain your thoughts (individually and collectively). Show how it works … open software, get results and paste into a word cloud for visual representation
Three perspectives, all around the need to enhance the way we teach face to face, and especially in large group teaching. They all challenge the current status quo around using the lecture for the didactic delivery of information towards a more active role for the student in creating their knowledge and understanding. University of Bath is a traditional institution with significant emphasis of teaching being placed on the lecture format. 1) Theoretical back drop – model for formative assessment within a face to face context. 2) Institutional drivers – specific reference to enhancing feedback and assessment. The e-learning operational plan, attempts to operationalise many of the strategic aims 3) Student feedback at the Unit / Departmental Level
The background is a course redesign based around effective uses of technology. It is on a first year course, over 100 odd students, some outside the department, with a 2 hour lecture and online seminars. The assessment is one piece of coursework and an unseen exam. It is a semester unit (so around 12 teaching weeks). See handout (word doc) Also … cross reference with work of Christine Edmead … used ARS with questions drawn from quiz. Indicated to students their performance was poor, and motivated them to start engaging (using) the moodle quiz for formative assessment.