1. student
generated
content
for
enhanced
engagement
and
learning
Paul
Denny
paul@cs.auckland.ac.nz
The
University
of
Auckland
The
Western
Conference
on
Science
Educa>on
London,
Ontario,
Canada
|
July
9th
–
11th
2013
Simon
Bates
simon.bates@ubc.ca
The
University
of
Bri>sh
Columbia
Ross
Galloway
ross.galloway@ed.ac.uk
The
University
of
Edinburgh
2. Overview
for
the
session
1)
About
PeerWise
2)
Hands-‐on
session
3)
Research
highlights
4)
Q&A
student
generated
content
for
enhanced
engagement
and
learning
3. 1)
About
PeerWise
student
generated
content
for
enhanced
engagement
and
learning
6. Student
ownership
over
learning
resource
Student
familiarity
with
social
soQware
Leveraging
student
energy
and
creaIvity
7. Why
student
authored
ques>ons?
• A
student
contribu>ng
a
new
ques>on
would
develop
the
ques>on
stem:
QuesIon
Student
authored
ques>on
HUBS192,
2010
University
of
Otago
8. Why
student
authored
ques>ons?
AlternaIves
• And
a
set
of
plausible
alterna>ves
• Of
course,
the
correct
answer
must
be
indicated
9. Why
student
authored
ques>ons?
AlternaIves
• And
a
set
of
plausible
alterna>ves
• Of
course,
the
correct
answer
must
be
indicated
10. Why
student
authored
ques>ons?
ExplanaIon
• And
an
explana>on,
in
their
own
words
• Useful
for
students
who
answer
incorrectly
11. “You
don't
really
understand
how
much
or
how
li5le
you
know
about
a
concept
un9l
you
try
to
devise
a
good,
original
ques9on
about
it”
“The
aspect
I
found
truly
useful
was
the
crea9on
of
ques9ons,
which
reinforced
much
of
[my]
understanding
while
also
ac9vely
making
me
clarify
and
solidify
my
thought
processes
(especially
the
explana9on
parts)”
Why
student
authored
ques>ons?
Student
feedback
26. 1)
Your
ques>ons:
“view”
2)
Create
new
ques>on
3)
Preview
4)
“Make
changes”
or
“Save
ques>on”
CreaIng
a
quesIon
27. 3)
Research
highlights
student
generated
content
for
enhanced
engagement
and
learning
28. Research
highlights
• Rela>onship
between
ac>vity
and
performance
• The
quality
of
student-‐authored
ques>ons
• Influencing
student
behaviour
with
rewards
29. Ac>vity
and
learning
• Generally,
students:
– Par>cipate
beyond
minimum
requirements
– Engage
in
community
learning,
correc>ng
errors
– Create
problems,
not
exercises
– Provide
posi>ve
feedback
33. Ques>on
quality
Comprehensive
categorisa>on
of
>50%
of
repository
for
two
successive
academic
years
Principal
measures
to
define
a
‘high
quality
ques>on’
-‐
cogni>ve
level
of
ques>on
-‐
explana>on
quality
-‐
other
binary
criteria
35. 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
1 2 3 4 5 6
Taxonomic Category
PercentageofSubmittedQuestions
First semester N = 350
Second semester N = 252
Results: Question level Physics 1A / 1B 2011
36. • Badge
/
achievement
system
• Randomised
controlled
trial
(n
>
1000)
Authoring
ques>ons
Evalua>ng
ques>ons
Answering
ques>ons
Other
Do
rewards
work?
37. No
difference
between
groups
with
respect
to
answer
correctness
+
13%
+
22%
DistribuIon
of
days
of
acIvity
differs
significantly
between
groups:
p
<
0.001
DistribuIon
of
answers
per
student
differs
significantly
between
groups:
p
<
0.001
38. Implica>ons
• Badges
can
have
a
measurable
posi>ve
impact
on
some
student
ac>ons
• No
nega>ve
effects
on
ac>vity
or
percep>ons:
a
low-‐risk
proposi>on
39. Please
join
us!
hWp://www.peerwise-‐community.org/
These
slides
hWp://bit.ly/WCSE_PW
40. 4)
Q
&
A
student
generated
content
for
enhanced
engagement
and
learning
41. Publica>ons
“Student-‐generated
content:
using
PeerWise
to
enhance
engagement
and
outcomes
in
introductory
physics
courses”
(S.
P.
Bates,
R.
K.
Galloway,
K.
L.
McBride),
In
2011
Physics
Educa>on
Research
Conference
(NS
Rebello,
PV
Engelhardt,
C
Singh,
eds.),
Amer.
Inst.
Physics,
volume
1413,
2012.
(Physics
Educa>on
Research
Conference,
Omaha,
NE,
2011)
“Student-‐generated
content:
Enhancing
learning
through
sharing
mulIple-‐choice
quesIons”
(J.
A.
Hardy,
S.
P.
Bates,
M.
M.
Casey,
K.
W.
Galloway,
R.
K.
Galloway,
A.
E.
Kay,
P.
Kirsop,
&
H.
A.
McQueen),
submiqed
to
Interna>onal
Journal
of
Science
Educa>on
“Assessing
the
quality
of
a
student-‐generated
quesIon
repository”
(S.
P.
Bates,
R.
K.
Galloway,
J.
Riise,
and
D.
Homer)
in
review
with
Physical
Review
Special
Topics:PER
“The
Effect
of
Virtual
Achievements
on
Student
Engagement”
(P.
Denny),
In
Proceedings
of
the
SIGCHI
Conference
on
Human
Factors
in
Compu>ng
Systems
(CHI
'13),
pp
763-‐772.
ACM,
2013.