students as co-creators: strategies for high quality ... · high quality engagement and learning ....
TRANSCRIPT
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Students as co-creators: Strategies for high quality engagement and learning
Judy Hardy and Alison Kay School of Physics & Astronomy
University of Edinburgh
[email protected] [email protected]
Physics Education Research The University of Edinburgh
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• Students as co-creators of learning
• Active engagement: examples – Peer instruction – Flipped classroom – PeerWise
• Barriers to adoption
– Why research evidence is not always enough
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Students as co-creators of learning?
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Students as co-creators of learning
• Interactive engagement – ‘Promote conceptual understanding
through…heads-on (always) and hands-on (usually) activities which yield immediate feedback through discussion with peers and/or instructors’
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R.R. Hake, Am. J. Phys. 66, 64 (1998)
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Interactive engagement
5 R.R. Hake, Am. J. Phys. 66, 64 (1998)
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Student difficulties & misconceptions
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W.J. Gerace, in Phys. Educ. Res. Conf. 2001 (Rochester, New York, 2001)
Gerace’s model of knowledge structure
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Active engagement
• Some examples from our own teaching & research:
• Peer instruction
• Flipped classroom
• PeerWise
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Peer Instruction
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Peer instruction
• Ausubel’s Dictum: ‘Ascertain what the
student knows and teach accordingly.’
• Kathleen Fisher: ‘Ascertain what the student misunderstands and teach accordingly.’
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D.P. Ausubel, J.D. Novak, H. Hanesian et al, (1968) K.M. Fisher and D.E. Moody, in Mapp. Biol. Knowl. (Springer, 2002), pp. 55–75
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Peer instruction
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Confirm and summarise
Students re-vote
Students discuss amongst themselves
Students think and vote
Pose question
Whole class discussion
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Flipped classroom
14 E. Mazur, Peer Instruction: A User’s Manual (Addison-Wesley, 1997)
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Flipped classroom
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Pre-lecture study
Course resources
Pre-lecture quiz
‘What I still don’t understand…’
Week n-1
Lectures
Peer instruction Week
n
Workshop
Problem solving
Hand-in assignment
Problems PeerWise
Week n+1
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Time on task
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0%5%
10%15%20%25%30%35%40%45%50%
~ 0 ~ N/2 ~ N ~ 2N > 2NHours of Private Study
Frac
tion
of S
tude
nts
Traditional Inverted
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Time on task
17
0%5%
10%15%20%25%30%35%40%45%50%
~ 0 ~ N/2 ~ N ~ 2N > 2NHours of Private Study
Frac
tion
of S
tude
nts
Traditional Inverted
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Student views
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• Really like that you need to prepare for the lectures as the lectures themselves are much more interesting.
• This was more interactive, which helped further our understanding of the material. I strongly believe you learn from doing rather than listening.
• Sometimes it would have been more useful to explore formulas, derive things and especially explain everything.
• Too much clicker questions at lecture and not enough explanation.
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Pre-test Scores
0
5
10
15
20
25
30
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
ScoreFr
eque
ncy
Pre-test n=161
Does it work?
Year <g> 2006-07 0.33(4) 2007-08 0.58(2) 2008-09 0.54(2) 2009-10 0.54(2) 2010-11 0.38(3) 2011-12 0.55(3) 2012-13 0.44(3) 2013-14 0.45
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0
5
10
15
20
25
30
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Freq
uenc
y
Score
Post-test Scores
Post-test n=161
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“a little bit disappointing”
still twice as effective
Some perspective…
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PeerWise
https://peerwise.cs.auckland.ac.nz
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PeerWise
• Web-based MCQ repository • Content created by and for students
– Write questions & associated explanations
– Answer questions written by other students
– Rate questions for quality & difficulty
– Take part in discussions – Follow other authors
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How we scaffold PeerWise use
• Introduced in hands-on workshop session
• Students worked
through structured examples then devised own Qs in groups
• Encouraged to choose topics in their ‘Zone of Proximal Development’
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L.S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes (Harvard University Press, Cambridge, MA, 1978).
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Typical assessment requirements: Physics 1A
• Two deadlines – Spaced through the
semester
• Minimum requirements per deadline: – Write 1 question – Answer 5 – Comment on & rate 3
• Contributes 4% to
course assessment
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PeerWise interface
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Benefits for students
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Question writing, creating distractors and explaining answers – synthesizing materials, meta-cognitive awareness
Creation of a bank of questions to test knowledge and understanding
Reviewing questions and explanations – critical thinking, evaluation
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Courses in this study
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Physics 1A (Edinburgh) 1st year 1st semester Physics 1B (Edinburgh) 1st year 2nd semester follow on from 1A Physics 2 (Glasgow) 2nd year full year course
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PeerWise engagement and exam performance
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Multiple Measure of PeerWise engagement Number of questions authored Number of questions answered Number of quality comments given Number of quality comments received Standardized and summed for each student
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Relationship with exam score
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Is overall engagement associated with higher exam performance? Do any associations remain when controlling for prior-ability?
Dependent Variable: Exam score Independent Variable(s): MM Pre-score
before PeerWise use
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Association between MM and exam score …
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0.00
0.05
0.10
0.15
0.20
0.25
0.30
0.35
Phys.1A 11-
12
Phys.1A 12-
13
Phys.1A 13-
14
Phys.1B 11-
12
Phys.1B 12-
13
Phys.1B 13-
14
Glas.Phys.11-12
Glas.Phys.12-13
Glas.Phys.13-14
Stan
dard
ized
Bet
a
Plot of standardized coefficients from regression analysis
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… controlling for prior ability
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0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
Phys.1A 11-
12
Phys.1A 12-
13
Phys.1A 13-
14
Phys.1B 11-
12
Phys.1B 12-
13
Phys.1B 13-
14
Glas.Phys.11-12
Glas.Phys.12-13
Glas.Phys.13-14
Sta
nd
ard
ized
Bet
a
Plot of standardized coefficients from regression analysis
MMPre-score
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Research conclusions
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Complicated relationship between PeerWise engagement and attainment Small but significant effects: PeerWise is a small component of course; exams no MCQ component Are effects consistent across ability levels and courses? More philosophical question: is exam performance the best way to capture skills PeerWise aims to promote?
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Barriers to adoption
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• Barriers to adoption: – Why is research evidence not always enough?
“Good ideas, supported by convincing evidence of efficacy, will spread ‘naturally’—that, on learning about the success of particular initiatives, others will become convinced enough to try them. The evidence in support of this theory is…lacking”
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E. Seymour, Sci. Educ. 86, 79 (2002)
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• Survey of 281 academic staff in 37 UK university physics departments:
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Attitudes to teaching
If I didn’t have to teach, I wouldn’t 12% 77%
Teaching is the most useful thing I do as an academic 26% 33%
Teaching staff are dedicated and engaged
I take as much professional pride in my teaching as I do in my research 84% 9%
Agree / strongly agree
Disagree / strongly disagree
J. Hardy et al., Fostering Learning Improvements in Physics (2014)
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• USA study (722 physics faculty):
– 87% of respondents familiar with at least one evidence-based reformed instructional strategy
– 27% use at least one of them
• UK study (281 physics faculty):
– 64% of respondents familiar with at least one evidence-based reformed instructional strategy
– 48% use at least one of them
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Are staff aware of teaching innovations?
J. Hardy et al., Fostering Learning Improvements in Physics (2014)
M. Dancy and C. Henderson, Am. J. Phys. 78, 1056 (2010)
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• USA study: – 53% of respondents said lack of time prevented them
from using research-informed instructional strategies
• UK study: – 44% of respondents said they do not have enough
time to teach the way they would like to
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What are the challenges for staff? Structural factors
Preparation [for flipped classroom] took roughly 20 hours for the first class, dropping to 10 hours by the third class. We estimate that under normal
circumstances a moderately experienced instructor would require about 5 hours of preparation time per one hour class.
L. Deslauriers, E. Schelew, and C. Wieman, Science 332, 862 (2011)
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• USA study: – ~1/3 of respondents who tried a research-informed
instructional strategy subsequently stopped
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What are the challenges for staff? Pedagogical context
There are too many choices of teaching innovations; I don’t know which to choose.
I tried to use clickers, but I didn’t see any improvements, so I returned to traditional lecturing.
J.M. Fraser et al., Rep. Prog. Phys. 77, 032401 (2014)
C. Henderson et al., Phys. Rev. Spec. Top. - Phys. Educ. Res. 8, 1 (2012)
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Implementation in practice
• Only ~20-25% of staff use evidence-based teaching approaches without modification
• Wide range of implementation practices leading to different classroom norms (during peer instruction)
• Extensive use of student test performance (by staff) and student evaluations (by institutions) to evaluate effectiveness (USA study)
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C. Henderson and M. Dancy, Phys. Rev. Spec. Top. - Phys. Educ. Res. 5, 020107 (2009)
C. Turpen and N.D. Finkelstein, Phys. Rev. Spec. Top. - Phys. Educ. Res. 6, 020123 (2010)
C. Henderson et al, Phys. Rev. Spec. Top. - Phys. Educ. Res. 10, 010106 (2014)
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Confirm and summarise
Students re-vote
Students discuss amongst themselves
Students think and vote
Pose question
Whole class discussion
Example: Peer Instruction
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• ‘awareness’ knowledge
• ‘how-to’ knowledge
• ‘principles’ knowledge
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Implementing change
C. Henderson and M.H. Dancy, Am. J. Phys. 76, 79 (2008)
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So what can be done?
• Implementation in the classroom needs to be aligned with the
underlying educational principles • Educational reforms need to take account of the local, often
complex, classroom context • Effective strategies take time to embed
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C. Henderson, A. Beach, and N. Finkelstein, J. Res. Sci. Teach. 48, 952 (2011)
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Summary
• Students as co-creators of learning
• Active engagement: examples
– Peer instruction – Flipped classroom – PeerWise
• Barriers to adoption
– Alignment between principles and practice – No quick fixes
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