Expert guided crowd sourced learning content: a pilot study

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Information about Expert guided crowd sourced learning content: a pilot study
Education

Published on June 19, 2014

Author: EdPER_talks

Source: slideshare.net

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Contributed talk given at STLHE2014 Kingston, ON
June 2014

Simon Bates - @simonpbates Firas Moosvi - @firasm ! bit.ly/batestalks Expert-guided crowd-sourced learning content: a pilot study

Last year…. http://goo.gl/MHvDfH

Last year….

‘Seeking’ beahviour

Challange: Can we enhance the pre-reading activity to engage more students more deeply with the material? • Requirements: • Activity outputs distributed over the whole term • Activity load: at least 2h of student time • Assessment: Submitted online, marked using a rubric • TA Load: No increased marking load ! Pilot study in 3 sections of PHYS101 Jan-Apr 2014

PHYS101: Energy and Waves http://goo.gl/OgP1Mt

PHYS101: Energy and Waves http://goo.gl/OgP1Mt

PHYS101: Energy and Waves http://goo.gl/OgP1Mt

PHYS101: Energy and Waves http://goo.gl/OgP1Mt

PHYS101: Energy and Waves http://goo.gl/OgP1Mt

Sample Learning Objects Ted-Ed: A video tutorial and a series of questions linked to time-stamps Screencast: A slideshow with annotations and voice narrations Prezi: A visual slideshow format that can be used to break down problems and many more…

Implementation Details I - Introduction to LOs • It is critical to ensure consistent delivery of scaffolding material to all students ! • Four experts introduced students to Learning Objects in their first tutorial (groups of ~50) using sample LOs 1 2 3

Implementation Details II - Logistics • Cohort split into 4 groups, 2 cycles per semester • Required to submit two (2) learning objects over the course of the term, each worth 2.5% of course grade. • In addition to the two assigned weeks, students can submit additional LOs • The two highest scoring learning objects will be used to determine themark. • LO topic must be on pre-readings for the next week

Implementation Details III - Logistics • Students submitted attachments or links to LOs online through the Blackboard LMS • Upon submission, students complete a short survey: • How did you come up with your LO topic? • Time Spent • How much did you understand the topic before/ after LO creation • Other feedback

Results 2. Time spent on Learning Objects 1. Participation Data 3. Does it actually help students ?

0 100 200 300 LO 1 LO 2 LO 3 LO 4 LO 5 LO 6 LO 7 LO 8 Number of students Assigned Optional LO submissions over the course LO submissions were constant through the term

0 50 100 150 Reading Assignments Online Homework Clicker Qs Learning Objects Number of Students Students that do not participate in course activities worth 5% LO participation relative to other course tasks worth 5% Conclusion statement

0 10 20 30 40 50 60 70 80 90 100 0 100 200 300 Grade (%) Numberofstudents LO Grade Distribution How well do students that submit an LO do? Conclusion statement from graph These students didn’t even try!

Which students aren’t submitting LOs? They’re from all walks of life! 0 10 20 30 40 50 60 70 80 90 100 0 5 10 15 20 25 Course Grade (%) Numberofstudents Course marks of students that did not participate in LOs 0 10 20 30 40 50 60 70 80 90 100 0 5 10 15 20 25 Final Exam (%) Numberofstudents Final Exam marks of students that did not participate in LOs “effort” “ability”

Which students do well on LOs? Almost everyone that puts in an effort! 0 50 100 0 50 100 Final Exam Mark LearningObjectGrade LO grade vs. Final Exam grade

0 100 200 300 400 Less than 0.5h 0.5 to 1 h 1 to 2h 2 to 3h 3 to 4h 4 to 5h More than 5h Number of students Time spent on Learning Objects Most students tended to work on each LO for at least 2 hours

0 200 400 600 800 None Little Moderate Good Excellent Number of students 0200400600800 Number of students Students report that they understand their content MUCH better after creating the LO Student self-reported understanding of LO content before and after LO submission

Can we trust student’s self-reported confidence in their own ability? Q1: Physics MCQ using Clickers ! Choices: A, B, C, D, E Q2: Do you think your answer is correct? ! Choices: Yes/No Q1: Correct Q2: Yes Q1: Incorrect Q2: No Q1: Incorrect Q2: Yes Q1: Correct Q2: No

Can we trust student’s self-reported confidence in their own ability? Q1: Physics MCQ using Clickers ! Choices: A, B, C, D, E Q2: Do you think your answer is correct? ! Choices: Yes/No Q1: Correct Q2: Yes Q1: Incorrect Q2: No Q1: Incorrect Q2: Yes Q1: Correct Q2: No Correctly Confident Incorrectly Confident

Can we trust student’s self-reported confidence in their own ability? N=470 students Q1: Correct Q2: Yes Q1: Incorrect Q2: No Q1: Incorrect Q2: Yes Q1: Correct Q2: No Correctly Confident Incorrectly Confident Most students can reliably assess their confidence

• Major Challenge: How to determine whether students that did an LO on a specific topic are actually primed to understand content better? • [Reminder] Requirements of new activity: ✓ Output: distributed over the whole term ✓ Load: at least 2h of student time ✓ Assessment: Submitted online, marked with rubric ★ TA load: No increased marking load on existing TAs Future Directions

★ TA load: No increased marking load on existing TAs Goal: Have students assess other randomly assigned learning objects during the week that content is being learned in lecture.

0 100 200 300 LO 1 LO 2 LO 3 LO 4 LO 5 LO 6 LO 7 LO 8 Number of students Assigned Optional 1 0 100 200 300 400 Less than 0.5h 0.5 to 1 h 1 to 2h 2 to 3h 3 to 4h 4 to 5h More than 5h Number of students 2 0 200 400 600 800 None Little Moderate Good Excellent Number of students 0200400600800 Number of students 3 Participation Time Spent Understanding

Sample Learning Objects

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