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Kelvin Lee Department of Communication Studies P C Yuen Department of Computer Science
HONG KONG BAPTIST UNIVERSITY
An Interdisciplinary GE course: From preparation to execution to formative assessment
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Content
• Background
• Problems
• Solutions
• Results
• Conclusions
An Interdisciplinary GE course: From preparation to execution to formative assessment
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Professor Yuen Pong Chi Head, Dept. of Computer Science HKBU
Background
Dr. Lee Kai Wah, Kelvin Dept. of Communication Studies HKBU
Research Interests: Human Face Recognition, biometric template protection, video surveillance
Research Interests: Computer Graphics and Animation, Interactive Programming, Visual Design
• COMP1610/DGC1330 – “Interactive Computing for Visual Communication”
• Interdisciplinary GE course jointly offered by the Department of Communication
Studies and the Department of Computer Science.
An Interdisciplinary GE course: From preparation to execution to formative assessment
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Background
• COMP1610/DGC1330 – “Interactive Computing for Visual Communication”
• Interdisciplinary GE course jointly offered by the Department of Communication
Studies and the Department of Computer Science.
GE Requirements Units
Cores 26
Distributions 1. Arts 2. Business 3. COMMUNICATION/VISUAL ARTS 4. SCIENCE/CHINESE MEDICINE
5. Social Sciences
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An Interdisciplinary GE course: From preparation to execution to formative assessment
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Background Pilot Run in Fall Semester 2011
Time
Oct 2009
Dec 2009
Jan 2010
Jun 2010
Sep 2011
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Background
• Computer evolution
The "ENIAC" - Electronic Numerical Integrator and Computer World’s First Computer February 14, 1946
90s Desktop iPhone 4
An Interdisciplinary GE course: From preparation to execution to formative assessment
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Background
• Computer evolution
• End user diversification
An Interdisciplinary GE course: From preparation to execution to formative assessment
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Background
• Computer evolution
• End user diversification
• Application Scope
An Interdisciplinary GE course: From preparation to execution to formative assessment
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Background
• Computer evolution
• End user diversification
• Application Scope
Visual Literacy
Computing Literacy
An Interdisciplinary GE course: From preparation to execution to formative assessment
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Problems Enrollment Statistics
Study of Year Number of Students
First 14
Second 8
Third 11
TOTAL 33
An Interdisciplinary GE course: From preparation to execution to formative assessment
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Problems
Majors Number of Students
English 3
Music 1
Translation 1
Visual Arts 6
Computer Science 5
Communication 11
Social Work 2
European Studies 3
Statistics 1
Enrollment Statistics
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Problems
Typical Stereotypes
• Visual needs artistic talents • Computing demands strong mathematical skills
Professional -> General Education
How to make it truly interdisciplinary?
No prerequisites, mixed backgrounds of study year and disciplines
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Solutions
No prerequisites, mixed backgrounds of study year and disciplines
Outcome-based Learning
An Interdisciplinary GE course: From preparation to execution to formative assessment
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Solutions
Outcome-based Learning
• Tangible learning outcomes in labs, assignments and projects
• Visual for interface, Computing for interaction
• Emphasis on understandings, integrations and achievements
• Appreciation of ideas and contemporary applications
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Solutions
No. Learning Outcomes (LOs) 1 Describe the fundamental principles and high-level concepts of programming.
2 Apply the essential visual communication principles for new media design.
3 Master the core programming concepts and develop applications with high-level block building development environment such as Processing.
4 Design and leverage the visual and interactivity capabilities of various types of new media.
5 Integrate and apply the knowledge learnt to develop new media applications such as interactive online advertisement, interactive games and augmented reality.
Outcome-based Learning
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Solutions
Assessment Schedule
Week Date Lab Assignments Project
1 08 Sept Announce
2 15 Sept Lab
3 22 Sept
4 29 Sept Hand in member list
5 06 Oct Lab
6 13 Oct Lab Announce
7 20 Oct Lab
Hand in proposal
8 27 Oct Hand-in
9 03 Nov Announce Proposal Presentation
10 10 Nov Lab
11 17 Nov Hand-in
12 24 Nov
13 01 Dec Project presentation and Report
submission
Outcome-based Learning
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Solutions
First Lecture highlights the course aims via applications/demonstration related to their daily life.
Explain the technologies and design principles behind those applications
Arouse students’ interests and establish their confidence by learning-by-doing
Typical Stereotypes
• Visual needs artistic talents • Computing demands strong mathematical skills
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Solutions • Excerpt of Lecture 1 note
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Solutions
Identify a common platform with Visual and Computing capability for practice - Processing
Pinpoint the essential links between the topics discussed in each lecture
Discuss how visual communication theories can be implemented from the computational point of view
Integrative assessments demand both sides of knowledge: Visual and Computing
Professional -> General Education
How to make it truly interdisciplinary?
An Interdisciplinary GE course: From preparation to execution to formative assessment
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Solutions Developed by Casey Reas and Benjamin Fry of Aesthetics and Computation research group of MIT in 2001. http://www.processing.org
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Solutions
Lab sessions : in a progressive mode
Assignments : demand knowledge built from lab sessions
Group Project : learn-by-examples, encourage creativity
Examination : Basic principles and theories, analysis and understandings
Rubrics : Labs, Assignments and Project
Integrative Assessment Methods : multiply perspective & synthesis
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Solutions Assignment One : Interactive Puzzle
COMS Faculty Forum March 16, 2012
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Solutions Assignment Two : Interactive Tapping Game
COMS Faculty Forum March 16, 2012
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Solutions Assignment Rubrics
COMS Faculty Forum March 16, 2012
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Results: Project Showcases • A basic working code template with primitive graphics and design is
provided – Angry Bird variant
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Solutions Project Rubrics
COMS Faculty Forum March 16, 2012
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Results: Project Showcases
Title : Sticky Notes Students : Chow Tsz Tung (PRA), Lee Shuk Yee (PRA)
Title : Crazy Bakery
Students : Mo Pian (PRA), Xu Jiaying(PRA) Title : Naughty Boy Students : Au Ka Ho (MUS), Chu Ting Fung (COMP)
For more showcases, please check the website at
http://www.comp.hkbu.edu.hk/~comp1610/showreel.html
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Results: Formative Review Exercise Conducted by Centre for Holistic Teaching and Learning
Qualitative and quantitative studies of learning experience Learning Experience Inventory – Course (LEI-C): learning
experience, interests and reflections
Study Process Questionnaire (SPQ): study the changes in students’ approaches to learning attribute
Focus group interviews
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Results: Formative Review Exercise Learning Experience Inventory – Course (LEI-C)
S1 S2-3 S4 S5 S1,5-6 S2,4 S1-4 S1-2 S1-3,5 S4 S1-2
C15 C16 C18 C19 C20 C21 C4 C5 C10 C11 C14 C8 C9 C6 C12 C13 C7
ARTS AVA BUS COMM SCISCI/
COMM
Category 1 3.80 3.94 3.92 3.44 3.88 4.33 3.93 3.77 3.00 4.19 4.00 3.78 3.85 4.13 3.87 3.84 3.66 4.05 3.56 3.96 3.96 3.76
Category 2 3.84 4.00 3.98 3.69 3.88 4.46 3.99 3.67 2.92 4.06 3.91 3.83 3.86 4.17 3.86 3.86 3.64 4.00 3.55 4.14 3.96 3.82
Category 3 3.69 3.87 3.80 3.35 3.75 4.29 3.80 3.58 3.04 3.81 3.76 3.84 3.60 4.04 3.68 3.61 3.39 3.84 3.46 3.87 4.10 3.64
Category 4 3.81 3.91 4.08 3.63 3.75 4.42 3.78 3.52 2.95 4.00 3.90 3.78 3.70 4.10 3.76 3.69 3.72 4.04 3.54 3.95 3.77 3.65
Category 5 3.61 3.61 3.98 3.56 3.50 4.21 3.54 3.55 2.88 3.69 3.86 3.76 3.58 3.98 3.70 3.60 3.40 3.75 3.64 3.84 3.79 3.50
0.00
1.00
2.00
3.00
4.00
5.00
Me
an S
core
Mean Scores of LEI-C Category 1-5 by Course Unit and Faculty (2011-2012 Semester 1)
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Results: Formative Review Exercise Learning Experience Inventory – Course (LEI-C)
S1 S2-3 S4 S5 S1,5-6 S2,4 S1-4 S1-2 S1-3,5 S4 S1-2
C15 C16 C18 C19 C20 C21 C4 C5 C10 C11 C14 C8 C9 C6 C12 C13 C7
ARTS AVA BUS COMM SCISCI/
COMM
Category 1 3.80 3.94 3.92 3.44 3.88 4.33 3.93 3.77 3.00 4.19 4.00 3.78 3.85 4.13 3.87 3.84 3.66 4.05 3.56 3.96 3.96 3.76
Category 2 3.84 4.00 3.98 3.69 3.88 4.46 3.99 3.67 2.92 4.06 3.91 3.83 3.86 4.17 3.86 3.86 3.64 4.00 3.55 4.14 3.96 3.82
Category 3 3.69 3.87 3.80 3.35 3.75 4.29 3.80 3.58 3.04 3.81 3.76 3.84 3.60 4.04 3.68 3.61 3.39 3.84 3.46 3.87 4.10 3.64
Category 4 3.81 3.91 4.08 3.63 3.75 4.42 3.78 3.52 2.95 4.00 3.90 3.78 3.70 4.10 3.76 3.69 3.72 4.04 3.54 3.95 3.77 3.65
Category 5 3.61 3.61 3.98 3.56 3.50 4.21 3.54 3.55 2.88 3.69 3.86 3.76 3.58 3.98 3.70 3.60 3.40 3.75 3.64 3.84 3.79 3.50
0.00
1.00
2.00
3.00
4.00
5.00
Me
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core
Mean Scores of LEI-C Category 1-5 by Course Unit and Faculty (2011-2012 Semester 1)
Category 1 What I am to learn?
Category 2 How to go about learning it?
Category 3 How well did I learn it?
Category 4 How I feel about my learning?
Category 5 Reflecting on my learning?
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Results: Formative Review Exercise Study Process Questionnaire - (SPQ)
SPQ1 conducted in week-2 and SPQ2 week-12
Deep Learning Surface Learning
Focus is on “what is signified” Focus is on the “signs”
Relates previous knowledge to new knowledge Focus on unrelated parts of the task
Relates knowledge from different courses Information for assessment is simply memorized
Relates theoretical ideas to everyday experience Facts and concepts are associated unreflectively
Relates and distinguishes evidence and argument Principles are not distinguished from examples
Organize and structures content into coherent whole
Task is treated as an external imposition
Emphasis is internal, from within the student Emphasis is external, from demands of assessment
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Results: Formative Review Exercise Study Process Questionnaire - (SPQ)
29.82 26.59
31.33
26.53
0.00
10.00
20.00
30.00
40.00
50.00
Deep Approach Surface Approach
Me
an S
core
Approach
SPQ1 & SPQ2 Comparison: Deep Approach and Surface Approach
SPQ1 SPQ2
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Results: Formative Review Exercise Study Process Questionnaire - (SPQ)
14.76 15.61
12.35 14.00
15.50 15.83
12.29 14.22
0.00
5.00
10.00
15.00
20.00
25.00
Deep Motive Deep Strategy Surface Motive Surface Strategy
Me
an S
core
Motive and Strategy
SPQ1 & SPQ2 Comparison: Sub-Scales
SPQ1 SPQ2
Deep Surface
Motive Intrinsic interest Fear of failure
Strategy Maximize meaning Narrow target, rote learn
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Results: Formative Review Exercise Focus Group Interviews
• What students most appreciated “This course is very interesting”; “The professors are very helpful”; “And it is a great pleasure to do the assignment”; “We can use our assignment for our phones”.
• Recommendations from students Workload is a bit heavy. “I am a year three student, and I feel the workload of this course is comparable to level 3 courses”. There is a gap between learning and assessment. “The final project is very difficult and the regular assignment is easy. What we have learnt from the class is not adequate for us to work out the final project.”
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Results: Formative Review Exercise Focus Group Interviews
• All three students recommended that the instructors could elaborate on some knowledge point and consider students’ prior knowledge.
• “Some of us do not have computer science background. In terms of math, the instructor would say “this function is to make…”. However, we do not understand why. When we make the program, it causes difficulty because we did not understand why. In our final project, we know we have learned this, but we could not apply. I hope the teacher could elaborate.”
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Results: Online TE
Positive Comments COMP1610 / DGC1330
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Results: Online TE
Negative Comments COMP1610 / DGC1330
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Conclusions
Wonderful experience in team teaching
Need to select and filter materials appropriate for the student standards and also fulfill the interdisciplinary nature
Revise the assessments to balance the work load and learning
Future planning with more hands-on lab sessions
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Thank You! Q&A
An Interdisciplinary GE course: From preparation to execution to formative assessment