peerwise workshop at ntu singapore
TRANSCRIPT
student generated content for enhanced engagement and learning
Simon Bates [email protected] The University of Bri7sh Columbia
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
InsFtuFons signing up per year:
2009: 22 2010: 66 2011: 204 2012: 266 2013 (Jan-‐Jun): 214
Growing content repository: Courses: 2,500 Logins/month: 75,000 Ques7ons: 600,000 Answers: 12,000,000
0
5,000,000
10,000,000
15,000,000
20,000,000
25,000,000
30,000,000
Jun 09
Dec 09
Jun 10
Dec 10
Jun 11
Dec 11
Jun 12
Dec 12
Jun 13
Dec 13
Jun 14
Dec 14
May 15
Total a
nswers at end of d
ate
Submitted Answers (2009‐2015)
Student ownership over learning resource
Student familiarity with social soPware
Leveraging student energy and creaFvity
Why student authored ques7ons?
• A student contribu7ng a new ques7on would develop the ques7on stem:
QuesFon
Student authored ques7on HUBS192, 2010
University of Otago
Why student authored ques7ons? AlternaFves
• And a set of plausible alterna7ves
• Of course, the correct answer must be indicated
Why student authored ques7ons? AlternaFves
• And a set of plausible alterna7ves
• Of course, the correct answer must be indicated
Why student authored ques7ons? ExplanaFon
• And an explana7on, in their own words
• Useful for students who answer incorrectly
“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 ques7ons?
Student feedback
2) Hands-‐on session
student generated content for enhanced engagement and learning
Your turn: open a new window in your browser
Step 1 – choose a name
Our recommendaFon: please use your first iniFal and your surname (e.g. sbates)
1) Your ques7ons: “view”
2) Create new ques7on
3) Preview
4) “Make changes” or “Save ques7on”
CreaFng a quesFon
Research highlights
• Rela7onship between ac7vity and performance
• The quality of student-‐authored ques7ons • Influencing student behaviour with rewards
Ac7vity and learning
• Generally, students: – Par7cipate beyond minimum requirements – Engage in community learning, correc7ng errors – Create problems, not exercises – Provide posi7ve feedback
Ques7on quality
Comprehensive categorisa7on of >50% of repository for two successive academic years Principal measures to define a ‘high quality ques7on’
-‐ cogni7ve level of ques7on -‐ explana7on quality -‐ other binary criteria
Category Description 6 Create (synthesise ideas) 5 Assess 4 Analyse (multi-step) 3 Apply (1-step calcs.) 2 Understand 1 Remember
Cogni7ve level of ques7on
0%
5%
10%
15%
20%25%
30%
35%
40%
45%
50%
1 2 3 4 5 6
Taxonomic Category
Perc
enta
ge o
f Sub
mitt
ed Q
uest
ions
First semester N = 350
Second semester N = 252
Results: Question level Physics 1A / 1B 2011
• Badge / achievement system • Randomised controlled trial (n > 1000)
Authoring ques7ons Evalua7ng ques7ons
Answering ques7ons Other
Do rewards work?
No difference between groups with respect to answer correctness
+ 13% + 22%
DistribuFon of days of acFvity differs significantly between groups: p < 0.001 DistribuFon of answers per student differs significantly between groups: p < 0.001
Implica7ons
• Badges can have a measurable posi7ve impact on some student ac7ons
• No nega7ve effects on ac7vity or percep7ons: a low-‐risk proposi7on
Publica7ons “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 Educa7on Research Conference (NS Rebello, PV Engelhardt, C Singh, eds.), Amer. Inst. Physics, volume 1413, 2012. (Physics Educa7on Research Conference, Omaha, NE, 2011) “Student-‐generated content: Enhancing learning through sharing mulFple-‐choice quesFons” (J. A. Hardy, S. P. Bates, M. M. Casey, K. W. Galloway, R. K. Galloway, A. E. Kay, P. Kirsop, & H. A. McQueen) Interna7onal Journal of Science Educa7on (2014) 1-‐15 “Assessing the quality of a student-‐generated quesFon repository” (S. P. Bates, R. K. Galloway, J. Riise, and D. Homer) Physical Review Special Topics:PER (2014) 10, 020105 “The Effect of Virtual Achievements on Student Engagement” (P. Denny), In Proceedings of the SIGCHI Conference on Human Factors in Compu7ng Systems (CHI '13), pp 763-‐772. ACM, 2013.