Simon.Bates@ubc.cabit.ly/batestalks @simonpbates

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Content Interaction

Assessment Support

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Content Interaction

Assessment Support

productioncurationdelivery

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case study clusters

• collaborative, open writing projects • students as producers of learning

resources • “students on the team”

common threads

• all exhibit students as active agents • alignment with research-based principles

that support student learning • discipline-appropriate approaches

collaborative writing - contributing to public knowledge

• Linguistics (3rd year): Rose-Marie Dechaine

• Latin American Literature (3rd year): Jon Beasely-Murray

supported by the Wikipedia Education Program: https://outreach.wikimedia.org/wiki/Education/About

LinguisticsCourse Goals

• participate in group-based research project that creates a Wikipedia entry on a topic related to syntax

• learning outcomes relate to the development of skills in 3 areas: conceptual/research; technical (expository writing and using wiki mark-up); organizational - working together to produce a resource.

sample student work: https://en.wikipedia.org/wiki/Lexical_semantics full course description: https://en.wikipedia.org/wiki/Education_Program:University_of_British_Columbia/Linguistics_%28Fall_2014%29

Linguistics

sample student work: https://en.wikipedia.org/wiki/Lexical_semantics full course description: https://en.wikipedia.org/wiki/Education_Program:University_of_British_Columbia/Linguistics_%28Fall_2014%29

Learning

• Talk pages act as online discussion hubs for students, instructor and experts - part of Theoretical Linguistics Task force who review content.

• This article was issued a b-class rating (criteria is linked including suggestions for improvement).

Linguistics

Views extend well beyond the single instructor to others looking for information on the subject = value beyond course

requirement.

Span 312: Murder, Madness and Mayhem

Course goals:

• to improve Wikipedia’s coverage of articles on latin american literature - and to increase the number of featured articles in this area.

• for students to learn about a resource they use (from perspective of creator not just consumer)

• for students to be exposed to a process of review, critique and collaboration with people (experts) beyond instructor.

From: https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem

Span 312: Murder, Madness and Mayhem

Results:

• 3 new featured articles contributed by students (professional, scholarly standard) .

• 8 good articles and one b-class article submitted.

• students improved research, writing skills in a real-world context.

From: https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Murder_Madness_and_Mayhem

open writing projects• examining a resource (wikipedia) from new perspective

supports digital literacy - moves student from content consumer to content creator.

• research focus (and external review) pushes critical thinking about sources.

• collaboration/negotiation with team members and external reviewers requires effective communication.

• results in authentic contribution beyond a single course - contribution of an open educational resource - community benefits.

creating learning resources for peers

• Social Psychology (2nd year): Catherine Rawn

• Physics (1st year): Simon Bates

learner’s choice

?

Psyc 208: Special Topics in Social Psychology

Assignment Purpose

• develop the knowledge, procedural skills, and critical and creative thinking skills to be able to find and use social psychological research to inform challenges you face in your daily life as a learner.

• develop the knowledge, skills, and attitudes to be able to approach group and team projects in such a way that promotes positive interactions and outcomes.

creative advertisement project

Reference: Catherine Rawn’s Teaching Blog: http://blogs.ubc.ca/catherinerawn/?attachment_id=993

Psyc 208: Special Topics in Social Psychology

• culture shock

• motivation

• loneliness

• sleep deprivation

Projects ranged from video and live games to posters to live skits and demonstrations to videos and pamphlets

other student selected topics:

Culture Shock at UBC (Psyc 208 project on YouTube)

Psyc 208: Special Topics in Social Psychology

Learning:• students integrating psych research into approaches for

communicating with their peers - an audience they know. • deciding their own creative approach for communication -

using the tools and skills they have available to them. • the process of choosing what to do, how to do it and how to

engage with the literature involves higher order thinking. • learning how to evaluate your own and others’ work and give

useful feedback.

Reference: Catherine Rawn’s Teaching Blog: http://blogs.ubc.ca/catherinerawn/tag/psyc-208/

Physics 101: Student created learning objects

Goals:

Create learning objects to aid others understanding, drawn from a topic they found challenging

Projects ranged from worked examples, to videos

Reference: Simon Bates’ Phys 101 Blog: http://blogs.ubc.ca/phys101/

Phys 101: The “Not So Simple” - Simple Pendulum - YouTube

PHYS101: Energy and Waves

3. Successes

http://youtu.be/BObyt_NJYrE

student created learning resources

• developing and integrating new/existing skills involved in the tech aspects of creating and publishing mash-ups or creative interpretations to explain a concept - promotes digital literacies.

• searching, analyzing, integrating multiple sources and evaluating peer work pushes critical thinking and supports meaning making.

• collaboration/negotiation/planning with team members requires effective communication.

• opportunity for student produced content to exist outside of course as open learning resources. Note: not all students choose to share their work openly.

“students on the team”

• Undergraduate learning assistants (UGLAs)

• Learning Technology Rovers (LTRs)

• Student Directed Seminars (SDS)

supporting faculty & peers

Phys 117: Dynamics & Waves

Assignment Purpose

• very diverse backgrounds of students entering this course; approx. 10% met significant fractions of the learning outcomes at the start

• these students were offered a transfer to a different stream, or invited to act (voluntary participation) as Undergraduate Learning Assistants (UGLAs)

students supporting other students

UGLAs hosted student support sessions for peers, responded to discussion forum queries etc.

Learning Technology Rovers

• LTRs are specially trained u/g (co-op) students

• Can assist by phone, email or in-person

• Started as a small pilot program, now across 6 Faculties at UBC

• LTRs offer student perspectives on course (re) design

Faculty indicate that they value support for learning technology in

their teaching that is (a) just-in-time and (b) personal

LTRs have created a online, new-student orientation course ‘How to Learn in a Blended

Learning Environment”

Student Directed Seminars

• Faculty member sponsors the seminar course

• 15-20 offered each year in diverse, frequently interdisciplinary, areas

• Has led to new course developments

• Now in 15th year of operation

In SDS, students are the team

• Year 3 or 4 u/g students can propose, coordinate, and lead their own 3-credit seminar class with a small group of peers on a topic not currently offered

“students on the team”• positions teaching elements (design of, delivery of) as a

collaborative, community, endeavour, and a partnership between faculty and students.

• students develop a range of skills beyond their academic content knowledge, including collaboration, planning and problem-solving

• alternative approach to course development and design process

• more details:

• http://ctlt.ubc.ca/2016/02/01/initiative-fills-learning-technology-support-gap-at-ubc/

• http://students.ubc.ca/success/student-directed-seminars

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Content Interaction

Assessment Support

productioncurationdelivery

S-SS-FF-F

formative summative

of / as learning

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designdelivery

Open writing projects - C, I, A

Learning resources for peers - C, A, S

Students on the team - I, S