problem based learning in econometrics with supporting technology steven c. myers the university of...
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Problem Based Learning in Econometrics with
Supporting Technology
Steven C. MyersThe University of Akron
DyKnow User Group Meeting 2007 DePauw UniversityJune 14, 2007
Learnecon.blogspot.comGoZips.uakron.edu/~myers
Primary References Kennedy, P. (2003) Guide to Econometrics, 5th ed. Savery and Duffy (1995) PBL: “An Instructional Model and
its Constructivist Framework.” Savery (2006) “Overview of PBL: Definitions and
Distinctions,” IJPBL 1 (1). Tuckman, B. (1965) “Development Sequence in Small
Groups,” Psychological Bulletin (63). Blanchard, et. Al (2000) The One Minute Manager Builds
High Performance Teams. Bob Hoffman & Donn Ritchie (1997) “Using Multimedia to
overcome the problems with PBL,” Instructional Science (25).
History
Technology – CIO – DL – SMART – Tablet – Kennedy – 5th edition – Applied
Econometrics – Is this PBL? Savery – SoTAL Fellow – PBL Economics
Authentic Assessment Electronic Portfolio Undergrad Research Graduate Program???
Graduate Econometrics GoalsStudents who will: “Do Applied Econometric” analysis as well as any student in any other
program. Be economists first, programmers last, who can access and apply current
knowledge Think theory first, data mining last, but be competent in their use,
interpretation and manipulation of data. Learn how to learn and become continual learners Have real problem solving skills. Be able to work cooperatively with team mates. To rise to the highest expectations. Can evaluate and synthesize others work and create new knowledge. Understand the latest technology, and Be valuable and sought after employees.
Research Questions(Sample size is 8 graduate students)
Does access to digital pen technology and supportive software enhance students’ perception of learning?
Absolutely Does this enhancement depend on the digital ink, or might
laptops do just as well? Fairly strong evidence for digital ink.
Will students report that they are learning more econometrics after technologically enhanced PBL?
Absolutely Will students be more engaged and spend time on task with
PBL and Tablet PCs? Yes by self report and by observation.
Should we continue to offer Tablet PCs to students exclusively or is it sufficient to let them borrow them?
Exclusive
EconometricsTheoretically Pure vs. Applied and Dirty
Theoretical Econometrics Estimation Statistical Inference
Applied Econometrics (Kennedy) Problem Articulation Data Cleaning Model Specification
Learning Strategies Chalk/Talk (lecture)
Mostly passive Case based learning
Learn important elements Project on to others or
future Project based learning
Explicit outcome Correct process or
solution
Problem Based Learning Ill-defined, ill-structured
big problem So much material
Computing essential Tablet PCs DyKnow
Collaboration essential Groups Group formation
Problem Based Learning:Messy real-world and authentic problems
with no single correct answer
“PBL is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. Critical to the success is the selection of ill-structured problems….” -- John Savery
If it weren’t for dirty data, economists would not have jobs-- Zvi Griliches, econometrician
Requires a “guide on the side rather than a sage on the stage.”
Scaffolding needed in both econometrics and group dynamics.
Problem Based Learning Ill-structured
problems and free inquiry
Student’s responsible for their own learning
Integrated learning Collaboration is
essential
Self and peer assessments
Authentic tasks Measurement of
student progress in knowledge and process.
Must be integral to the curriculum
Exclusive Use of Tablet PCs, DyKnow & SAS with Problem Based Learning(1:1 computing)
Authentic problems require access to real data, scholarly work and other resources.
Replication is assisted by computing power. Computer gives time on task, equalizing the playing
field and allows anywhere anytime work to overcome the initial discomfort of PBL and the sudden freedom of inquiry.
Computer gives 24/7 access to professor and other teammates and time to exercise the lack of skill even to know where to begin.
Computer gives greater flexibility when learning is not linear.
Exclusive Use of Tablet PCs, DyKnow & SAS with Problem Based Learning(1:1 computing)
Assessment both summative and formative is more difficult in PBL. Tablet PCs especially with DyKnow Vision allow minute papers, anonymous polls, monitoring of understanding, quizzes and replays.
PBL requires greater student time. Again Tablet PCs give 24/7 access while the student is learning to learn.
Collaboration is costly. Tablet PCs help reduce the cost and improve the group dynamics by assisting communication and the sharing of documents.
PBL requires the professor be a guide, not a sage. Nevertheless, the professor needs to provide scaffolding at which DyKnow Vision excels.
Stages of collaborative group formation and the role of the tutor.
Stages Commitment / Enthusiasm
Competency / Skill level
Tutor Style
Forming High Low Directing
Storming Low Low Coaching
Norming Variable Moderate+ Supporting
Performing
High High DelegatingBlanchard, Tuckman, and others
Group Formation
Formative and Summative Assessments
Precis Two Variable Model
Temporal sensitivity Vintage sensitivity
Multivariate Modeling Short paper Team Based Empirical
Project 9th week assessment
Problem Based Learning Presentation Written Paper
Job Market Paper Poster Competition Final Paper
Final Exam 15th week assessment
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
Distribution of Computer Accessfor Learning Econometrics
9th week 0.34 0.22 0 0.39 0.04 0.01
15th week 0.08 0.04 0 0.05 0.83 0
Lab & graduate
office
Home desktop compute
Borrow a laptop
compute
Your own
laptop
Tablet PC
other
Computer Accesslimits learning
9th Week MeanStd
Q32 I feel limited in my ability to work outside of this class because of lack of computer resources
2.63(1.77)
Q33. I feel limited in my ability to work outside of this class because of lack of time that computer resources are available
2.25(1.16)
Q34. My learning would be enhanced if I had a laptop computer
3.75(0.89)
Q35. My learning would be enhanced if I had a Tablet PC
3.50(0.76)
Q36. If you were provided a laptop to use freely, do you think this would enhance your ability to learn econometrics?
4.00(0.76)
Q37. If you were provided a Tablet PC to use freely, do you think this would enhance your ability to learn econometrics?
4.00(0.76)
Q38. Do you wish you had a tablet? 3.88(0.83)
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
00.5
11.5
22.5
33.5
44.5
5
stronglydisagree
disagree neutral agree stronglyagree
Q41. I believe that having each student and the professor having Tablet PCs has enhanced my
learning in a way not otherwise possible.
15th w eek
Q41 Mean
Std.
15th week 4.38
(1.06)
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
0
0.5
1
1.5
2
2.5
3
3.5
4
stronglydisagree
disagree neutral agree stronglyagree
Q1. I learn best when the instructor uses a Tablet PC to illustrate the lecture material
9th w eek 15th w eek
Q1 mean t-diff
(sig)
9th week 4.38 -0.27
15th week 4.25 ns
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
0
1
2
3
4
5
6
stronglydisagree
disagree neutral agree stronglyagree
Q2. I am more engaged in the lecture when the instructor uses a Tablet PC
9th w eek 15th w eek
Q2 mean t-diff
(sig)
9th week 4.50 0.31
15th week 4.63 ns
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
stronglydisagree
disagree neutral agree stronglyagree
Q39a. Learning to use a Tablet PC (would be) (has been) costly
9th w eek 15th w eek
Q39
Q39a
mean t-diff
(sig)
9th week 2.63 -2.66
15th week 1.38 0.01
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
stronglydisagree
disagree neutral agree stronglyagree
Q40a. Once I learn(ed) to use a Tablet PC I believe my learning will be (was) more efficient
9th w eek 15th w eek
Q40
Q40a
mean t-diff
(sig)
9th week 4.00 0.92
15th week 4.38 ns
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
0
1
2
3
4
5
6
7
stronglydisagree
disagree neutral agree stronglyagree
Q21. I feel I am learning how to do econometrics
9th w eek 15th w eek
0
1
2
3
4
5
6
7
8
stronglydisagree
disagree neutral agree stronglyagree
Q24. I have confidence in my ability to collect and clean data
9th w eek 15th w eek
0
1
2
3
4
5
6
7
stronglydisagree
disagree neutral agree stronglyagree
Q23. I have the ability to articulate a problem clearly
9th w eek 15th w eek
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
stronglydisagree
disagree neutral agree stronglyagree
Q25. I understand classical hypothesis testing
9th w eek 15th w eek
Q21 mean t-diff
(sig)
9th week 4.13 2.40
15th week 4.75 0.02
Q25 mean t-diff
(sig)
9th week 3.88 1.67
15th week 4.50 .06
Q24 mean t-diff
(sig)
9th week 4.00 2.70
15th week 4.63 0.01
Q23 mean t-diff
(sig)
9th week 3.75 3.18
15th week 4.88 0.00+
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
stronglydisagree
disagree neutral agree stronglyagree
Q26. I communicate well
9th w eek 15th w eek
0
1
2
3
4
5
6
stronglydisagree
disagree neutral agree stronglyagree
Q28. I believe I am capable of learning new econometric methods on my own
9th w eek 15th w eek
Q28 mean t-diff
(sig)
9th week 3.38 2.66
15th week 4.63 0.01
Q26 mean t-diff
(sig)
9th week 3.75 1.33
15th week 4.50 0.11
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
0
1
2
3
4
5
6
stronglydisagree
disagree neutral agree stronglyagree
Q30. I am responsiblefor my own learning
9th w eek 15th w eek
0
1
2
3
4
5
6
stronglydisagree
disagree neutral agree stronglyagree
Q29. I work and learn collaboratively with fellow students
9th w eek 15th w eek
Q29 mean t-diff
(sig)
9th week 4.38 1.21
15th week 4.75 0.12
Q30 mean t-diff
(sig)
9th week 4.38 1.21
15th week 4.75 0.12
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
mean stdQ51 Using DyKnow Vision is enjoyable. 4.00 0.53 Q52 Using DyKnow Vision is stressful. 1.88 0.64 Q53 Using DyKnow Vision enhances my
understanding of the course material. 4.13 0.64 Q54 Using DyKnow Vision provides me with a better
set of notes. 4.75 0.46 Q55 I am more attentive during class because
DyKnow Vision is used. 4.25 0.89 Q58 I prefer class days when we use DyKnow Vision
as compared to class days when we do not use DyKnow Vision. 4.63 0.52
Q59 I learn more on class days when we use DyKnow Vision as compared to those days when we do not use DyKnow Vision. 4.50 0.53
Q60 I am more confident during exams when I have studied material from my DyKnow Vision notes as compared to when I have studied from paper notes. 3.88 0.83
DyKnow Vision has a positive Impact on Learning
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
Tablet PCs & DyKnow make a difference.
0
0.5
1
1.5
2
2.5
3
3.5
4
F D C B A
Rate the Importance of of a Tablet PCfor Learning Econometrics
15th w eek -- anonymous poll in DyKnow on last day.
Last question
mean
15th week 4.25
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
What about the Tablet PCs vs. Laptops? And next year?
mean std.42 I think having a laptop would add to my learning of
econometrics just as much as a Tablet PC. 3.75 1.28
43 I had significant problems with the Tablet PC from a hardware basis. 2.13 0.83
44 Tablet PCs for students should be used in Fall in Statistics for Econometrics. 4.38 0.74
45 Tablet PCs for students should be used next Spring for Econometrics. 4.63 0.52
46 Future students to this graduate program should have to buy Tablet PCs. 2.38 0.74
47 I used my Tablet PC to support my other classes. 4.13 0.99
48 To benefit from use of Tablet PCs and DyKnow students have to have exclusive use of a Tablet PC like we did this term. 4.38 0.74
49 If the Tablet PCs were not assigned to you exclusively, but shared with other students in other classes, and you had to check out the Tablet from the front office each day you wanted to use it, you would have benefited from the use of the Tablet PC as much. 2.00 1.31
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
Student’s final commentsBiggest Advantages about DyKnow Vision Focus on issues and not on writing down what the professor
presents. Helps students pay attention and be more engaged. Presented material easier to follow. Having the professor notes with his comments and the student’s
comments results in better notes for study. More interaction between the students and the professor. Can read notes from anywhere with any computer on the internet.
Biggest Disadvantages with DyKnow Vision and Tablet PCs The pen doesn’t work well on the M285E’s. (4+ comments) Difficult to take neat and organized notes. (3 comments) Hand writing is poor on the Tablet PC. (2 comments) Slow server and wireless problems in classroom (2 comments)
What would you like to see DyKnow add in the future? Autosave feature (2 comments) Voice record feature and passing control to students (1 comment)
Student’s final commentsAbout Lecture I don't need to write too much during the class so that I can
concentrate more on listening It is much easier to make notes, but the pen is really hard to use
(and that is the only negative comment) The tablet PC assisted me in studying econometrics a lot.
Especially in class, it helps me concentrate more. It helps me pay attention in class better.
The Tablet PC has made learning more interactive especially during lecture.
Reviewing Notes The Tablet PC is very useful in that I could use DyKnow to
reproduce notes and did learn better from seeing my hand written notes with the lecture notes.
Having all the notes accessible on DyKnow Vision was the most useful aspect. I made many references to DyKnow notes.
Note taking is enhanced through the ability to correct and move data easily.
Students’ final commentsMobile Computing Having an electronic copy of all my notes as well as a portable computer
increased my efficiency, desire to work, and number of locations where I am both physically and technologically capable of working and studying. This is especially true for SAS (our statistical software).
Mobile technology is a great advantage in and out of the classroom. Having SAS on this computer saved much time avoiding trips back and forth
to school. Having the screen directly in front of me made the material much more
accessible. I can work at anytime. The Tablet PC reminds me to put more effort on
econometrics because whenever I turn it on my assignments were shown instantly reminding me how much I had to finish.
General Comments I can communicate with the teacher more effectively. The statistics (from the polls) in class let me know what others in class are
thinking about the specific questions. The Tablet PC is very interactive and I fell in love with it.