Hat die klassische Vorlesung ausgedient? Neue Wege der ... · engaging than PowerPoint slides or code screencasts. Introduce motion and continuous visual flow into tutorials, along

| | Departement Physik

Guillaume Schiltz

10.06.2014 1

Hat die klassische Vorlesung ausgedient?

Neue Wege der Physikausbildung am D-PHYS


Why do we lecture?

Supporting learning during the lectures

Supporting self-directed learning

Innovative teaching/learning settings

Conclusion

10.06.2014 2

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| | Departement Physik 10.06.2014 3

Lectures at D-PHYS


Five reasons for giving lectures

1. Communicating enthusiasm for the

topic.

2. Providing a structure or framework

for the material.

3. Tailoring material to the students'

needs.

4. Providing current information.

5. Using another format is not viable.

Five reasons against giving lectures

1. Lectures are passive events for

students.

2. Simple duplication of material

available elsewhere.

3. Providing complex material.

4. Where students could be learning at

very different paces.

5. Attention and memory.

6/10/2014 4

Lecturing Pros&Cons

(Silber, 2000)

| | Departement Physik 6/10/2014 5

Effectiveness of lectures

[…] evidence that the increase in performance

was not due to what students learned in the

traditional lectures, but what they learned by

doing homework […] (Heckler/Sayre, 2010)

Lab= laboratory course

HW=homework assignment


Supporting learning during the lectures

[…] research indicates that students taught

interactively have considerably better

conceptual understanding and problem-

solving skills than students taught with lecture.

Furthermore, active learning correlates with

better attendance, improved student ‘affect’

and higher retention in the sciences.

(Fraser et al., 2014)


Peer Instruction (10 D-PHYS lectures)

(1) presentation of a multiple-choice question (2) students discuss answers with their neighbors

(3) students vote on their answer (4) discussion of the answers




Effectiveness of Peer Instruction

[…] the student’s ability to solve

novel problems was significantly

enhanced following peer instruction.

(Cortright et al., 2005)


Supporting self-directed learning

With multimedia learning [i.e. combining

pictures with words] we will be able to

foster deeper learning in students.

(Mayer, 2002)

Typical video styles:

a.) classroom lecture,

b.) “talking head” shot of an instructor at a desk,

c.) digital drawing format popularized by Khan Academy,

d.) PowerPoint slide presentations.


Findings Recommendations

Shorter videos are much more engaging. Invest heavily in pre-production lesson planning to

segment videos into chunks shorter than 6

minutes.

Videos produced with a more personal feel could

be more engaging than high-fidelity studio

recordings

Try filming in an informal setting; it might not be

necessary to invest in big-budget studio

productions.

Khan-style tablet drawing tutorials are more

engaging than PowerPoint slides or code

screencasts.

Introduce motion and continuous visual flow into

tutorials, along with extemporaneous speaking.

Videos where instructors speak fairly fast and with

high enthusiasm are more engaging.

Coach instructors to bring out their enthusiasm

and reassure that they do not need to purposely

slow down.

6/10/2014 12

Video teaching

(Guo et al., 2014)


Video tutorials (3 D-PHYS lectures, >60 videos)

• Visual:

• development of the solution

• using finger as pointer

• Verbal:

• reference to lecture content

• clues to common errors

Example 2

Example 1

https://www.youtube.com/watch?v=4vmpv9m7qkM&list=PLG8lI_owFMMWMGur_ej2XCRC1CgI1D3LF&index=3

https://www.youtube.com/watch?v=Qb34OIxFGLk&list=PLG8lI_owFMMWeNJhxz-gEZ6UxQbR8smfW


D-PHYS Video-Recording Studio

How it works:

• Introduction (pedagogical issues / technical possibilities / working process)

• Recording (self-service) – lecturer (or assistant)

• Postproduction&upload – student (Hilfsassistenz, 10%)


Effectiveness of video tutorials

peak during exam preparation


Innovative teaching/learning settings

[Differentiated Instruction] can

accommodate a wide range of

students who are either at a low level

and need intensive support or at a

high level and need their skills

sharpened. (Pham, 2012)

Differentiation of Instruction is a teacher’s respond to learner’s needs

teachers can differentiate

Content Activities Material(Tomlinson/Allan, 2000)

[…] when choice was offered

in a way that met the needs of the

students, it was found to enhance

motivation, learning, and well-being.

(Katz/Assor, 2006)


Exercise Class Market (6 D-PHYS lectures)

(A) Market Diversity

classes with a focus on lecture content (micro-teaching)

classes with a focus on challenging topics (master class)

classes with a focus on scaffolding (traditional, hints for solutions)

classes with a focus on coaching (in-class work)


(C) Product identity (branding):

Each exercise class includes a section on exercise series

The announced flavor must be visible in each exercise class

(B) Market Regulation:

Students can change classes during the first 4 weeks

Classes with less than 5 participants are eliminated and the TAs

concerned are assisting those TAs with max. participants (team

teaching, shared corrections)


Acceptance

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Physics_1_CAB_HS13 Physik_I_HS13 Physik_III_HS13

stu

den

ts

The Exercise Market should be transferred to other lectures

4 - auf jeden Fall

3 - eher ja

2 - eher nicht

1 - auf keinen Fall

N=368


Student comments

Positive feedback:

I like the concept. Especially as there is no Testat, having different options offers

much more individual benefit..

It is very "cool" that the teaching staff did come up with such a thing, especially

since the physics lecture is the only lesson that comes with such a model (Thanks

for the commitment).

In my opinion this is a really good idea. It is a given that the expectations to an

exercise lesson differ from student to student. This gives the possibility to choose

according to preferences.

Critical feedback:

I think that the groups are too big (max 20 students would be better).

The teaching assistant did not implement the announced flavor, it was a mixture of

everything.

My favorite flavor was always booked out.


Flavor distribution

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Physics_1_CAB_HS13 Physik_I_HS13 Physik_III_HS13

stu

den

ts

Which flavor was most helpful to you?

Traditional

Micro-Teaching

MC (Fokusfragen)

Master Class

keine

In-Class-Work

MC (Fokusfragen) = Master Class based conceptual questions (only Physik_III_HS13)

N=370


Conclusion

1. Communicating enthusiasm for

the topic.

2. Providing a structure or

framework for the material.

3. Tailoring material to the students'

needs.

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Student evaluation HS2013

43 D-PHYS lectures (BSc&MSc)

scale: 1(not true) – 5 (absolutely true)

mean values


Outlook

Documents

Hat die klassische Vorlesung ausgedient? Neue Wege der ... · engaging than PowerPoint slides or code screencasts. Introduce motion and continuous visual flow into tutorials, along