Enhancing assessment & feedback through applying technology in face to
face teaching Bath Spa University Teaching & Learning Day
30th June, 2010
Andy RamsdenHead of e-LearningUniversity of Bath
http://go.bath.ac.uk/andyramsden
http://go.bath.ac.uk/e-learning
eatbath-present
andyramsden
the aims
1. Discuss why technology in face to face teaching can enhance feedback and assessment processes
2. Discuss some ways which you might facilitate these enhancements within your own teaching (a practitioner focused model)
a little bit about you
How would you classify the way you tend to teach?
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AA AB AC
AD AE AF
Talk to them, focus onthe use of powerpoint
Talk to them, and includewider tools, including audio&
video, and web sites
Engage in active leaningtechniques including group
work and feedback
Dur
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last
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ave
you
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quiz
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on y
our
VL
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ours
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Yes
No
the bigger picture
• Nicol & McFarlane-Dick (2006): Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. (http://tltt.strath.ac.uk/REAP/public/Resources/DN_SHE_Final.pdf)
• Teaching and Learning Strategy (2009/10 to 2011/12-): http://www.bath.ac.uk/learningandteaching/UoBLearningTeachingStrategy0910-1112.pdf
• e-Learning Operational Plan (2009–2011): http://www.bath.ac.uk/learningandteaching/themes/e-learning/opplan
• NSS• OUE• SSLCs
The why …
is something wrong with the lecture format?
“Mayer (2004) suggests learners should be cognitively active” … from Wikipedia on active learning
The why …
"The process by which the notes of the lecturer become the notes of the student without passing through the mind of either" (http://www.learningandteaching.info/teaching/lecture.htm)
evidence on the ground
Lecturer Dept Technology url
Bernd Sing Mathematics ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/04/28/session-report-complex-analysis/
Paul Caulfield School of Management ARS (Clickers) http://blogs.bath.ac.uk/ars/2009/01/06/session-report-advanced-management-practices-business-and-society/
Gemma Cranston Aerospace Engineering ARS (Clickers) http://blogs.bath.ac.uk/ars/2008/12/01/de-construction-of-aircraft-performance-and-design-question/
Sabah Abdullah Economics Twitter http://opus.bath.ac.uk/15319/
The why …
evidence on the ground: data
1. Concept question posed. 2. Individual Thinking: students given time to think individually (1-2
minutes). 3. [voting] Students provide individual responses. 4. Students receive feedback -- poll of responses presented as histogram
display. 5. Small group Discussion: students instructed to convince their
neighbours that they have the right answer. 6. Retesting of same concept.
[voting] Students provide individual responses (revised answer). 7. Students receive feedback -- poll of responses presented as histogram
display. 8. Lecturer summarises and explains "correct" response.
http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
The why …
designing in the blend (the holy grail)
Department of Economics: HEA Discipline-focused Learning Technology Enhancement Academy (DfLTEA) Project
face to face teaching online activities
• alignment of learning outcomes with the delivery and assessment methods (this will include a re-design of the assessment methods)
• creation and release of didatic content to provide a safety net through quality assured educational resources, to creat more time for class based active learning
• step based integration of activities which build up to online group based learning and assessment activities
• use of clickers, economic games and debates in the face to face sessions. The content of which will be part influenced by the virtual tasks completed in the online seminar groups (group based discussion forums and/or individual formative quizzes)
• encouragement of peer support and informal learning networks between the student
The why …
Week Learning Resources Learning Activities Learning Support Notes
Prep Large quiz bank (mcqs) from OERRecordings (lecture replacement)
Wk 1 Online: Release of formative MCQ (no 1) on MoodleOnline: Get them to complete their Moodle Profile, to include info about web 2.0 user accountsOnline: Get them to personalise their My Moodle page to include RSS feeds from key software
In lecture: Set out staff and student expectations for participation
The completion of the profile and the personalisation is mapped to stage 1 of Gilly Salmon 5 step model
Create a summary feedback (audio file) of the aggregated results from the formative test
Wk 2 Release lecture replacement video
Release formative MCQ (no 2) on MoodleOnline: complete forum task around region / town where born
In lecture: refer to the summary file, and present slide on who scored well
Forum task is associated with stage 2 of 5 step model
Online: send a reminder email to those who have not completed mcq 1 & 2 – check everything is OK
Wk 3 Release lecture replacement video
In lecture: ARS Quiz in Class.Online: Assign last two questions to Seminar groups to decide what is the right answer, and why people might have voted differently
In lecture: present slide on who scored well
Use Mazur sequence for the ARS activitiesThis forum activity will get them working collaboratively online in groups.
Upload responses to ARS from class session.
Email those who have not watched the lecture replacement videos 1 & 2 – check things OK
The why …
a low tech model (v1)The how …
This question really requires students to consider the overview of the course and apply a variety of different pieces of information. They have learnt about different aero engines and a variety of aircraft types and should be able to apply this knowledge to the set of aircraft presented to them to make an appropriate judgement on the order of their maximum range capabilities. Gemma Cranston
Previous Student Response
0
10
20
30
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A B C
%
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a low tech model (v2)The how …
Look at the following table and indicate which countries' statistics are being reported in rows A, B and C.
GNP per capita 1991 ($ USA)
Growth rate of GNP per capita p.a. 1980-91
Population growth rate 1980-91
Structures of total employment 1980-85 (percentages)
Agriculture
Industry Services
A 500 2,5% 1,5% 51 20 29
B 1570 5,8% 1,6% 74 8 8
S.A. 2560 0,7% 2,5% 17 36 36
C 25110 1,7% 0,3% 6 32 32
Q1A: A is South Korea; B is Kenya; C is Canada.
Q1B: A is Sri Lanka; B is Germany; C is Thailand.
Q1C: A is Sri Lanka; B is Thailand; C is Sweden.
Q1D: A is Namibia; B is Portugal; C is Botswana. http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
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a low tech model (v2) – the answer isThe how …
In order to answer this question, students must be able to recall the relative economic rankings of various countries (KNOWLEDGE) and understand the basis for such a ranking (COMPREHENSION). They must be able to apply these concepts when information is supplied to them (APPLICATION), and they must be able to ANALYZE the given information in order to answer the question.
The correct answer is 3. (A is Sri Lanka, B is Thailand, C is Sweden)
Class-wide DiscussionDufresne Sequence
1. Concept question posed. 2. Small group discussion: small groups discuss the concept question (3-5 mins). 3. [voting] Students provide individual or group responses. 4. Students receive feedback -- poll of responses presented as histogram display. 5. Class-wide discussion: students explain their answers and listen to the explanations of others (facilitated by tutor). 6. Lecturer summarises and explains "correct" response.
http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html
the how: 4 E’s Model (Collis)
Adapting Staff Development Model• shift to staff development projects (initially externally funded – HEA)• Provision of just in time information• Communities of practice (around service blogs, external speakers at events, PGCAPP, DoS Forums)• Role of e-learning Team as practitioners / evaluators
External Environment• Participation in wider communities (MEL SIG, ESTICT) – outside Team• JISC Projects• Disseminating ideas at National Conferences
Technology Investments• Clickers• Refurb of teaching spaces• SMS Services
Educational effectiveness
Ease of use Engagement
Environment (#1)
3-E Vector Sum
An individual’s likelihood of making use of a technological innovation for learning related purpose is a function of four groups of factors
The how …
the how: practitioner drivenThe how …
#bathspact
Don’t lose sight of the goal
Where Next?
http://bit.ly/8ZqHhk
Christine Edmead
http://go.bath.ac.uk/e-learning
eatbath-present
“using the clickers, every student has to question and think about her/his method to arrive at the solution (and cannot just passively lean back in the problem’s class and see what happens)” – Bernd Sing, Mathematics, University of Bath.