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Pilar Garcia Souto
Medical Physics and Biomedical Engineering, UCL
Aim of the project Offer a 24h e-learning environment
Students can test their understanding Instant feedback Personalized training Improve overall learning experience
System should be usable for learning, formative self-assessment and/or summative coursework
Create question banks in Moodle for complex problems Develop, document, and integrate Use Moodle as platform for consistency
Key concepts: Complex quizzes & database of quizzes
History & acknowledgments Introducing e-learning environments to the Biomedical Engineering
Programme I. Summer Studentships UCL Engineering Faculty Fund 2014 (4 weeks studentship)
Introducing e-learning environments to the Biomedical Engineering Programme II. UCL Medical Physics and Biomedical Engineering Department Fund 2014 (4 weeks studentship)
Introducing Enhanced Question Banks in Moodle for Complex Problems. UCL E-Learning Development Grant 2014 (£2000)
Why complex quizzes? To really test the capabilities of the students
Longer questions, no “clues” of the answers, monitor full question
Current options:
Why databases of quizzes? Multiple examples of each question
Reduce the “cheating/copying” even in large classes or across years
Can be used for:
Learning
Exam revision
Assessment
What was needed? Good understanding of Moodle capabilities
Matlab
Xml
Loads of patience
Summer Studentships UCL Engineering Faculty Fund 2014
Aimed to develop maths questions for ENGS103P –Mathematical Modelling and Analysis
Worked with Dr. Tristan Robinson
Our contribution: Provide feedback from a student/academic point of view for the quizzes
generated over the summer
Identify how to include 2+ answers (numerical, short answer and/or multiple choice) in a given question. E.g.:
Matlab and XML script provided to Dr. Tristan for incorporation in his Moodle quizzes.
Our achievements
UCL Medical Physics and Biomedical Engineering Dept. Fund 2014 & UCL E-Learning Development Grant 2014
Question banks for 6 topics { training quizzes and CW quizzes}:
Free body diagrams https://moodle.ucl.ac.uk/mod/quiz/attempt.php?attempt=2521365&page=4
Simply supported beams (5 levels) https://moodle.ucl.ac.uk/mod/quiz/attempt.php?attempt=2613003
Cantilever beams (5 levels) https://moodle.ucl.ac.uk/mod/quiz/attempt.php?attempt=2566737&page=4
Warren truss ( 4 levels) https://moodle.ucl.ac.uk/mod/quiz/attempt.php?attempt=2615345
Centroid and second moment of area (5 levels) https://moodle.ucl.ac.uk/mod/quiz/attempt.php?attempt=2607695&page=4&scrollpos
=0#q1
Dynamics (1 level)
Our achievements
Cantilever beam: Levels 1 to 5
Level 5 = level 4 + beam weight
FBD and simply supported beams
Warren Truss levels 1 and 4
Centroid and second moment of area - levels 1 and 5
Dynamics
Example of question and feedback
Students feedback
0.0 1.0 2.0 3.0 4.0 5.0
How easy was it to access the quizzes?
How was the presentation of the quizzes?
Did the quizzes aid your learning?
Did the quizzes allow you to learn at your own pace?
Did the quizzes allow you to practice questionsadapted to your own level?
Did you have enough question samples to practiceeach level and topic?
Was the number of levels of difficulty for each topicappropriate?
Did you find useful to know right away if your answerwas correct?
Did you find the hints and feedback given by thesystem useful?
How helpful were the training quizzes on preparationfor the CW quizzes?
Are you likely to use the quizzes for the examrevision?
Students feedback
Found more useful
Good practice
Good revision for exams
Can practice more than one time
Know the answer immediately
Allows to learn at own speed
Has different levels
Training quizzes has different questions each time
Feedback specific to the question, e.g. answer
Allows me to see how well I actually know the topic as opposed to how well I think I know it
Suggestions for improvements
Make the hints and tips more useful
More variety and range of questions in training quizzes
Answers that accept rounding and precision errors
This is a reflection of the of the limitations and encountered problems that we faced!
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0
What is your view of the quizzes on staticsoverall?
Do you think we should develop other complexquizzes for the other areas of this module?
Do you think we should develop other complexquizzes for the other modules?
Students overall feedback
Time assessment Time spent -year 1:
14 weeks over 2 studentships
~ 10h for PGTA
~ 30-60 h academic time
Supervision
Setting of quizzes
Development
Debugging
Time spent – year 2:
1-10 h academic/PGTA time
Academic time saved: Year 1 (12 students)
12 stu * 5CW/stu * 15 min/CW = 15h marking
5CW * 2h setting up = 10 h Total =25h NONE
Year 2 (~30 students) 37.5h marking NONE
Year 3 (~100 students) 125 h marking 120 h SAVED
(that is over 15 working days or over £1560 in PGTAs)
Year 10 (~300 students) 375 h marking 370 h SAVED
(that is over 46 working days or over £4680 in PGTAs)
Other benefits Further development time decreases while benefits increase
linearly
Highly reduces the administration time
No lost CWs
Reduces students questions to PGTAs and academics
Solve the limitations/problems identified
Generate better feedback and tips for each question
Create question banks of complex quizzes for the rest of the MHY102P Mechanics and Materials Module
Create question banks of complex quizzes for other modules
Seek for financial support/collaborators for further development/future studentships
Future work
