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Enhancing assessment & feedback through applying technology in face to face teaching Bath Spa University Teaching & Learning Day 30 th June, 2010 Andy Ramsden Head of e-Learning University of Bath http://go.bath.ac.uk/ andyramsden http://go.bath.ac.uk/e- learning eatbath- present andyramsde n
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Bath Spa Keynote T&L Dat

Jan 14, 2015

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using technology for enhancing feedback and assessment in face to face teaching
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Page 1: Bath Spa Keynote T&L Dat

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

Page 2: Bath Spa Keynote T&L Dat

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)

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a little bit about you

How would you classify the way you tend to teach?

07624 804 921

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

ing

the

last

sem

este

r, h

ave

you

used

quiz

zes

on y

our

VL

E c

ours

e?

Yes

No

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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 …

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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)

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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 …

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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 …

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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 …

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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 …

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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

40

50

60

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

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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 …

Page 14: Bath Spa Keynote T&L Dat

the how: practitioner drivenThe how …

#bathspact

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Don’t lose sight of the goal

Where Next?

http://bit.ly/8ZqHhk

Christine Edmead

http://go.bath.ac.uk/e-learning

[email protected]

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.