Problem Based Learning in Econometrics with Supporting Technology Steven C. Myers The University of Akron DyKnow User Group Meeting 2007 DePauw University.

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

[email protected]

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)


0

0.5

1

1.5

2

2.5

3

3.5

4

stronglydisagree


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


0

1

2

3

4

5

6

stronglydisagree


Q2. I am more engaged in the lecture when the instructor uses a Tablet PC


Q2 mean t-diff

(sig)

9th week 4.50 0.31

15th week 4.63 ns


0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

stronglydisagree


Q39a. Learning to use a Tablet PC (would be) (has been) costly


Q39

Q39a

mean t-diff

(sig)

9th week 2.63 -2.66

15th week 1.38 0.01


0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

stronglydisagree


Q40a. Once I learn(ed) to use a Tablet PC I believe my learning will be (was) more efficient


Q40

Q40a

mean t-diff

(sig)

9th week 4.00 0.92

15th week 4.38 ns


0

1

2

3

4

5

6

7

stronglydisagree


Q21. I feel I am learning how to do econometrics


0

1

2

3

4

5

6

7

8

stronglydisagree


Q24. I have confidence in my ability to collect and clean data


0

1

2

3

4

5

6

7

stronglydisagree


Q23. I have the ability to articulate a problem clearly


0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

stronglydisagree


Q25. I understand classical hypothesis testing


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+


0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

stronglydisagree


Q26. I communicate well


0

1

2

3

4

5

6

stronglydisagree


Q28. I believe I am capable of learning new econometric methods on my own


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


0

1

2

3

4

5

6

stronglydisagree


Q30. I am responsiblefor my own learning


0

1

2

3

4

5

6

stronglydisagree


Q29. I work and learn collaboratively with fellow students


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


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


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


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


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.

Problem Based Learning in Econometrics with Supporting Technology Steven C. Myers The University of Akron DyKnow User Group Meeting 2007 DePauw University.

Documents

solution problem

learning illdefined

overview of pbl

enhanced pbl

graduate students

exclusive slide

real problem

defined problem