tag:blogger.com,1999:blog-67525326527540547942024-03-05T15:06:30.066+00:00Student Generated Content for Learning (SGC4L)This is the blog for the SGC4L project, funded from the JISC Assessment and Feedback programme and led by the Physics Education Research Group at the University of Edinburgh.Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.comBlogger16125tag:blogger.com,1999:blog-6752532652754054794.post-66874141009944054022012-08-03T10:48:00.002+01:002012-08-03T10:48:40.690+01:00PeerWise webinar in the JISC Assessment and Feedback series<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="font-size: small;">On 23 July 2012 we gave a webinar </span><i><span class="c10 c8">"Enhancing engagement, feedback and performance: the SGC4L project</span></i><span style="font-size: small;"><span id="OLK_SRC_BODY_SECTION"><span lang="EN-US" style="color: black;">" as part of the </span></span><span id="OLK_SRC_BODY_SECTION">JISC Assessment and Feedback series</span></span><span style="font-size: small;"><span id="OLK_SRC_BODY_SECTION"><span lang="EN-US" style="color: black;">. </span></span><span id="OLK_SRC_BODY_SECTION"><span lang="EN-US" style="color: black;">As people who have used PeerWise know, by
far the best way to appreciate its potential is
to use it yourself. So the webinar included an
interactive session offering participants the opportunity get first hand
experience of interacting with others via a specially created PeerWise course area. This was prefaced by
an initial presentation outlining what PeerWise is and how to access
the course space. We concluded the webinar with a presentation and
discussion of how the system is being embedded within courses at Edinburgh and some of the findings from SGC4L project. You can watch the webinar at the link below:</span></span></span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<br /></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="font-size: small;"><span id="OLK_SRC_BODY_SECTION"><span lang="EN-US" style="color: black;"><a href="http://jiscdesignstudio.pbworks.com/w/page/55268839/e-Learning%20Webinars">JISC e-Learning Programme Webinars</a> </span></span></span></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<br /></div>
<div style="font-family: Arial,Helvetica,sans-serif;">
<span style="font-size: small;"><span id="OLK_SRC_BODY_SECTION"><span lang="EN-US" style="color: black;"> </span></span></span></div>Judy Hardyhttp://www.blogger.com/profile/18366469720615169779noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-84698356007925939462012-03-07T14:42:00.002+00:002012-03-07T14:42:24.235+00:00Qualitative categorizationOur two final year undergraduate project students are making great progress in categorising samples of the PeerWise questions created by students in our first year Physics class.<br />
<br />
They've developed and refined a range of information to be captured from each question authored by a student as follows:<br />
<br />
<style>
<!--
/* Font Definitions */
@font-face
{font-family:Calibri;
panose-1:2 15 5 2 2 2 4 3 2 4;
mso-font-charset:0;
mso-generic-font-family:auto;
mso-font-pitch:variable;
mso-font-signature:3 0 0 0 1 0;}
/* Style Definitions */
p.MsoNormal, li.MsoNormal, div.MsoNormal
{mso-style-parent:"";
margin-top:0cm;
margin-right:0cm;
margin-bottom:10.0pt;
margin-left:0cm;
line-height:115%;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:"Times New Roman";
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:Calibri;
mso-fareast-theme-font:minor-latin;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;}
@page Section1
{size:595.3pt 841.9pt;
margin:72.0pt 72.0pt 72.0pt 72.0pt;
mso-header-margin:35.4pt;
mso-footer-margin:35.4pt;
mso-paper-source:0;}
div.Section1
{page:Section1;}
-->
</style>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<i style="mso-bidi-font-style: normal;">Clarity of Questions:<span style="mso-spacerun: yes;"> </span>-</i><span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
0 – Unclear
(including spelling & grammar that make question unclear) </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
1 – Clear</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<i style="mso-bidi-font-style: normal;">Feasible Distractors</i>: </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
0 – None</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
1 – At least
2 but not all</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
2 – All
Feasible</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<i style="mso-bidi-font-style: normal;">Explanation:</i></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
0 – Missing</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
1 – Inadequate
or wrong</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
2 – Minimal/unclear</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
3 –
Good/Detailed</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
4 – Excellent
(Describes physics thoroughly, remarks on plausibility of answer, use of
appropriate diagrams, perhaps explains why you would have obtained distractors)</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<i style="mso-bidi-font-style: normal;">Quality of Author Comments:</i></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
0 – None</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
1 – Irrelevant</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
2 – Relevant</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<i style="mso-bidi-font-style: normal;">Correct:</i> </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
0 – Obviously
Incorrect</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
1 – Most
Likely Correct</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<i style="mso-bidi-font-style: normal;">Recognised as Incorrect:</i><span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
0 – N/A or
not recognised</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
1 –
Recognised as incorrect by students (or disagreement with author)</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<i style="mso-bidi-font-style: normal;">Diagram:<span style="mso-spacerun: yes;"> </span></i></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
0 – None</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
1 –
Contextual picture but not relevant</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
2 – Relevant
diagram or picture</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<i style="mso-bidi-font-style: normal;">Plagiarism: </i></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
0 -
Potentially Plagiarised </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
1 – Not
obviously plagiarised</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<i style="mso-bidi-font-style: normal;">Context of Question</i>:<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
0 – None
(formulas, recalling info)</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
1 –
Irrelevant or extraneous context (entertaining, imaginary)</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
2 – Physics
(frictionless, idealized situation)</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
3 – Relevant
real world context (applicable to daily situations cars on racetracks)</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<i>Revised
Taxonomy: </i></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
1 – Remember,
Recognise or Recall OR just plugging in numbers</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
2 –
Understand, Interpret or predict (No calculation needed, understanding 3<sup>rd</sup>
law for example) </div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
3 – Apply,
Implement or Calculate (1 step calculation)</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
4 – Analyse,
differentiate or organise (multi-step calculation, higher analysis)</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
5 – Evaluate,
Asses or Rank ( Evaluating various options and assessing their validity)</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
6 – Create,
Combine or Produce (Aske<a href="" name="_GoBack"></a>d to combine various areas of
physics, need to get a structure right to solve whole problem)</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">
<br /></div>
<div id="doi">
This last category maps the question onto levels in the cognitive domain of Bloom's (revised) taxonomy. After doing some tests to establish an acceptable level of inter-rater reliability, we've let the two students loose on their own sets of questions. </div>
<div id="doi">
<br /></div>
<div id="doi">
They're in progress, but early indications are that in contrast to a recently published study (<span style="font-size: x-small;"><span class="mainTitle">A participatory learning approach to biochemistry using student authored and evaluated multiple-choice questions, Denny and Bottomley</span></span> DOI: 10.1002/bmb.20526) we're seeing that only relatively few questions inhabit the lower reaches of this scale, with most in category 3 and 4 and non-negligible numbers in the highest categories. I'll post more results when we have them. </div>
<div id="doi">
<br /></div>
<div id="doi">
Here's a nice example of a question classified at level 5 in the taxonomy. </div>
<div id="doi">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbcix0WA_ILWCF0piFSZMU2y1W7GTJ6J3mg4gE_BDv4GMjwzaotIE4nN0S6vCoRwG-3Truqs_4cM0vONBpJpfeGdONMdQs58be02lNavdsYgUTp6LukXWPTlVq8FkEUOWTZqtUMlDJyEw/s1600/pw2011.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="264" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbcix0WA_ILWCF0piFSZMU2y1W7GTJ6J3mg4gE_BDv4GMjwzaotIE4nN0S6vCoRwG-3Truqs_4cM0vONBpJpfeGdONMdQs58be02lNavdsYgUTp6LukXWPTlVq8FkEUOWTZqtUMlDJyEw/s640/pw2011.png" width="640" /></a></div>
<div id="doi">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">
</div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">
<br /></div>Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-49723706143672184292012-01-25T14:08:00.001+00:002012-01-25T14:08:57.522+00:00<br />
<div class="MsoNormal">
<span lang="EN-US">Getting started with biology students.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">The second year biology (genetics) students
are now one week into the course and, after only three lectures, there are
already 22 questions mounted on the course PeerWise site. Moreover, all but the
two most recent questions have attracted multiple comments. Almost all of the
questions involve digestion and re-synthesis of lecture material. Perhaps this rapid and encouraging uptake is,
in part due to better scaffolding provided during introduction of the course as compared with last year. A
log of the process and information for setting this task for this class (GGA), including the introductory powerpoint slides are available to view on request.<o:p></o:p></span></div>Heather McQueenhttp://www.blogger.com/profile/12451331084103858424noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-12995503326631890472012-01-19T12:00:00.002+00:002012-01-19T12:00:24.142+00:00Thinking qualitativelyWe're beginning to think about how to assess the quality of the questions that students have been submitting in their courses, and we have recruited a couple of final years Honours project students in Physics to help us out.<br />
<br />
A starting point is to generate some ideas for what sort of classification scheme we might want to use to be able to classify the questions. We need to bear in mind there are several HUNDRED questions for each course, so the classification has to be coarse enough to be done reasonably quickly, but fine enough to capture the essence of the questions across different dimensions. Here are examples of 2 such dimensions that we might want to consider: <br />
<br />a. A classification based on cognitive challenge of the questions. We might want to think about mapping onto the various levels of Bloom's Taxonomy: knowledge and recall at the bottom of the hierarchy and so on. <br />
<br />b. Some sort of measure of 'physics sophistication'. Is this question a straightforward application of a single physics principle (eg cons of energy)? etc. <br />
<br />
There's a recent paper by Paul Denny on this topic that's going to prove to be a useful starting point for us:<br />
<br />
<a href="http://onlinelibrary.wiley.com.ezproxy.webfeat.lib.ed.ac.uk/doi/10.1002/bmb.20526/abstract">http://onlinelibrary.wiley.com.ezproxy.webfeat.lib.ed.ac.uk/doi/10.1002/bmb.20526/abstract</a><br />
<br />
Watch this space.Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com1tag:blogger.com,1999:blog-6752532652754054794.post-91533061642214386142011-12-01T12:48:00.002+00:002011-12-01T12:52:26.796+00:00PeerWise assessment schemesThe third and final PeerWise assessment task in Physics 1A is now underway. Each of these tasks has been summatively assessed, using algorithms to translate the PeerWise scoreboard score into an assignment mark. This is a trickier process than you might think: there are a quartet of files on the main project <a href="https://www.wiki.ed.ac.uk/display/SGC4L/Home">wiki</a> which describe a couple of approaches to doing this and give Excel template files implementing each algorithm.Ross Gallowayhttp://www.blogger.com/profile/10203247485281566795noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-10846219229517849172011-11-22T21:30:00.001+00:002011-11-22T21:36:46.281+00:00Third and final Peerwise exercise in Physics 1AThis week sees the third and final PeerWise exercise in our Physics 1A course. We've collected together some of the material that we used to introduce and scaffold the activities and to provide feedback to students after the assessment activities have finished.<br />
<br />
<br />
The resources are all available as a <a href="http://www2.ph.ed.ac.uk/AardvarkDeployments/Public/60460/views/workspace/spb01/56047/deploymentframeset.html#tree=Physics1A:Organisations:PeerWiseDemo" target="_blank">self-contained web-extract</a> from our online course notes system. <br />
<br />
The timeline is as follows:<br />
<br />
<ul>
<li>Week 5: first PeerWise exercise introduced in workshops (the first 3 nodes in the web-extract)</li>
<li>Week 6: students work on creating their first questions: PW1 assessment live. </li>
<li>Week 7: feedback to students on PW1 outcomes, introduction of second PeerWise task: improving the quality of distracter answers. </li>
<li>Week 8: students work on PW2 ("PeerWiser") </li>
<li>Week 10: introduction to PW3 ("PeerWisest"). Creation of questions synthesising more than one topic from the course. </li>
<li>Week 11: students work on PW3</li>
</ul>Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-57704905593794380632011-11-21T16:21:00.001+00:002011-11-21T16:57:22.627+00:00Well, someone liked it ....Paul Richardson, from the JISC Regional Support Centre Wales, was one of the participants who came to our workshop last week as part of the JISC online conference activity week. He wrote this <a href="http://blogs.rsc-wales.ac.uk/blog/2011/11/21/workshops-do-they-work-for-you/" target="_blank">blog post </a>about his thoughts on the workshop experience: I am glad we managed to offer something a bit more than just a 'sit and listen to us while we tell you what we've done'.....<br />
<br />
Actually, Judy and I came up with several ideas for how we could have improved the session.... maybe next time.... <br />
<br />
<br />
<br />
<br />Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-44204853376322323272011-11-17T16:26:00.000+00:002011-11-17T16:34:45.746+00:00JISC online conference workshop<style>@font-face { font-family: "Arial"; }@font-face { font-family: "MS 明朝"; }@font-face { font-family: "MS 明朝"; }@font-face { font-family: "Cambria"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0cm 0cm 0.0001pt; font-size: 12pt; font-family: Cambria; }a:link, span.MsoHyperlink { color: blue; text-decoration: underline; }a:visited, span.MsoHyperlinkFollowed { color: purple; text-decoration: underline; }.MsoChpDefault { font-family: Cambria; }div.WordSection1 { page: WordSection1; }</style> <p class="MsoNormal" style=""><span style="font-family:Arial;">The online worksh<span style="font-size:100%;">op in the pre-conference atcivity week</span></span><span lang="EN-US" style="font-family:Arial;font-size:100%;"> </span><span style="font-family:Arial;"><span style="font-size:100%;">at the <a href="http://www.jisc.ac.uk/events/2011/11/innovatingelearning.html">JISC online conference</a></span><span style=";font-size:100%;" > </span><span style="font-size:100%;">has now taken place.</span><span style=";font-size:100%;" > </span><span style="font-size:100%;">Attendees were asked to create questions in PeerWise and to answer, rate and comment on questions posted by their fellow-attendees.</span></span></p><p class="MsoNormal" style=""><span style="font-family:Arial;"><span style="font-size:100%;"><br /></span></span></p><p class="MsoNormal" style=""><span style="font-family:Arial;"><span style="font-size:100%;">It was great to see such active participation, both in the PeerWise activity itself and in the Elluminate question and answer sessions, with questions that have given us plenty of food for thought. </span><span style="font-size:100%;">Than</span>ks to all who took part!</span></p><p class="MsoNormal" style=""><br /><span style="font-family:Arial;"></span></p>Judy Hardyhttp://www.blogger.com/profile/18366469720615169779noreply@blogger.com1tag:blogger.com,1999:blog-6752532652754054794.post-72122098304066663382011-11-17T12:41:00.000+00:002011-11-17T12:41:03.653+00:00At the JISC online conference activity weekWe have an online workshop in the Activity Week ahead of the <a href="http://jisc/events/2011/11/innovatingelearning.aspx" target="_blank">JISC online conference 2011</a>. We'll post back some details of how the session went, including links to the Elluminate recording after it takes place.Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-26939507564480251302011-11-14T12:30:00.000+00:002011-11-17T12:38:43.427+00:00Physics 1A second PeerWise activityFor the second PeerWise activity in Physics1A at Edinburgh, we'll be getting students to focus on the quality of the distracters that they provide as answers to the questions that they create. We used a question generated by a student last year, and added trivial or nonsense distracters. During a workshop session we challenged student groups to identify better (wrong) answers based on what they thought would be anticipated difficulties or mistakes that other students would make.<br />
<br />
Here's what we presented to students:<br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQlqvmBzya2nQLVeA9HJjEBPFrPcxVmVB2U-a9WMGvV8GjNz5ek9FS1cNty2ccKF3G6dZWzOYqJCBzTaL2wP5lZ_Q0aQZuOCNJnpIsAu7StNmz-7Wzpdw9vARADZuvy2_UNkpyWYrZYWo/s1600/pw2a.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="304" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQlqvmBzya2nQLVeA9HJjEBPFrPcxVmVB2U-a9WMGvV8GjNz5ek9FS1cNty2ccKF3G6dZWzOYqJCBzTaL2wP5lZ_Q0aQZuOCNJnpIsAu7StNmz-7Wzpdw9vARADZuvy2_UNkpyWYrZYWo/s320/pw2a.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisq4z0hGUTG5eCnC6VUzLZuM7Ib0Id7i9vG1BwP2w8YokfELIVE6v9l0W4VtWo2v_v2EleEVvRD4CDNOhamqClTcOUY3QOIIKK5aW9pQJdIj-UvQxtxqTBWQHm0vsfskDaWF9vzpehyJQ/s1600/pw2b.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisq4z0hGUTG5eCnC6VUzLZuM7Ib0Id7i9vG1BwP2w8YokfELIVE6v9l0W4VtWo2v_v2EleEVvRD4CDNOhamqClTcOUY3QOIIKK5aW9pQJdIj-UvQxtxqTBWQHm0vsfskDaWF9vzpehyJQ/s320/pw2b.png" width="320" /></a></div>Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-79693542167281970622011-11-10T12:26:00.000+00:002011-11-17T12:30:40.999+00:00Winners!A group project within the Physics Education Research group (<a href="http://sites.google.com/site/edpersite/" target="_blank">EdPER</a>) has won the award for formative assessment at the <a href="http://www.e-assessment-scotland.org/awards/#winners11" target="_blank">Scottish e-Assessment Awards 2011</a>.<br />
<br />
<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhet79PcOmMUlw6m95nBhH-DeAFLJRpWmv0n-z6HtaCPrucDUA0qcHUAJyUIiPmfUVKblCzf1eSpnHJ9rUtm2ONykaGrm7A2ePxHUfpw2dYY8jhriX-EA1KP0gADxpoM5mqjBWz19YSPX0/s1600/eAS2011_Formative_small.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhet79PcOmMUlw6m95nBhH-DeAFLJRpWmv0n-z6HtaCPrucDUA0qcHUAJyUIiPmfUVKblCzf1eSpnHJ9rUtm2ONykaGrm7A2ePxHUfpw2dYY8jhriX-EA1KP0gADxpoM5mqjBWz19YSPX0/s1600/eAS2011_Formative_small.jpg" /></a></div><br />
The entry submitted by Simon Bates, Ross Galloway and Karon McBride, 'Using PeerWise for Formative Peer eAssessment in Introductory Physics Courses,' described how scaffolded tasks using PeerWise (<a href="http://peerwise.cs.auckland.ac.nz/" rel="nofollow">http://peerwi</a><a href="http://peerwise.cs.auckland.ac.nz/" rel="nofollow">se.cs.auckland.ac.nz/</a>) were set as assessed assignments in two introductory-level physics courses. PeerWise is an online question sharing and peer review application developed by the University of Auckland. Adopting a strong instructional design approach based on constructivist principles, we developed four scaffolding activities and inserted these into the workshops preceding the PeerWise assignment. The initial scaffolding activity presented to students ahead of the PeerWise assessment was well received by students. Class leaders reported a notable ‘buzz’ in the workshops when students were engaged in this activity with many students opting in subsequent workshops to work collaboratively on PeerWise during break times. In the post-course survey of students, 65% agreed that developing original questions improved their understanding of course topics. <br />
<blockquote><blockquote class="tr_bq" dir="ltr" style="margin-right: 0px;"> <div><em>“The biggest benefit was writing question and having to put a lot of thought in to explain the problem to other people. It really helped my understanding of parts of the subject."</em></div></blockquote></blockquote><div dir="ltr">The award was collected at the Scottish e-Assessment Conference in Dundee on 26 September 2011. </div><div dir="ltr"> </div><div dir="ltr">Full details of the pilot implementation in 2010-11 are available on our <a href="http://www2.ph.ed.ac.uk/elearning/projects/peerwise/" target="_blank">e-learning pages </a></div>Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-17019619761893509602011-10-27T12:19:00.000+01:002011-11-17T12:25:41.018+00:00First PeerWise activity in Physics 1AOur first PeerWise activity in <a href="http://www2.ph.ed.ac.uk/elearning/projects/physics1a/" target="_blank">Physics1A</a> this year has just ended. Once again, our students have produced some fantastic questions with real insight and creativity on display.<br />
<br />
We took quite a lot of time in the lectures to remind students to start well ahead of the deadline, to avoid the usual ski-slope profile of questions and answers coming in minutes before the final deadline. It looks like that worked as the graphs below show, with highest activities recorded prior to deadline day.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr08I9dUculVJXFHVHdnuvBv-eVjabE15UlsAbZPkodn9e1UGTQJcHzlo7Ob0E1FclrbZzW9apJnzazWLOppHkVe_-d5yu0-NAFW07kO8iIricJRtZfJtoZPzyUOioa_uqujkYWslxTnA/s1600/q.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="170" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr08I9dUculVJXFHVHdnuvBv-eVjabE15UlsAbZPkodn9e1UGTQJcHzlo7Ob0E1FclrbZzW9apJnzazWLOppHkVe_-d5yu0-NAFW07kO8iIricJRtZfJtoZPzyUOioa_uqujkYWslxTnA/s320/q.png" width="320" /></a></div><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7F34nquyeIO85x4Id70aA9Y0K729yedBqhvRpEX22r_lYENqB-HYLD7cyR9bkTKYDSlGtrq_IzqJ3XmLgUYi9dtYufW9s0bDdaiG1uwjwcgjlUMRhyAJWWiPOfbcGzeI32C7w2icniQU/s1600/a.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="170" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7F34nquyeIO85x4Id70aA9Y0K729yedBqhvRpEX22r_lYENqB-HYLD7cyR9bkTKYDSlGtrq_IzqJ3XmLgUYi9dtYufW9s0bDdaiG1uwjwcgjlUMRhyAJWWiPOfbcGzeI32C7w2icniQU/s320/a.png" width="320" /></a></div><br />
<br />
Another interesting thing that we found was that there looks to be a fairly clear linear relationship between when you get started on the assignment and the final assignment score. The graph below is based on sampling a fraction of all assignment marks. <br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3m1-VZoJ2LR8f21Lv1DLZwvqUiFt8I1TKOQlbN_-_j1Ad8j1QabIcOi3Gz5YyC82QS-xhf7RwrZ0aEglm8j6aqq0xJFK5AXqfZ9Fd2EDV9FdAvHYL4r1bqN_h4o6vcusu2Z9Gydf-C0I/s1600/g.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="217" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3m1-VZoJ2LR8f21Lv1DLZwvqUiFt8I1TKOQlbN_-_j1Ad8j1QabIcOi3Gz5YyC82QS-xhf7RwrZ0aEglm8j6aqq0xJFK5AXqfZ9Fd2EDV9FdAvHYL4r1bqN_h4o6vcusu2Z9Gydf-C0I/s320/g.png" width="320" /></a></div>Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-2096026484506195502011-10-05T12:18:00.000+01:002011-11-17T12:19:11.822+00:00Draft project plan now online<div class="separator" style="clear: both; text-align: left;">Our draft project plan is now available on the <a href="https://www.wiki.ed.ac.uk/display/SGC4L/Home" target="_blank">wiki</a>, ahead of the first meeting of all projects funded in the Assessment and Feedback theme. And the project poster we produced, showing examples of student work from our pilot implementation of PeerWise last year, is included below. </div><br />
<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihXt_7j6TVJsTPL_CCsZGLxooENza1SqeldeCHrZ7YCR5-fFTXkWlNxVcwi9i89zmLM8ljp0mk7JoHQcKDHbPb0SmxAGFVsfd6jHuApnW8Epj46aK2mfcPclUxOVltdozXOpRfMFKUZe0/s1600/JISC_SGC4L_poster.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihXt_7j6TVJsTPL_CCsZGLxooENza1SqeldeCHrZ7YCR5-fFTXkWlNxVcwi9i89zmLM8ljp0mk7JoHQcKDHbPb0SmxAGFVsfd6jHuApnW8Epj46aK2mfcPclUxOVltdozXOpRfMFKUZe0/s320/JISC_SGC4L_poster.png" width="226" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Poster for JISC meeting 5th Oct</td></tr>
</tbody></table>Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-18996464149889661392011-10-03T12:09:00.000+01:002011-11-17T12:14:21.446+00:00And then there were moreWe've been giving talks about our pilot use of <a href="http://peerwise.cs.auckland.ac.nz/" target="_blank">PeerWise</a> in first year physics courses, that really acted as the seed for this project. (The slides from one of these, at the Physics Higher Education Conference in Sept 2011, are embedded below). <br />
<br />
<div id="__ss_9211492" style="width: 425px;"><b style="display: block; margin: 12px 0pt 4px;"><a href="http://www.slideshare.net/EdPER_talks/student-generated-content-for-enhanced-engagement-and-learning" target="_blank" title="Student generated content for enhanced engagement and learning">Student generated content for enhanced engagement and learning</a></b> <iframe frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/9211492" width="425"></iframe> <br />
<div style="padding: 5px 0pt 12px;">View more <a href="http://www.slideshare.net/" target="_blank">presentations</a> from <a href="http://www.slideshare.net/EdPER_talks" target="_blank">Physics Education Research group, University of Edinburgh</a> </div></div><br />
<br />
We've managed to hook up with colleagues from other institutions who are also implementing PeerWise in their courses and they will be joining us as project associates. As well as expanding the coverage, they'll serve as useful routes to disseminating our findings as well.<br />
<br />
Details of all the courses that we are implementing PeerWise in are now up on the project <a href="https://www.wiki.ed.ac.uk/display/SGC4L/Home" target="_blank">wiki</a>.Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-71071828171948798032011-09-30T12:06:00.000+01:002011-11-17T12:09:20.829+00:00Extra handsWe've just appointed our project officer for the SGC4L project. Alison Kay joins us to work on this and a couple of other projects within the Physics Education Research Group. Alison brings a variety of really valuable experience to the project team and we're all looking forward to working with her.Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com0tag:blogger.com,1999:blog-6752532652754054794.post-17192191425290456632011-09-01T19:03:00.000+01:002011-11-17T12:05:55.437+00:00Got funding!Today marks the start of our our <a href="http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessmentandfeedback/Strand%20B%20Projects.aspx" target="_blank">JISC-funded assessment and feedback strand B</a> project that this blog is all about.<br />
<br />
We've set up a project <a href="https://www.wiki.ed.ac.uk/display/SGC4L/Home" target="_blank">wiki</a> to collect documents and information on the project as it develops, but we plan to use this blog to document some of our thoughts and reflections as the project progresses.Simon Bateshttp://www.blogger.com/profile/15981130682873841596noreply@blogger.com0