using technology for enhancing feedback and assessment in face to face teaching

1. 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 andyramsden

3. a little bit about you How would you classify the way you tend to teach? 07624 804 921 Talk to them, focus on the use of powerpoint Talk to them, and include wider tools, including audio& video, and web sites Engage in active leaning techniques including group work and feedback During the last semester, have you used quizzes on your VLE course? Yes No AF AE AD AC AB AA

6. evidence on the ground The why … 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/

9. The why … Email those who have not watched the lecture replacement videos 1 & 2 – check things OK Upload responses to ARS from class session. Use Mazur sequence for the ARS activities This forum activity will get them working collaboratively online in groups. In lecture: present slide on who scored well 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 Release lecture replacement video Wk 3 Online: send a reminder email to those who have not completed mcq 1 & 2 – check everything is OK Forum task is associated with stage 2 of 5 step model In lecture: refer to the summary file, and present slide on who scored well Release formative MCQ (no 2) on Moodle Online: complete forum task around region / town where born Release lecture replacement video Wk 2 Create a summary feedback (audio file) of the aggregated results from the formative test The completion of the profile and the personalisation is mapped to stage 1 of Gilly Salmon 5 step model In lecture: Set out staff and student expectations for participation Online: Release of formative MCQ (no 1) on Moodle Online: Get them to complete their Moodle Profile, to include info about web 2.0 user accounts Online: Get them to personalise their My Moodle page to include RSS feeds from key software Wk 1 Large quiz bank (mcqs) from OER Recordings (lecture replacement) Prep Notes Learning Support Learning Activities Learning Resources Week

10. 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 07624 804 921

11. 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. 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 07624 804 921 32 32 6 0,3% 1,7% 25110 C 36 36 17 2,5% 0,7% 2560 S.A. 8 8 74 1,6% 5,8% 1570 B 29 20 51 1,5% 2,5% 500 A Services Industry Agriculture Structures of total employment 1980-85 (percentages) Population growth rate 1980-91 Growth rate of GNP per capita p.a. 1980-91 GNP per capita 1991 ($ USA)

12. a low tech model (v2) – the answer is The 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 Discussion Dufresne 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

14. the how: practitioner driven The how … #bathspact

15. Don’t lose sight of the goal Where Next? http://bit.ly/8ZqHhk Christine Edmead http://go.bath.ac.uk/e-learning [email_address] 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.