Oct 9, 2017 - R. Fajriyah 1. Paulo C.. ... The availability of teaching modul. The average final ... integrate technology in teaching: statistical software improving ...
Motivation Purpose Roadmap Results Remark Acknowledgement
Implementing the Computer Supported Collaborative Learning and Teaching in a Statistics Class for the Engineering Students
R. Fajriyah 1 1 Universitas
Paulo C.. Rodriguez 2
Islam Indonesia, Jogjakarta, Indonesia
2 CAST,
University of Tampere, Finland
October 9, 2017 Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Outline 1
Motivation
2
Purpose
3
Roadmap
4
Results Activities Indicators achievements Obstacles
5
Remark
6
Acknowledgement Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Motivation and Problem
teaching experience: language students assessment Lack of experience: native speaker, computer The availability of teaching modul The average final score is 64.88 (lower than 70)
Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Students evaluation
33.3% students perceive that lecture is not delivered clearly such that it is easy to understand and not boring 10% students perceive that lecture is not delivered in motivating and inspiring style 33% students perceive that lecturer does not provide student with interactive and communicative class 40% students perceive that lecturer prepares the materials suitable to the students’ ability/need
Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Purpose
Improving language:students and lecturer get experience integrate technology in teaching: statistical software improving student understanding of the course content
Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Roadmap CURRENT METHOD
ALTERNATIVE METHODS
PROPOSED METHOD
Corte (1996), Lehtinen et al. (1999)
L E A R N I N G
-
INDIVIDUAL, NON COOPERATIVE NON SUPPORTED COMPUTER
Ludvigsen and Mørch (2010), WaltherThimas, Korinek, Mclaughlin and Williams (2000)
- COLLABORATIVE - COOPERATIVE - PROBLEM-BASED - RESEARCH-BASED
T E A C H I N G
-
COLLABORATIVE COMPUTER SUPPORTED ENGLISH NATIVE SPEAKER
Owenby (2008), Smith and MacGregor (1992), Stahl, Koschmann, and Suthers (2006) • NON COLLABORATIVE • NON SUPPORTED COMPUTER
Fajriyah and Rodriguez
Verschaffel, Lowyck, Corte, Dhert, and Vandeput (1998), Villa, Nevin and Thousand (2008)
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Activities Indicators achievements Obstacles
Outline 1
Motivation
2
Purpose
3
Roadmap
4
Results Activities Indicators achievements Obstacles
5
Remark
6
Acknowledgement Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Activities Indicators achievements Obstacles
Inside the class/dept
Teach the students: lecturing and discussion Make the groups: students, course content Work on a project related to the course content Integrate statistical software to solve the project serve as an examiner for the students exam Discuss and meeting witht the IP department
Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Activities Indicators achievements Obstacles
Outside the class
working with other departments : studium general, workshop, curriculum and research talk (with IST Akprind, UGM, UNY and UNS working with students: studium general for magister Medical Informatics students, sight seeing and cultural sessions Initial MoU does not work yet
Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Activities Indicators achievements Obstacles
Pictures
some pictures
Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Activities Indicators achievements Obstacles
Outline 1
Motivation
2
Purpose
3
Roadmap
4
Results Activities Indicators achievements Obstacles
5
Remark
6
Acknowledgement Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Activities Indicators achievements Obstacles
Indicators achievements I Students group have been provided Questionnaire for evaluation have been available Exam guidance for lecturer(s) and students have been provided Two teaching assistants have been hired Teaching materials: theory and R sessions have been provided Students review are in 3.71 (TA), 3.92 (P) and 4.06 (C) out of 5 Collaborator review are 3.85 (Stu) , 5 (Sta), 5 (TA) dan 5 (P) out of 5 Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Activities Indicators achievements Obstacles
Indicators achievements II
Average of midterm and final exams score are increasing 76.98 and 88.44 respectively and the average for the marking socre is 82.71 from 64.88
Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Activities Indicators achievements Obstacles
Indicators in Table
No.
1
2
Problem How to improve students habit in speaking English during the class How to get students an experience to be taught by an Englishspeaking lecturer?
Evaluation Method
Indicator(s) Positive review collaborator about and the program
Questionnaire
Positive review from students about collaborator and the program
Questionnaire
a.
3
4
How to use and incorporate technology in teaching to prepare the teaching material and to make it an enjoyable teaching?
How to integrate the statistical software in the class of Industrial Statistics in order to help students to get a better understanding on how the statistical methods are implemented
1. 2. 3. 4.
Questionnaire Exam Project Presentation assessment Lecture notes and lab activity per competency group
b. c. d.
a. 1. 2. 3. 4.
Questionnaire Exam Project Presentation assessment Lecture notes and lab activity per competency group
b. c. d.
a.
5
6
7
How to improve the average of exam’s scores and student understanding of the course content
Collaborative learning and teaching
Improving students assessment (NKD) toward local lecturer
1. 2.
1. 2.
Project’s assignment assessment Lecture notes and lab activity per competency group
Questionnaire Handbook on how to implement the collaborative learning and teaching NKD questionnaire
Fajriyah and Rodriguez
from students
b. c.
a.
b.
Outcome Collaborator review about a. students: 3.85 b. the program: 5 Students review about a. collaborator: 4.06 b. program: 3.92
Positive student’s review about the program Average of exam score will increase Project presentation files and score Draft of lecture notes and lab activity handbook are available
a.
Positive student’s review about the program Average of exam score will increase Project presentation files and score Draft of lecture notes and lab activity handbok are available
a.
There is a check-list assessment for the project assignment Draft of lecture notes and lab activity handbook available The average exam scores is increase, 70 in 1-100 scales
a. b. c.
See Fajriyah (2016) See Fajriyah (2016) Average exam score: 82,71 > 70
Positive review from students about the learning and teaching method Draft of CSCLT handbook is available
a.
Students review about the program: 3.92 See Fajriyah (2017)
The NKD is improved
ICMSTR 2017
b. c. d.
b. c. d.
b.
Students review about the program: 3.92 Average exam score: 82.71 > 64.88 See Fajriyah (2017) See Fajriyah (2017)
Students review about the program: 3.92 Average exam score: 82.71 > 64.88 See Fajriyah (2017) See Fajriyah (2017)
The NKD is improved from 4.33 to 4.5
Motivation Purpose Roadmap Results Remark Acknowledgement
Activities Indicators achievements Obstacles
Indicators in Pictures Average exam score
0
40
80
0 1 2 3 4 5
Students Assessment toward local lecturer
Before CSCLT
After CSCLT
Before CSCLT
Students review about CSCLT 0 1 2 3 4 5
0 1 2 3 4 5
Students review about collaborator
After CSCLT
Before CSCLT
After CSCLT
Before CSCLT
Collaborator review about CSCLT 0 1 2 3 4 5
0 1 2 3 4 5
Collaborator review about students
After CSCLT
Before CSCLT
After CSCLT
Fajriyah and Rodriguez
Before CSCLT
ICMSTR 2017
After CSCLT
Motivation Purpose Roadmap Results Remark Acknowledgement
Activities Indicators achievements Obstacles
Outline 1
Motivation
2
Purpose
3
Roadmap
4
Results Activities Indicators achievements Obstacles
5
Remark
6
Acknowledgement Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Activities Indicators achievements Obstacles
The obstacles
Local collaborator should go to Thailand Timing and length of stay of the collaborator Budgeting: unplanned activities
Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Remark We learn about learning and self evaluation. In a self positioning toward a global education, academically and non academically We (me and particulalry some students) still need to learn more about English writing for academic purpose. Preparing for their final task assignment (if any) Opening a new chance in joint teaching, research and exchange possibly with another insitution/univ Teaching Assistants are the must have for the CSCLT It is a fun way introducing the R software for Data Analysis Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Acknowledgement I would like to thank you to BPA and staffs at Universitas Islam Indoensia for the grant and the reviewers IE Department: P M Ridwan AP Ph.D (Head department), B Diana ST, other staffs and students for the cooperation and help (managing and funding) FIE: P Imam Dj, Ph.D (Dean) students and today participants
Fajriyah and Rodriguez
ICMSTR 2017
Motivation Purpose Roadmap Results Remark Acknowledgement
Thank you
Fajriyah and Rodriguez
ICMSTR 2017
Appendix
References
References I Erik De Corte. Encyclopedia of Developmental and Instructional Psychology, chapter Instructional Psychology: Overview. Pergamon, 1996. R. Fajriyah Teaching Grant Proposal, BPA-Universitas Islam Indonesia, Yogyakarta, Indonesia, 2016. R. Fajriyah. Teaching grant report: Computer- supported collaborative learning and teaching. Technical report, Universitas Islam Indonesia, 2017. Technical Report, BPA-Universitas Islam Indonesia, Yogyakarta, Indoensia, 2017. Fajriyah and Rodriguez
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Appendix
References
References II
R. Fajriyah. Introducing a cross-variance concept and its application. 12th ICMSA Proceeding, Univ. Syiah Kuala, Aceh, Indonesia, 2017. Erno Lehtinen, Kai Hakkarainen, Lasse Lipponen, Marjaana Rahikainen, and Hanni Muukkonen. Computer supported colaborative learning: A review. Technical report, University of Nijmegen, Department of Educational Sciences, 1999.
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Appendix
References
References III Sten R. Ludvigsen and Anders I. Mørch. The International Encyclopedia of Education, chapter Computer-Supported Collaborative Learning: Basic Concept, Multiple Perspectives, and Emerging Trends. Elsevier, 2010. Mellinda Ann Dooly Owenby. Tele Collaborative Language Learning, A guidebook to moderating intercultural collaboration online. Peter Lang IAP, 2008. B. L. Smith and J. MacGregor. Collaborative Learning: A Sourcebook for Higher Education. PA: NCTLA, 1992.
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Appendix
References
References IV G. Stahl, T. Koschmann, and D. Suthers. Cambridge handbook of the learning sciences, chapter Computer-supported collaborative learning: An historical perspective, pages 409– 426. Cambridge University Press, 2006. L. Verschaffel, J. Lowyck, Erik De Corte, S. Dhert, and L. Vandeput. Starters’kit for teachers: Computer-supported collaborative learning networks in primary and secondary education. Technical Report 2019, University of Leuven, 1998.
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Appendix
References
References V
R. A. Villa, A. I. Nevin, and J. S. Thousand. A guide t co-teaching: Practical tips for facilitating student learning. Corwin Press, 2 edition, 2008. Chriss Walther-Thomas, Lori Korinek, Virginia L. Mclaughin, and Brenda Toler Williams. Collaboration for Inclusive Education: Developing Successful Programs. Pearson, 2000.
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