Sep 22, 2017 - Mass immediate feed-back. Visualizations ... Less often, the teacher explores strategies to introduce collaborative and active pedagogies ..... but some technologies help more: the case of MOOCs ... Thanks for your attention!
Teaching lab. (ST2)
Integrating MOOCs in Physics preliminary undergraduate education: beyond large size lectures. Juliana Raffaghelli, Patrizia Ghislandi, Susanna Sancassani, Luisa Canal, Rocco Micciolo, Barbara Balossi, Matteo Bozzi, Laura di Sieno, Immacolata Genco, Paolo Gondoni, Andrea Pini, Maurizio Zani ICEM, Napoli 22/09/2017
Universities are changing!
Two problems inside this institutional change are: • the increasing number of students in higher education
This entails:
• Higher teachers’ workload • the need of pedagogical innovation
• increasing drop-outs (Brown et al., 2012)
• the adoption of technologies «amplify» the teachers’ activities
to
Yet working with large size lectures impose new challenges
Maurizio Zani, Juliana Raffaghelli
2/24
The challenge of working with LSL
• Content delivery is frequently the focus • Less often, the teacher explores strategies to introduce collaborative and active pedagogies as in smaller lectures (Allendoerfer et al., 2016) • These strategies could be supported by technology-enhanced learning approaches (Mangram, Haddix, Ochanji & Masingila, 2015)
Maurizio Zani, Juliana Raffaghelli
3/24
Some TEL strategies to promote effective learning in LSL • Content delivery is frequently the focus • Less often, the teacher explores strategies to introduce collaborative and active pedagogies as in smaller lectures (Allendoerfer et al., 2016) • These strategies could be supported by technology-enhanced learning approaches Educational Technologies
Pedagogical Dimension
MOOC’s and OER’s integration (blended learning) Access to content with tracking systems periodically analyzed in class by the teacher Students’ response System
Mass immediate feed-back
Visualizations based on Learning Analytics (student and teacher side)
Self-regulation: tools for planning, monitoring and assessing the own progress in learning
Automatic systems for Peer-evaluation
Reflective skills, critical thinking, content knowledge
Etc.!
Etc.!
These strategies are being studied separately, while there are less efforts to understand how an integrated set of strategies could work. Maurizio Zani, Juliana Raffaghelli
4/24
Our research questions
• Which elements are particularly important in a setting for LSL? • Is there any pedagogical activity/resource within the learning design for the LSL that makes a difference? • Which is the importance of MOOCs in this integrated approach?
Maurizio Zani, Juliana Raffaghelli
5/24
Outlook Team makes the difference!
Pre-courses
MOOCs
Quiz
Maurizio Zani, Juliana Raffaghelli
6/24
MOOCs of experimental physics Pre-courses
MOOCs
Quiz
Maurizio Zani, Juliana Raffaghelli
7/24
MOOCs of experimental physics: ciak...
action start to work! • • • • • • • •
team
1 director 8 teacher/tutor 7 staff
team topics structure storyboard shooting post-editing validation quiz
result
Team makes the difference!
450 h of work 170 video 150 quiz
http://www.mauriziozani.it/wp/?p=2134 Maurizio Zani, Juliana Raffaghelli
8/24
week
week
week
final quiz
...
quiz forum
summary
lessons
quiz ...
role games
case studies
interview
quiz ...
simulations
experiments
lessons
quiz ...
insights
exercise
lessons
MOOCs of experimental physics: structure and certificate
week
quiz > 60%
Maurizio Zani, Juliana Raffaghelli
9/24
MOOCs of experimental physics: topics
2 courses ≈ 17 000 enrolled
Fisica 1
Fisica 2
Mechanics (3 weeks)
Electromagnetism (2 weeks)
•
•
• •
kinematics of the material point and examples of motions dynamics of the material point and examples of motions work, energy, bumps and universal gravitation
•
electric field, conductors, capacitors and dielectric materials electrical current, magnetic field and magnetic materials
Optics (1 week) Thermodynamics (2 weeks) • •
•
kinematics and dynamics of ideal liquids temperature, ideal gas, heat, thermal machines and entropy
http://www.pok.polimi.it
electromagnetic waves, geometrical optics and wave optics
Hints of modern physics (1 week)
based on Maurizio Zani, Juliana Raffaghelli
(≈ 45 000 enrolled) 10/24
Pre-courses in physics Pre-courses
MOOCs
Quiz
Maurizio Zani, Juliana Raffaghelli
11/24
Pre-courses in physics: students enrolled @ PoliMi
Schools
Students
Freshmen (bachelor)
In precourses
Architecture
9 915 (23%)
1 201 (16%)
43 (4%)
Design
4 226 (10%)
755 (10%)
7 (1%)
29 011 (67%)
5 568 (74%)
1 097 (95%)
Engineering total
43 152
7 524
20% freshmen (bachelor) in engineering
1 147
Team makes the difference! 2016-2017: 5 teams in Milan + 1 team in Lecco
Maurizio Zani, Juliana Raffaghelli
12/24
Pre-courses in physics: structure MOOCs
Lessons
Quiz
16 quiz
3+2 w
2+1 w
Mechanics
12 h
12 quiz
Thermodynamics
8h
8 quiz
Electromagnetism
12 h
12 quiz
Fisica 1
Fisica 2
16 quiz http://www.fisi.polimi.it/it/didattica/studenti/corsi_di_ripasso Maurizio Zani, Juliana Raffaghelli
13/24
Quiz on-line in real-time Pre-courses
MOOCs
Quiz
Maurizio Zani, Juliana Raffaghelli
14/24
Quiz on-line in real-time Goal • for teacher: check of the classroom status • for student: check of the comprehension (more than the knowledge) • “stimulus” to study the topics
Method • on-line (suitable for a large number of students) • real-time (using smartphone as a clicker)
Implementation • fast (max. 2-3 min), with no particular calculus • anonymous (but logging in with the personal code) • without credits (but with self-assessment & final score on the smartphone) • no discussion after the quiz (to separate “quiz effect” from “tutor effect”)
Maurizio Zani, Juliana Raffaghelli
15/24
Summary Pre-courses
• 6 teams • ≈ 1 100 enrolled
MOOCs • • • •
2 courses 170 video 150 quiz ≈ 17 000 enrolled Quiz • 120 quiz Maurizio Zani, Juliana Raffaghelli
16/24
LSL approach in Physics pre-courses: overall impact
• Applying the Student’s t test, a significant improvement in the mean scores was found, ensuring that the whole pre-courses were effective for students’ learning as assessed by tests • Pre-test mean = 4.01 • Post-test mean = 5.97 • t = 9.78
df = 783
p ≤ 0.001
Quinn Dombrowski (2011) «Physics CC-BY 2.0 https://www.flickr.com/photos/25097263@N02/2376187960/
Maurizio Zani, Juliana Raffaghelli
17/24
Results comparing groups: Student’s t test Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Lecture Size N
211
104
90
112
111
13
Mean
4.03
3.72
3.57
4.33
4.30
3.63
SD
2.92
1.68
1.84
1.46
1.27
1.59
36
9
42
15
28
14
Mean
6.66
5.03
4.72
5.31
7.21
6.72
SD
2.83
1.78
2.09
1.36
2.06
1.58
Effect size
d
0.90
0.78
0.60
0.68
1.99
1.95
Student’s t test
t
5.00
2.24
3.20
2.46
9.43
5.05
< 0.001
0.028
0.002
0.015
< 0.001
< 0.001
Pre-test
N Post-test
p-value
Maurizio Zani, Juliana Raffaghelli
18/24
Results comparing groups: effect size Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Lecture Size N
211
104
90
112
111
13
Mean
4.03
3.72
3.57
4.33
4.30
3.63
SD
2.92
1.68
1.84
1.46
1.27
1.59
36
9
42
15
28
14
Mean
6.66
5.03
4.72
5.31
7.21
6.72
SD
2.83
1.78
2.09
1.36
2.06
1.58
Effect size
d
0.90
0.78
0.60
0.68
1.99
1.95
Student’s t test
t
5.00
2.24
3.20
2.46
9.43
5.05
< 0.001
0.028
0.002
0.015
< 0.001
< 0.001
Pre-test
N Post-test
p-value
Effect size range values:
d = 0.2 'small‘
0.5 'medium‘
> 0.8 'large'
Maurizio Zani, Juliana Raffaghelli
19/24
According to these results...
• large size lectures can reach similar or even better results than smaller ones • (one large lecture -5- obtained the best effect size) • …presumably due to the whole learning design (MOOCs + active learning + self-monitoring and assessment) or some of its specific elements.
A-ha... but what is the impact of each element?
Maurizio Zani, Juliana Raffaghelli
20/24
Survey on Students’ satisfaction Group Group Group Group3Group p- 6 Group 1 Group 2 Group GroupGroup 4 Group F5 Group 1 2 3 4 5 6 value Lecture Size N 211 104 90 112 111 13 N 62 17 51 27 30 11 MOOCs Mean 4.03 3.72 3.57 4.33 4.30 3.63 Mean 3.13 3.27 3.36 3.37 3.39 3.47 0.98 0.43 Pre-test SD 2.92 1.68 1.84 1.46 1.27 1.59 N 84 27 69 35 43 14 Active N 36 9 42 15 28 14 Learning Mean 2.81 2.86 2.89 3.23 3.52 3.64 9.41
