Expert guided crowd sourced learning content: a pilot study
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1. A pilot study was conducted using expert-guided crowd-sourced learning content in 3 sections of a physics course with over 300 students total. 2. Students were required to submit 2 learning objects over the term worth 2.5% each of their grade. Most students spent 2-3 hours on each learning object. 3. Students reported understanding the topics much better after creating a learning object on it, however it is difficult to determine if creating a learning object directly leads to better understanding of the related course content. Future work could look at crowd-sourcing the assessment of learning objects.
![• Major Challenge: How to determine whether students that
did an LO on a specific topic are actually primed to
understand content better?
• [Reminder] Requirements of new activity:
✓ Output: distributed over the whole term
✓ Load: at least 2h of student time
✓ Assessment: Submitted online, marked with rubric
★ TA load: No increased marking load on existing TAs
Future Directions](https://image.slidesharecdn.com/los-stlhe2014-140619081357-phpapp01/85/Expert-guided-crowd-sourced-learning-content-a-pilot-study-21-320.jpg)
Expert guided crowd sourced learning content: a pilot study
- 1. ! bit.ly/batestalks Expert-guided crowd-sourced learning content: a pilot study Simon Bates Firas Moosvi @simonpbates @firasm
- 2. Sample 1 - Were Astronauts really on the moon?
- 3. Sample 2 - Standing Wave in a bowl
- 4. Sample 3 - Colour Loss Underwater
- 5. Sample 4 - “Bathysphere” (a submersible)
- 7. Last year….
- 9. Challenge: Can we enhance the pre-reading activity to engage more students more deeply with the material? • Requirements: • Outputs: distributed over the whole term • Load: at least 2h of student time • Assessment: Submitted online, marked using a rubric • TA Load: No increased marking load ! Pilot study in 3 sections of PHYS101 Jan-Apr 2014
- 11. Sample Learning Objects Ted-Ed: A video tutorial and a series of questions linked to time-stamps Screencast: A slideshow with annotations and voice narrations Prezi: A visual slideshow format that can be used to break down problems and many more…
- 12. Implementation - Logistics • Cohort split into 4 groups, 2 cycles per semester • Required to submit two (2) learning objects over the course of the term, each worth 2.5% of course grade. • In addition to the two assigned weeks, students can submit additional LOs • The two highest scoring learning objects will be used to determine themark. • LO topic must be on pre-readings for the next week
- 13. Implementation - Submission & Survey • Students submitted attachments or links to LOs online through the Blackboard LMS • Upon submission, students complete a short survey: • How did you come up with your LO topic? • Time Spent • How much did you understand the topic before/ after LO creation • Other feedback
- 14. Results 2. Time spent on Learning Objects 1. Participation Data 3. Does it actually help students ?
- 15. LO submissions were constant through the term 0 100 200 300 LO 1 LO 2 LO 3 LO 4 LO 5 LO 6 LO 7 LO 8 Submitted LOs Assigned Optional
- 16. 0 10 20 30 40 50 60 70 80 90 100 0 100 200 300 Grade (%) Numberofstudents LO Grade Distribution
- 17. These students didn’t even try! 0 10 20 30 40 50 60 70 80 90 100 0 100 200 300 Grade (%) Numberofstudents LO Grade Distribution
- 18. Which students aren’t submitting LOs? Non-participants are from all walks of life! 0 10 20 30 40 50 60 70 80 90 100 0 5 10 15 20 25 Final Exam (%) Numberofstudents Final Exam marks of students that did not participate in LOs
- 19. 0 100 200 300 400 Less than 0.5h 0.5 to 1 h 1 to 2h 2 to 3h 3 to 4h 4 to 5h More than 5h Number of students Time spent on Learning Objects Most students tended to work on each LO for at least 2 hours
- 20. 0 200 400 600 800 None Little Moderate Good Excellent Number of students 0200400600800 Number of students Students report that they understand their content MUCH better after creating the LO Student self-reported understanding of LO content before and after LO submission
- 21. • Major Challenge: How to determine whether students that did an LO on a specific topic are actually primed to understand content better? • [Reminder] Requirements of new activity: ✓ Output: distributed over the whole term ✓ Load: at least 2h of student time ✓ Assessment: Submitted online, marked with rubric ★ TA load: No increased marking load on existing TAs Future Directions
- 22. ★ TA load: No increased marking load on existing TAs Option 2: Crowd-source LO assessment by assigning LOs to be marked by students Only two choices: Option 1: Redistribute resources to reallocate TA hours to marking and curating
- 23. 0 100 200 300 LO 1 LO 2 LO 3 LO 4 LO 5 LO 6 LO 7 LO 8 Number of students Assigned Optional 1 0 100 200 300 400 Less than 0.5h 0.5 to 1 h 1 to 2h 2 to 3h 3 to 4h 4 to 5h More than 5h Number of students 2 0 200 400 600 800 None Little Moderate Good Excellent Number of students 0200400600800 Number of students 3 Participation Time Spent Understanding