Building aeroplanes in the class - Branas-Garza, Kujal, wong, Ezquerra-Guerra and Bueno
- 1. By Pablo Branas-Garza, Praveen Kujal, Marie Wong, Lara Ezquerra-Guerra, Alex Bueno
- 3. Definition Illustration ◦ Graphs ◦ Figures ◦ Real life examples Regurgitation Application
- 5. Boring Theoretical Low or no participation from students Short-lived memory Limited scope of learning
- 6. Fun way of learning economics Learning both economic concepts and one’s attributes through experimental activities Provide data for research work linked to the activities GSTK – ‘Get Students to Know’ Experimental Economics project – funded by Middlesex University’s Learning and Teaching Grant
- 7. Sli de 7
- 8. 3 concepts to be taught: ◦ Diminishing Marginal Returns ◦ Long term production function ◦ Error learning process in the long run
- 9. Signing of consent form Random grouping of students Instruction & trial 5 rounds of play & results recorded Data analysed and graphs plotted On-line follow-up activities Further research work
- 10. A formal practice in Experimental Economics to seek consent for using data from the experimental activities for further research purpose. All personal data treated in strict confidentiality and will be disclosed to the individual concerned only
- 11. Each group had different amounts of labour (group members) and capital (drawing pens) – both varying from 1 to 5. The size of the groups and amount of capital will be determined by the same person in all the experimental sessions so that at the end we can have observations for all the possible combinations of labour and capital. Students were randomly allocated into different groups by one of the monitors following “the sorting protocol”
- 12. Sorting protocol: We assign the first person on the first column and row to group 1, the next person (row1 column 2) to the second group and so on. We continue with this process until all the students have been sorted.
- 13. 0 1 2 3 4 5 6 7 8 9 10 K,L=1,1 K,L=1,2 K,L=1,3 K,L=1,4 K,L=1,5 K,L=2,2 K,L=2,3 K,L=2,4 K,L=2,5 K,L=3,3 K,L=3,4 K,L=3,5 K,L=4,4 K,L=4,5 K,L=5,5 Observations
- 14. Self-explanatory instructions handed out Students given 4 minutes to read and try it out What can be learnt at this stage about the students? Attentiveness to details Ability to adapt to changes Problem solving skills Team working and communication skills Time management skills Ability to work under pressure
- 16. Each round 3 minutes time were given to produce perfectly completed and flying aeroplanes. Both complete and incomplete aeroplanes were counted and recorded. What can be learnt about the students? Error learning skills Problem solving skills Team working and organisation skills Attitudes towards repetitive work
- 17. Students ID Role: B (in %) Role: P ( 1- B in %) Gender K= 1 2 3 4 5 Rounds 1 2 3 4 5 Incomplete Complete C + Flying
- 21. www.gstk.eu ◦ Explanation of the 3 Economic concepts ◦ Interactive graphs for illustration ◦ Diagnostic MC questions to check understanding ◦ Simple questionnaire to collect further information
- 30. 1. Active participation in the learning process 2. Relate abstract Economic concepts to everyday life experience 3. Easier to remember the concepts and their explanations. 4. Learning more about themselves
- 31. Procrastination Attentiveness to details Team working and communication skills Problem solving and organisation skills Attitude towards an assignment Risk Attitude
- 32. Inform students how their attributes have changed (if any) over the 3 years of study at Middlesex University, London. Production of Certificates acknowledging in private the students’ own personal attributes to be used alongside their CV to inform potential employers if they wish
- 33. (1) About students’ learning attributes: Personal Attributes gender Ethnicity Programme of study Age Year of study Entry qualification
- 34. Attentiveness Procrastination Academic attainment Attendance Engagement in assignments Social networking Risk attitude Rationality ......
- 35. For example: - Relationship between labour, capital, gender and production. - Gender and the role in production process - Gender and errors in production
- 36. Bringing life and fun to teaching and learning Economics Enriching students’ learning experience Raising the level of students’ engagement Embedding modern technology into teaching and learning Involving students in research work from day 1 at MDX Combining research with learning and teaching Publishing an e-book using the output from each activity