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Webcasts and Peer Review: yet more teaching experiments

Paul Francis

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The problem
· Between 2008 and 2010 we'd made major gains in student learning of Physics concepts - our normalised gain had increased from 24% to 66%. Clickers, collaborative learning and better targeted lectures made this difference. · But this was not translating into better solutions to complex mathematical problems.

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Approach one
· Mastery Learning · Don't let students go on from one topic to the next until they have mastered the first topic. · This led to the weaker students spending a huge amount of time on the basics. · Did it help?

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No - no measurable difference
· It became clear that time on task wasn't the problem. · Many 1st year Physics students had a very poor approach to solving problems. · Given more time they just used the same ineffective strategy repeatedly, getting no better results.

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I set "Context rich Problems", e.g.
1.Imagine that you have been hired by the designers of a new water theme park. (A) in one planned ride, the customers will slide down a frictionless slide, dropping 10 meters vertically. At the bottom of the slide they are launched sideways into the air. They then fly through the air for a bit before landing in a pool, three metres below the bottom of the slide. You have been asked to calculate how far sideways they will fly, so the designers can make sure the pool is wide enough. (8 marks)
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Characteristics
· No diagram. · No words · Equations put down and manipulated with no explanation. · Sometimes correctly but usually the wrong equations are used in the wrong ways. · Answers, no matter how ludicrous, are never commented on or checked.
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Wednesday, 7 November 12


How widespread? Figures from 2009 exam
PHYS1101 2009 PHYS1101 2009 PHYS1101 2009

31%

25% 100% 69% 75%

Draw Diagram

No Diagram

Use words

Equations only

Check Answers

No Checking

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Intervention...
· Make use of a proper problem-solving strategy one of the main learning goals course. · Make it very clear to students that they get marks for putting in diagrams, word checking answers etc. · Give detailed instructions on how to do · Ask tutors to encourage this whenever possible.
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of the will s, this.

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Some improvement: 2010 exam
PHYS1101 2010 PHYS1101 2010 PHYS1101 2010

5%

15%

10%

95%
Draw Diagram No Diagram Use words

85%
Equations only

90%

Check Answers

No Checking

Diagrams up from 69% to 95%

Use of words up from 25% to 85%

Checking up from 0% to 10%

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But these numbers slightly overstate the improvement
· Students would put diagrams and words in, but sometimes they would be useless or irrelevant ones. · And we were making little headway on answer checking despite pretty heavy pressure.

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Innovations in 2011
· Webcasts: I solve problems on my iPad, with voice-over. · http://www.mso.anu.edu.au/~pfrancis/ phys1101/questions/index.html

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Motivation
· I was worried that I was assuming that the students knew something - by doing the whole problem my way with voice-over I was sure I was covering all the steps. · Evidence from Cognitive Psychology (Cognitive Load Theory) suggests that novices learn better from worked examples that from doing problems themselves.

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How much did the students think they learned...
... from the Webcasts?
0 17.5 35.0 52.5 70.0

... from the Homework?
0 15 30 45 60

Draw Diagram

Draw Diagram

Nothing A little A fair amount Lots A huge amount

Nothing A little A fair amount Lots A huge amount

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Wednesday, 7 November 12


Student Feedback
· I really involve him do solving enjoyed the webcast and Paul's homework questions, because the webcast d Paul talking through a problem, which is a technique I tried after I heard it and it really helps me solve complex mechanics problems!! The problem strategy was also very helpful.

· The webcasts were really good for revision/help for other questions but I didn't really learn all too much from them other than how to approach problems. But since that is what they are probaly for that is good, · The webcasts were most valuabe by a long shot for me. Watching someone else do a problem and explaining the steps of thinking was very helpful. · The webcasts were definitely fantastic. · The webcasts were perhaps the most useful way to learn I have ever come across. Very informative and helpful, as well as accessable. · I think that the web casts were probably the best part about this course, since I could watch how to solve these problems in my own time, at my own pace, and i could rewind, and watch some of the stuff that I missed, or pause it if I didn't understand it. This was really helpful.
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Calibrated Peer Review
· http://cpr.molsci.ucla.edu/ · Students submit their own work, then mark three "calibrator pieces", one good, middle and bad. · They then mark three other student's work, using the same criteria, and with a weighting from how well they did on the calibrators. · And finally they mark their own work again.
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How did it go?
· Big technical problems. · Not popular (though comparable to traditional tutor-marked homework). · Student marks were actually pretty reliable.

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Wednesday, 7 November 12


How much did the students think they learned...
... from the CPR?
0 12.5 25.0 37.5 50.0

... from the Homework?
0 15 30 45 60

Draw Diagram

Draw Diagram

Nothing A little A fair amount Lots A huge amount

Nothing A little A fair amount Lots A huge amount

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Did it make a difference? 2011 exam
PHYS1101 2010 PHYS1101 2010 PHYS1101 2010

2%

1% 33%

67% 98%
Draw Diagram No Diagram Use words

99%
Equations only Check Answers No Checking

Diagrams: 2009: 69% 2010: 95% 2011: 98%

Use of words: 2009: 25% 2010: 85% 2011: 99%

Checking: 2009: 0% 2010: 10% 2011: 67%

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Anecdotal evidence
· Tutors were impressed by spontaneous selfchecking in tutes, which they had never seen before. · This was seen early in semester, implying that the webcasts, not the CPR, were responsible. · Write-ups including words and explanations of principles seem to be continuing in second semester.
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Conclusions
· Webcasts seem unreasonably effective.
­ Especially for the weaker students (which is most of them at first year)

· Jury is still out on CPR.
­ but even with all the technical problems, it still did as well as traditional tutor-marked homework.

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