Teaching and Learning Technology Resource| uwa | csd | altmodes: modes - tools - examples |
DESCRIPTION OF INNOVATION:Dynamic Teaching Solutions (http://www.mech.uwa.edu.au/Dynamics/default.html)
A computer-based tutorial system for first year students of dynamics which takes students through a set of sequenced problems, each contributing to the development of understanding of a key concept. Students obtain computer based feedback on all attempted solutions of problems that are not assessed. Students also have access to tutor input and support during lab sessions and online via a messaging system. Computer sessions (two hours per week) are timetabled sessions in the computer lab, replacing tutorials. In this way students also have access to peers for discussion of problem solutions. Students also have access to the computer lab at other times whenever it is open. Deadlines and timetabled sessions are staggered for the group so as to avoid peaks and lows of lab usage and tutor assessment time. The online messaging system (the Forum) is linked to each problem set, so that students can access the Forum that is specifically relevant to their particular problem. Tutors are informed on screen whenever a new message is entered on the Forum; and also at the time of logging on tutors are given an update of activity on the Forum. As a result of student demand the tutorial system is now also available on the Web, allowing students to work through problems at home. REASONS FOR DEVELOPMENT/INTRODUCTION OF THE INNOVATION:Poor attendance at tutorials and students having trouble visualising certain dynamic concepts. The attempt to deal with the problem of visualisation by developing a computer simulation of different dynamic concepts was not successful as an independent learning aid, but useful in lectures where there was an expert available to contextualise the problems. The handbook developed to support the computer simulation was used by the students rather than the computer itself. As a next step, graphically represented problems that students could self-test themselves on, delivered via computer, were introduced. However, attendance at tutorials was still low and 20% were still failing the exams, their difficulties not being picked up during the course of the unit. TEACHING/LEARNING AIMS:Ensure each first year student completes the unit and develops the appropriate understanding of key concepts in dynamics in such a way that they are able to pass the exam. Enhancement of tutorial process by using the computer for basic problem diagnosis and feedback, thus freeing tutors to work on more complex problems. Supports transition from school to university. DESIGN PRINCIPLES:Development of problems based on analysis of student misconceptions from past exam scripts. Emphasis on diagnosis - built-in feedback to both students and tutors. Developmental sequencing of problems. Targetted feedback and messaging system, allowing within reason for feedback at a time most relevant to student. Students are anonymous to each other on the system, but can be continually monitored by the tutors. Replacing day to day face to face tutorial time with computer feedback system, allowing tutors to devote more time to higher order issues. USE:Used as an integral part of the teaching of first year dynamics, replacing traditional tutorials. STUDENT SUPPORT:Students have access to support via computer feedback, tutors and peers available during timetabled sessions, and on line tutorial support via the Forum. All students are required to keep a logbook of roughwork which can be called in at any time. When students ask for help they must have evidence of work done in their logbook. ASSESSMENT:Continuous assessment with regular deadlines for each piece of assessed work (ie. each problem set has an assessed component that must be completed successfully before the student can move on to the next problem set). Continuous assessment accounts for 20% of total mark for the unit. Exam at the end of the unit, focused on conceptual understanding. Tutors are always present at the exam in order to deal with any reasonable questions; students are provided with a handout of algebraic formulas for use during the exam and always given the solutions after the exam. In this way the focus is as far as possible on using the exam as another tool for learning. EVALUATION:The exam pass rate is taken as the key measure of effectiveness. Exams are set anew each year, their standard monitored by external reviewers, and always focus on conceptual understanding covered in the unit. Student Perceptions of Teaching (SPOT) tests are undertaken each June and November. Informal student reports provide useful information as do the messages posted on the Forum and questions asked in the lab. All students are monitored on each problem, in this it is possible to both identify individual students who may be at risk or to identify a problem that most students seem to be having difficulty with. In both cases intervention can then be targetted appropriately. EFFECTIVENESS:Student learning benefits are indicated by a rise in the exam mark. The low end of the bell curve is coming up so that the average mark and the pass rate are up. Even with a decreased staff/student ratio, support provided is improved. Tutors now have more quality time to spend on students. Most learning seems to take place in peer learning environment. Students can be observed making connections between each others ideas, scribbling, talking. If you remove them from this environment which provides structure through the time frame of deadlines and the space of the lab, student learning is like trying 'to peel an apple in your back pocket'. HINDRANCES TO DEVELOPING INNOVATION:Hardware ENABLERS TO DEVELOPING INNOVATION:Clear division of labour between project development team members; ie. one focusing on computer programming while the other focuses on problem setting. All parties need to have some understanding of both computing and the discipline. Hypercard is easy to learn. Using Macs at the start, reliable, consistent, friendly and nice. Friendly support staff. Being on the spot in the computer lab in the early stages of implementation in order to troubleshoot. Continual success with funding. COST/BENEFITS:No benefit for the time spent. Though now the system is available to others at a fixed price ($7000 for licence to use, plus $1000 per year for maintenance) savings are demonstrable. Reduced tutor numbers from 15 to 5, ie. by a third. However student learning benefits are indicated by a rise in the exam mark. The low end of the bell curve is coming up so that the average mark and the pass rate are up. Even with a decreased staff/student ratio, support provided is improved. Tutors now have more quality time to spend on students. LESSONS LEARNT:If having problems with a computer always check out the hardware as well. Always introduce one innovation at a time. Don't write a new system yourself, buy it from us. Don't innovate three weeks before the course is due to start. Plan ahead. Buy Macs. Maintain a consistent development environment. Avoid packaged authoring tools. These can limit what you want to achieve and stifle your creativity. Use Hypercard, Toolbook or Supercard - all simple, practical and extendable. Html is also very good. Talk to the experts. Don't reinvent the wheel. Give yourself time to play, have fun. Trying out new techniques and methods is liberating and prompts new ideas. Let the new ideas be, however silly, consider them seriously. MARKETING:Marketing done by word of mouth at conferences or invited presentations. People like to meet the authors, trust them, see the system in use with live students. |
ContributorsThe following staff have been active in developing teaching and learning technology for use with students at this university. They are not necessarily all 'experts' in the use of technology but are prepared to provide incidental advice to others, drawing on their practical experiences in developing teaching and learning materials
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