quantitative methods teaching: a collaborative learning approach - sarah keast, fangya xu and...
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1
Quantitative Methods Teaching
A Collaborative Approach
Dr Sarah Keast, Dr Fangya Xu, Panagiotis Tziogkidis
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Background Motivation The Literature The Plan Resources An example
Introduction
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Economics Group◦ Faculty of Business
Students◦ Average cohort 110◦ No post 16 mathematics qualification required
Programmes◦ BSc Economics (7 separate programmes in total)◦ Core second year Econometrics and final year electives in
mathematical economics and economic modelling Module
◦ Core for all Economics programmes◦ 20 credits◦ Mathematical and statistical modelling
Background
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Motivation Traditional lecture/tutorial format not
effective for teaching QM Lack of engagement amongst some
students Increased size of cohort More efficient use of staff resources Perceived decline in quantitative skills of in-
coming students
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Economics is less popular among disciplines in the NSS, especially with respect to assessment and feedback
Recent trends in teaching and learning include:◦ Peer learning◦ Problem based approaches◦ Use of online resources to facilitate independent
reading
Literature
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ETL project in economics: the traditional lecture-tutorial mode seems to fall apart
Constructive alignment: Biggs (1996)◦ … but also align with students: Reimann (2004)
Threshold concepts for teaching QM: Meyer and Land (2003)
Problem based approaches and “learning by doing”: Kolb (1984), Barnett (2009)◦ … particularly good for QM (Aliaga et al., 2012)
Student learning in economics
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20 %
10 %
5%
30 %
50 %
75 %
90 %
Lecture
Reading
Audio Visual
Demonstration
Group Discussion
Practice
Teaching others
Retention rate The learning pyramid
Source: National Training Laboratories, Bethel, Maine
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“To teach is to learn twice” - Whitman and Fife (1988)
The “learning cell”: Goldschmid (1970) Many benefits but many challenges: Boud
et al. (2001), Topping (2005) Assessment needs to be well-thought: Boud
et al. (1999) Recent examples: Herrmann (2013)
Peer learning
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Learning opportunities◦ Resource based learning: Video ‘lectures’ ◦ Learning through teaching◦ Experiential learning
Assessment and feedback◦ Peer assessment and critique◦ Online self-assessment with immediate automatic
feedback◦ Mini viva assessed by academic staff with specific
feedback◦ Consultancy style report and presentation with
authentic feedback
The Plan
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A series of resource booklets consisting of the following material:◦ Background documents with key concepts and
intended learning outcomes ◦ TED-Ed: build an online lesson using TED-Ed and
YouTube resources http://ed.ted.com/lessons?category=business-economics
◦ Mathematical for Economics: enhancing Teaching and Learning (METAL) http://www.metalproject.co.uk/
◦ Questionmark-Perception (QMP) and MyMathLab are used for self-assessment/formal assessment
Resources
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Example: How to Calculate Equilibrium Price and
Quantity
http://ed.ted.com/activity/lessons?lesson=EJuCkuSP&state=updateShare the lesson with students and ask them toWatch-Think-Dig deeper-Discuss-And Finally
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Teaching QM in economics is challenging We propose a blend of collaborative
learning and resources Obvious benefits but pitfalls that must be
avoided
Summary
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