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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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Thinh NguyenSchool of Engineering & Science
Context• Photonics in 3rd year EE program
• Not main stream electronics
• No feed-in to research
• Make photonics more interesting
• Make students more engaged
• More hands-on learning
• Semi-PBL projects for labsSensory Homunculus Man
INCREASING STUDENT ENGAGEMENT & ATTENTION
THROUGH PRE-READING(IN PHOTONICS)
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Issues• Increased practical time, decreased lecture time
• No change in lecture content
• Need for change of mode of lecture delivery
• Introduce Just-In-Time Teaching for lectures
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Course Structure
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OLD UNITEFT load : 6 credit points
Contact Hours : 2.5 hr/wk
Lecture/Tutes : 2 hr/wk(Traditional lectures)
Practicals : 0.5 hr/wk(recipe-based labs)
NEW UNITEFT load : 6 credit points
Contact Hours : 2.5 hr/wk
Lectures/Tutes : 1.5 hr/wk(Just-in-Time Teaching)
Practicals : 1 hr/wk(PBL-based)
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Just-in-Time Teaching (JiTT)• Learning material delivered via WebCT
• Students required to read learning material prior to class
• Students learn at their own pace
• Familiarity of learning material before lectures
• Students assessed prior to class using online tests
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Online Assessment• 4-5 questions:
– 2 - 3 short-answer conceptual questions
– 1 understanding question
– 1 learning time question
• Assessment closes 1 day before class• No time limit• Plagiarism is checked using Turnitin
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Online Assessment
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Online Assessment• Benefits:
– Formative assessment
– Near immediate feedback
– Early identification of at-risk students
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Assessment Results
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Using Results to Guide Teaching• Results used to identify discussion topics
• No traditional lectures
• Better assimilation of learning material
• More relevant learning experience
• More efficient use of class time
• Students more engaged and more active in discussions
• Attendance not required if topic is understood
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Attendance Rate
2009 Ave: 72%
2010 Ave: 84%
1 2 3 4 5 6 7 8 9 10 11 120%
20%
40%
60%
80%
100%
120%
Week
Atten
danc
e (%
)
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Learning Time
1 2 3 4 5 6 7 8 9 10 11 120
1
2
3
4
Week
Lear
ning
Tim
e (h
r/w
k)
2009 Ave: 2.4 hr
2010 Ave: 2.5 hr
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Student Grades
2008
2009
Fail Pass Credit Distinction High Dist.0%
10%
20%
30%
40%
50%
60%
% S
tude
nt G
rade
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Student Performance In Other Units
Fail Pass Credit Distinction High Dist.0%
10%
20%
30%
40%
50%
60%
70%
80%Intro. to Electrical Machines
2008
2009
% S
tude
nt G
rade
Fail Pass Credit Distinction High Dist.0%
10%
20%
30%
40%
50%
60%
70%
80%Intro. To Computer Networks
2008
2009
% S
tude
nt G
rade
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Student Evaluation• Online anonymous survey of students• 30 Questions
– 10 related to the unit– 10 related to the teachers– 10 related to practicals
– 24 close ended questions– 6 open ended questions
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Responses to Closed Ended Questions
Strongly Disagree
Disagree Neutral Agree Strongly Agree0%
10%
20%
30%
40%
50%
60%
70%
80%
Q1 The learning activities were useful in this unit.
Q2: The content of this unit was of sufficient length and depth
Q3: The online assessment assisted in the learning of the unit
Q4: The teacher engaged me with this teaching style
% O
f Stu
dent
s In
Eac
h G
radi
ng C
ateg
ory
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Responses to Open Ended Question
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Conclusion• Increased engagement of the learning material• Increased understanding of the learning material• Better way for students to manage their learning• Increased attendance of classes• Better pass rate
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Questions?