introductioncourse structureassessmentteachingstudent evaluationconclusion page 1 thinh nguyen...
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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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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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
Course Structure
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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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)
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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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
Online Assessment
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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
Online Assessment• Benefits:
– Formative assessment
– Near immediate feedback
– Early identification of at-risk students
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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
Assessment Results
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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
Responses to Open Ended Question
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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
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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Introduction Course Structure Assessment Teaching Student Evaluation Conclusion
Questions?