PeerWise Bates (STLHE 2013)

7  Research-­‐Based  Principles  For  Learning  &  Teaching  

Adapted  from  ‘How  Learning  Works’  

Overview

I.  About PeerWise

II. Implemention

III. Engagement, Learning, Question Quality

•  Course-­‐based  online  MulGple  Choice  QuesGon    repository  built  by  students  

•  Students:  –  develop new questions with

associated explanations –  answer existing questions and rate

them for quality and difficulty –  take part in discussions –  can follow other authors

peerwise.cs.auckland.ac.nz  

>100,000 student contributors

>500,000 unique questions

>10,000,000 answers

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As a question author…..

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As a question answerer …..

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Overview

I.  About PeerWise

II. Implemention

III. Engagement, Learning, Question Quality

Implementation in PHAS 101 8 sections (4-3-1) N(total) ~1800 2012 W2 3 sections N ~750 All non majors. 2 PeerWise assignments

- scaffolded ahead of the first - support woven into 4 subsequent tutorials

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Assessment requirements As a minimum: •  Write one question •  Answer 5 •  Comment on & rate 3 Contributed 2 x 2.5% to course assessment (mostly participation, small bonus for performance)

Student questions on midterm and final 17

We were deliberately hands off. •  No moderation •  No corrections •  No interventions at all

But we did observe…..

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Scaffolding in tutorials

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Scaffolding in tutorials

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Overview

I.  About PeerWise

II. Implemention

III. Engagement, Learning, Question Quality

•  Phys  101  uptake  graph  showing  midterm    

Engagement  

 First  assessment  exercise:    •  664  acGve  students  (85%  of  cohort)    •  1340  Q,  11000  A,  5000  C  •  x1.75,  x17,  x7  minimum  requirements  

Engagement  

Score  

Examples

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Learning  •  Good  engagement  and  parGcipaGon  beyond  the  minimum  requirements  

•  CorrelaGon  between  use  and  end-­‐of-­‐course  outcome  

•  ReplicaGon  study  in    3  insGtuGons,  5  courses,  3  disciplines  

1st  year  Physics      N=172  University  of  Edinburgh  

1st  year  Physics      N=172  University  of  Edinburgh  

1st  year  Chemistry  N=172  University  of  Edinburgh  

0%

5%

10%

15%

20%25%

30%

35%

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45%

50%

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Taxonomic Category

Perc

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ge o

f Sub

mitt

ed Q

uest

ions

Learning  

•  QuesGon  quality:  mapped  onto  levels  in  cogniGve  domain  of  Bloom’s  taxonomy  

•  Surprisingly  high    overall  quality,  even  from  ‘novices’  

First  semester                N  =  350    

Second  semester      N  =  252  

Acknowledgements

Physics 101 course team Georg Rieger Firas Moosvi Emily Altiere UBC CWSEI

simon.bates@ubc.ca @simonpbates

Ross Galloway Judy Hardy Karon McBride Alison Kay Keith Brunton Jonathan Riise Danny Homer

Chemistry – Peter Kirsop Biology – Heather McQueen

Physics – Morag Casey

Comp Sci – Paul Denny

Resources  -­‐  PeerWise  Site: http://peerwise.cs.auckland.ac.nz Community: http://www.PeerWise-Community.org JISC-funded multi institution study:

https://www.wiki.ed.ac.uk/display/SGC4L/Home UoE Physics Pilot Study: AIP Conf. Proc. 1413, 359

http://dx.doi.org/10.1063/1.3680069 RSC overview article http://www.rsc.org/Education/EiC/issues/2013January/

student-generated-assessment.asp UoE Physics scaffolding resources

http://www2.ph.ed.ac.uk/elearning/projects/peerwise/

Question quality analysis (1st year Physics University of Edinburgh)

Assessing the quality of a student-generated question repository, submitted to Phys

Rev, ST Phys Educ Res.

Multi-institution, multi-course study

Student-generated content: Enhancing learning through sharing multiple-choice

questions, submitted to International Journal of Science Education

Scaffolding Student Learning via Online Peer Learning, submitted to International

Journal of Science Education

Publications in preparation / review / press