MOOC-based Hybrid Pedagogies

Flipped Classroom for Expert Problem Solving

Dave Pritchard, Andrew Pawl, Analia Barrantes,

Saif Rayyan, Raluca Teodorescu

Saif Dave Raluca Andy Analia

http;//RELATE.MIT.edu

Blend What Online With What On-Land?

e-text Usage as Measure of Engagement

with different course formats

2

MSU: large lecture introductory physics course

Exams

Decreasing activity

after first exam

Traditional Blend: e-text use over semester

Online courses: e-text activity per day Mechanics Trad. Online

edX: 6.002x

• Again, large spikes indicate traditional exams

• Weekly quizzes (replace midterms) generate more

uniform usage

Reformed courses

have greatest

percentage of

e-text viewed

Print or Lecture

Traditional Tests

Weekly Tests

MIT Reformed

General usage: percentage of e-text viewed

CONCLUSION:

REFORMED is best Hybrid Pedagogy

Flipped Classroom (buzzword)

Students learn basics before class

Class becomes more interactive

• Big Question: WHAT TO TEACH?

(P21.org) 21st Century Student Outcomes Common Core State Standards

• Need ASSESSMENT, or it’s all

hype

Core Subjects and Themes 3 r’s 4 c’s: Creativity (and Innovation) Critical Thinking (and Problem Solving) Communication Collaboration

DBER – Solution No One Knows

RELATE approach: Explore What

and students!

Want Students

to Learn

Instructors

~700 Instructor Votes: What to Teach

Levels of Cognitive Knowledge

Facts

Concepts

Procedures

Operations

Strategic

Ftotal=ma Draw Diagram Find Components

Apply Ftotal=ma to each mass

Textbook, Lectures Peer Instruction

MAPS Imparts This

Adaptive

Expertise

Basic Research Problem Sets Examinations

Problem Solving - not Exercises

Create New Ideas, Things

Good PhD Thesis

Most High Stakes Tests

Challenging Exams

Checking Your Answer

Designing

Known Answer, Intended Solution Known Answer, Many Solutions Unknown Answer, Novel Solution

Estimation, Approximation Most Publisher Products

Outline

• Evidence that Reformed/Flipped Pedagogy is

More Engaging

• What Should They Learn?

• Objective: Students Strategic Experts

• MAPS: Emphasize Strategic Knowledge

• Evidence That This Works

Goals of MAPS Frequent Complaint (a CLASS question)

After I study a topic in physics and feel that

I understand it, I have difficulty solving

problems on the same topic.

Goals: Students Solve Problems

1. Measurably better

2. Starting from Concepts

3. With better organized knowledge

4. With more expert learning attitudes

5. With Transfer to future E&M problems

Solution Process Start Solution Systematically

Plan Solution

Is Answer Sensible?

These are expert skills – they transfer!

Organize their knowledge

Core Knowledge Arranged in Models

Applicability of Each

Solve Problems With Models

MAPS aids Transfer, Core Problem

Modeling process to solve problems

15

differentiate

Models for Basic

Core Principles

Theory, general physical principle/concept Hierarchies to organize syllabus Existing knowledge Each Model has Allowable Systems, State variables, Restrictions on Interactions, Laws of Change, useful definitions and representations

Application: solving of specific problems Applies syllabus content Student-constructed knowledge Each Problem is approached using Problem Modeling Rubric: System, Interactions, Model

Idea: Models represent declarative and procedural knowledge to facilitate strategic Modeling approach

Organization of Core Models Hierarchy

Type of Motion

Constant

Quantity

Model

System

Agent of

Change

Interactions

Core Physical Models

S

tructu

ral C

om

ponents

Motion

Variable

Interactions

Mechanical Energy

Angular Momentum

Angular Velocity

Velocity

Core Models Map

Momentum and Impulse

Mechanical Energy and Work

Rotational Dynamics and Net Torque

Angular Momentum and Angular Impulse

EfEiWf,i

nc

rFim

dvr

dtma

r

fp =

ip + J

aI

a

ddtI

a

LS,f = LS,i + tS,total

external (t )i

f

ò dt

Dynamics and Net Force

Fiå = m

dv

dt= ma

Translation Rotation about axis a Change of Position

Change in Orientation Motion

Model

System

Agent of Change

Interactions

Single-Particle System

Multi-Particle System

Multi-Rigid-Body System

Single-Rigid-Body System

Multi-Rigid-Body System

J = Fextå dt

i

f

ò W = Fi

nc dxòå + ta dòå qa

ta

net = ta,iå = t ext

aåò dt F net = F

iå

Velocity Momentum Mechanical

Energy Angular Velocity

Angular Momentum

External Forces External Torques about

axis a Interactions

Motion Variable v(t) =

dr(t)

dt()

()d t

tdt

LS

total = [i

bodies

å LS,i

orbit + Lcm,i

spin ]

Momentum

p(t) º m

iv

i

i =1

masses

å E = [Ki+U

i]

i

bodies

å

We Had to Coach Students in Class

• Class is ~ 80% students working problems in groups of 2 or 3

• 10% is intro to what’s really important

• 10% is comments on common mistakes

• Teacher + TA can handle ~ 10 groups 18

• Students need better preparation

• Online offers assessment with feedback

• Also can inform about student difficulties

• Make complete online text + problems

History: Lecture Flipped

Homework

Following

MOOC

Preparation

Socrates

Students worked in groups of 2: - Individual and On-Board Problem Solving. -Table activities (4 students per table).

2.5 week ReView for D’s in Fall Phys 1

Successes of MAPS

MAPS Helps Students Learn to Solve Problems

1. Measurably better

2. With more expert learning attitudes - CLASS

3.With Transfer to future E&M course

4.Improvement: Mechanics Reasoning Inventory

5. Student Endorsements

0

1

2

3

4

5

6

7

8

9

-2.4 -2 -1.6 -1.2 -0.8 -0.4 0 0.4 0.8 1.2 1.6

0

1

2

3

4

5

6

7

8

9

-2.4 -2 -1.6 -1.2 -0.8 -0.4 0 0.4 0.8 1.2 1.6

Improved Performance – MIT Final

0

1

2

3

4

5

6

7

8

9

-2.4 -2 -1.6 -1.2 -0.8 -0.4 0 0.4 0.8 1.2 1.6Standard Deviations from Course Mean

Nu

mb

er o

f St

ud

ents

Performance on Fall Final Exam and on IAP Retest

1.2

Standard Deviations from Mean of Large Fall Course

Before MAPS After 3 week MAPS course

8

6

4

0

2

2 0 1 -2 -1

8.01 (2005)

Ex

pe

rt-l

ike

Sh

ift

(%

)

More Expert on CLASS: across all topics

Colorado Learning Attitudes

about Science Survey After I study the book, I can’t do the

problems

I have to memorize many formulas

I enjoy solving physics problems

Physics comes from a few principles

Transfer to E&M Course vs Mechanics

z-scores E&M vs. z-score Mechanics

-1.5

-1.5 -1.0

-1.0

-0.5

-0.5 -0.0

Summary • MOOCS Should Blend with Reformed Classes

• Allows Moving Beyond Facts and Procedures

• General Goal is Expertise

• MIT: MAPS pedagogy for Strategic Problem Solving

• Outcomes : Engagement, MIT Final Exam, Attitudes about Learning, and Future Problem Solving Success

http:RELATE.MIT.edu

END

Our Objective: Strategic Problem-Solving

W. Gerace 2001 “Problem Solving and Conceptual Understanding”

Bloom Taxonomy>Cognitive>Analyze & Synthesize

A disk of mass M and radius R

rotates about the horizontal z-

axis which passes through its

center. A bullet of mass m

moving with speed V hits the

disk a distance b above its

center of mass and sticks at

point S on the edge of the

initially non-rotating disk.

What is the minimum speed for the bullet such that the

embedded bullet will overcome gravity and rotate over the axle?

Problems: multi-Concept, multi-Stage

MAPS Goal Students can solve these

31

10 Questions, 4 Categories, Course

Content

Scientifi

c Ideas

Problem

Solving

Physics

& World

More Content: Gyroscopes, QM, Nuclear Discovery-based or Traditional lab

Physics comes from a few ideas Epistemology: how do I know, derivations

Concepts - should be Newtonian Thinkers Problem Solving - concepts, plan, set up Sense--making of solution, estimation

Communication of Solution & Science Understand Science in News/Society Relation to everyday life/things

Removed: Scientific Method, Vocabulary (too few responses)

Wider Content

Labs

Physics from few Ideas

Epistemology

Concepts - Newtonian Thinking

Plan- Set Up

Scientific Argument

Relation to everyday life

Science in News/Society

Sense Making

Co

urs

e

Co

nte

nt

Ph

iloso

ph

y

Pro

ble

m

Solv

ing

Rel

atio

n t

o t

he

O

uts

ide

wo

rld

Students

Sense Making

Average Instructors R

ela

tio

n t

o

Ou

tsid

e W

orl

d

Students vs Teachers r = - 0.4

• Students Want – Relevance to them

– Intrinsic Interest, Novelty, Relevance

– Worthwhile for them to Study

• Teachers Want: Students Experts

– Understand Solution vs. Get Answer

– Organize Their Knowledge

– Incorporate New Knowledge

Allowed System: any number of point particles,

C of m of rigid body is considered point particle.

Relevant Interactions: Only external forces

applied anywhere on system. (Internal forces do

not change system’s momentum.)

Laws of Change:

Know: Definitions,

Representations.

Model: Momentum and External Force