Using e-assessment to support flipped-style teaching

2017 ◽  
Vol 15 (2) ◽  
pp. 34 ◽  
Author(s):  
Karen Henderson
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Student Feedback ◽  
Teaching Approach ◽  
First Year ◽  
Mathematics Students ◽  
The West ◽  
Group Activities ◽  
Reading Material ◽  
The University

We show how weekly formative e-assessments are used to support flipped-style teaching of a module delivered to all first year Mathematics students at the University of the West of England, Bristol (UWE). The flip lecture approach places students at the centre of the learning process. For the module described here, a highly scaffolded approach was employed. A workbook containing gapped lecture notes was created as well as a handbook containing exercise sheets and extra reading material. Each week students were expected to independently: watch screencasts and fill in the relevant gaps in their workbooks; take a formative e-assessment; try some basic questions from the exercise sheet and optionally do some extra reading and/or work through a Maple file. During the following two hour class, TurningPoint questions and group activities were used to encourage active learning. Student feedback of this new teaching approach has been very positive.

The Use of Applets in an Engineering Chemistry Course

2010 ◽  
pp. 108-118
Author(s):  
B.M. Trigo ◽  
G.S. Olguin ◽  
P.H.L.S. Matai
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Chemical Engineering ◽  
First Year ◽  
First Semester ◽  
Software Applications ◽  
Engineering Department ◽  
Teachers And Students ◽  
The University

This chapter deals with the use of Applets, which are examples of software applications, combined with a specific methodology of teaching, based on Paulo Freire’s education concepts. According to his methods, co-creation between its participants is fundamental for the effectiveness of learning process. In that way, to promote a cooperative learning, the Applet should have interactive features. The Chemistry course of Polytechnic School of the University of São Paulo, in which students take in the first semester of the first year of the engineering course, was the case study. First, a research with the teachers of the Chemical Engineering Department was carried out, to identify the main problems and difficulties teachers and students face. Then, a topic was selected to be explored with the Applet, which was developed and applied to a small group of students. To identify the success of this experiment a questionnaire was created and the results are presented in this chapter. Some conclusions were drawn and the interactive features of the Applet received a positive feedback.

TECHNOLOGICAL INNOVATION AND TEACHING METHODS: PROBLEMS AND PROSPECTS AT THE UNIVERSITY OF FLORENCE

2001 ◽  
Vol 12 (04) ◽  
pp. 501-504
Author(s):  
MARIA CRISTINA RIBOLI
Keyword(s):  
Information Technology ◽  
Technological Innovation ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Approach ◽  
Educational Technologist ◽  
Diffusion Of Information ◽  
Set Up ◽  
University Of Florence ◽  
The University

The wide diffusion of information technology brins generally changes in any field of society. In universities, the teaching approach must conform itself to these new needs adding the information technology tools into the learning process. A multi-disciplinary technical team of Florence University was set up a project involving technical staff developer, educational technologist and web developer and has pointed out issues concerning hardware, software, technical methods and knowledge required by these innovations.

scholarly journals Encouraging People to Learn Islam in a New Interactive Way Using Augmented Reality (AR)

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Muhammad Danial bin Rapia'e ◽  
Nur Syazana Binti Khaliludin ◽  
Muhammad Izzudin Bin Awang Junit ◽  
Nur Amanina Binti Mohd Sobri
Keyword(s):  
Augmented Reality ◽  
Active Learning ◽  
Learning Process ◽  
Interactive Media ◽  
Supplementary Information ◽  
Tube System ◽  
Reading Material ◽  
Standard Curriculum ◽  
Video And Audio ◽  
Education Standard

The augmented reality (AR) has been recognized to be fit for use in education. Augmented Reality is globally used for education standard curriculum. Text, graphics, video and audio can be superimposed into a student’s real time environment. Textbooks, flashcards and other educational reading material can contain embedded “markers”, but only when it were scanned using an application, it produce supplementary information to the student rendered in a virtual multimedia format. For instance, Construct3D, a Studiers tube system, allows students to learn mechanical engineering concepts, math or geometry. This is an active learning process in which students can learn and interact with technology directly. The aim of this study is to show how by using can encourage people to learn Islam in a new interactive media using .The objective is to investigate the type of AR feature that can be use and to identify potential of learning using AR. A survey was done to know about people opinion about implementing AR in learning Islam by giving questionnaire to be fill in by 50 people in University Teknologi Malaysia. 90% of the responder agreed that AR can help in learning Islam in more interactive way.Keywords: Augmented reality; medium; Islamic study; interactive; educational

scholarly journals DEVELOPMENT OF AN INTERACTIVE ONLINE ETHICS SCENARIO ACTIVITY FOR ENGINEERING STUDENTS

2020 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
Carol P. Jaeger ◽  
Jonathan Nakane
Keyword(s):  
Decision Making ◽  
Engineering Students ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Student Feedback ◽  
First Year ◽  
Survey Tool ◽  
Unethical Behaviour ◽  
University Of British Columbia ◽  
The University

This paper describes development and deployment of an online interactive ethical decision-making simulation.  This tool was piloted in a first-year introduction to engineering course at the University of British Columbia.  It used a “choose your own adventure” style of decision-making and narrative to add realism and engagement to what was otherwise viewed by students as dry, uninteresting content.  After storyboarding using sticky notes and Visio, the final tool used by students was implemented and deployed using a survey tool (Qualtrics). It featured a scenario with initially incomplete information and the appearance of unethical behaviour by others.  It included decision-based branching, but also randomization such that different groups had the story unfold differently, even if they made the same initial decisions.  Student feedback on this tool was very positive, suggesting this style of interactive online ethics simulation could be an effective tool for enhancing engagement and learning.

Teaching of Mechatronics Through an Elective Course

2002 ◽  
Author(s):  
S. R. Habibi ◽  
A. Williams
Keyword(s):  
Mechanical Engineering ◽  
Student Feedback ◽  
First Year ◽  
Elective Course ◽  
The University ◽  
Industrial Demand

A mechatronics course has been recently introduced as a 4th year elective at the University of Saskatchewan Department of Mechanical Engineering. The necessity and the rational for this training are reviewed. A curriculum for the course is proposed supported by student feedback following its first year of introduction. The curriculum and the structure of the course is such that training in mechatronics may be provided through an elective course. Notwithstanding, the merits of establishing a degree in mechatronics are discussed given the strong industrial demand for this topic.

A Cross-Professional Collaborative Educational Approach to Building Student Feedback Literacy

2020 ◽  
pp. 262-274
Author(s):  
Anbarasu Thangavelu ◽  
Tyler Cawthray ◽  
Ron Pauley
Keyword(s):  
Study Skills ◽  
Tertiary Education ◽  
Literacy Learning ◽  
Student Feedback ◽  
First Year ◽  
Learning And Development ◽  
Educational Approach ◽  
Assessment Feedback ◽  
The University ◽  
Student Resources

Understanding and engaging with assessment feedback is a crucial step in contributing to a student's development of academic skills and content knowledge. However, in order for feedback to be effective, students need to be aware of its importance and how to engage with it. Preliminary benchmarking of the tertiary education sector in Australia demonstrates that publicly and openly accessible student resources on feedback are not available. Rather, most student resources at universities focus on common academic and study skills. At the University of Southern Queensland, a student resource was developed to inform students on the value of feedback and how to engage with it through a three-step process. This resource was embedded in first-year courses as part of a suite of academic and study skills resources. This chapter explores how student feedback resources have the potential to positively contribute to student feedback literacy, learning and development.

scholarly journals Methods of Applying Machine Learning to Student Feedback Through Clustering and Sentiment Analysis

2018 ◽  
Author(s):  
Eric Andersson ◽  
Christopher Dryden ◽  
Chirag Variawa
Keyword(s):  
Machine Learning ◽  
Sentiment Analysis ◽  
Online Survey ◽  
Inverse Correlation ◽  
Student Feedback ◽  
First Year ◽  
First Year Students ◽  
University Of Toronto ◽  
The University ◽  
Key Events

Machine learning is used to analyze student feedback in first-year engineering courses. This exploratory work builds on previous research at the University of Toronto, where a multi-year investigation used an online survey to collect quantitative and qualitative data from incoming first-year students. [1] (N ~1000)Sentiment analysis, a machine learning method, is used to investigate the relationship between hours of study outside of scheduled instructional hours and qualitative survey feedback sentiment. The results are visualized with chronological sentiment graphs, which contextualize the results in relation to key events during the school year.Large drops in sentiment were seen to occur during weeks with major assessments and deadlines. An inverse correlation between hours spent outside of class and feedback sentiment was also noticed

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