Personalised Learning Support And Feedback In A Large
Personalised Learning, Support And Feedback In A Large First Year Chemistry Class ADAM J. BRIDGEMAN ADRIAN V. GEORGE SCHOOL OF CHEMISTRY UNIVERSITY OF SYDNEY
WHY FLIP? › CHEM 1001 “Fundamentals of Chemistry” - Taken by students with a weak or no background in Chemistry from high school (~650 in 2014) - Commonly taken as ‘service’ unit for life and applied science students - Linear subject – each topic builds on understanding of last topic - Content heavy - Full of new language and symbolism - Ongoing problem with engagement 2
WHY FLIP? › CHEM 1001 “Fundamentals of Chemistry” - Need for students to engage and master each topic - Need for students to learn by doing and inquiring - Need to develop and personalise interactions and help transition of diverse cohort to university ü Reward and encourage preparation and good study habits 3
WHY FLIP? › Making the most of each learning space - Using the online environment for what it is good at - Students can watch multiple times - Computer is a patient and anonymous marker - Allows use of 3 D models and simulations - Providing (early) data on engagement and issues - Using the classroom environment for what it is good at - Access to expert(s) - Peer learning 4
HOW? › Pre-lecture online tutorials - 3 -5 minute video detailing content/concept - Lots of examples for students to work through - Mastery quiz which can be taken multiple times - Allow content to be removed from lecture - Free up time in class and ensure class is prepared - Provide data on engagement 5
HOW? › Online tutorials: - 1 or 2 per week - MCQ, short answer, drag and drop from large pool of questions firstyear. chem. usyd. edu. au/i. Chem/ 6
HOW? 7
HOW? › Using the classroom environment for what it is good at - Active learning - Staff - student and student – student discussion and conversation - Concept development and guided inquiry - Fun http: //www. itl. usyd. edu. au/programs/newstaff/teaching_advice. htm 8
HOW? Students Lecturer 9
GUIDED INQUIRY WORKSHEETS › Learning cycle of exploration, concept invention & application - Students work in a discovery team-based environment - Maximum length of 2 sides - Interspersed with minilectures, feedback and discussion - Instant and constant feedback on level of understanding and misconceptions 10
GUIDED INQUIRY WORKSHEETS 11
EVALUATION Fundamentals AJB/AVG Mainstream EJN Mainstream TWS Enhanced learning Clear link with context Aids Enjoy understanding worksheets Enhanced motivation 12
EVALUATION › “Helped to apply things being learned to gain understanding” › “It draws for more attendance as the lectures are more interesting and allow us to get involved with what is being learnt than just listening and taking. Fundamentals notes” AJB/AVG › “Allows learning throughout the lecture instead of blindly copying notes & not really absorbing anything. Why more motivated to come to lectures as a result? because I knew I would definitely learn Mainstream EJN something” › “Good at cementing knowledge. Stop you daydreaming. Identify problem areas straight away. ” Mainstream TWS › “You would have to be a real f****** idiot if you think it doesn’t help. … fantastic idea, no sarcasm, even though it may look like it!” 13
CHEM 1001 SEMESTER 1 2013 - RESULTS Enrolment 700 Grade distributions number lost 600 500 400 300 200 100 0 2008 2009 2010 2011 2012 2013 2014 14
CHEM 1001 SEMESTER 1 2013 - RESULTS 2012 2013 15
CONCLUSIONS › Making the most of each learning space › Online: - Delivering bite size content and limitless practice - Videos plus animations and simulations - Providing analytics › In class: - Time for active learning – from immediate practice to guided inquiry - Time for theatrics, stories, demonstrations and personal interactions 16
THANK YOU › Any questions? adam. bridgeman@sydney. edu. au adrian. george@sydney. edu. au › Acknowledgements: Colleagues that have been willing to implement this approach as well as the additional work they have expended to make it a success: Brendan Kennedy, Elizabeth New, Siegbert Schmid, Tim Schmidt and Greg Warr. The post-graduate tutor team that have guided activities during tutorials: Kat Badiola, Manuel Ghezzi, Amandeep Kaur, Ed O’Neill, Clara Shen and James Williams. 17
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