Case Study 3 Ian Smith, Napier University
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Case Study 3Ian Smith, Napier University
“Motivating Students through Group Project and Open-Notes Examination”
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Variations
• Advanced Digital Media – Level 4– Semester 1, 2003/2004
• Object-Oriented Oriented Design & Development – Level 5
– Semester 2, 2002/2003
– Semester 2, 2003/2004
• Human Computer Interaction - – Level 2
– Semester 2, 2003/2004
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Starting Point
Endeavour to picture the gestalt or ‘organic whole’.
All aspects of Learning, Teaching and Assessment are
interrelated and should not be considered in isolation.
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Enthuse
• inspire– infectious enthusiasm for subject domain (lecturer)– esprit de corps
• motivate – encourage– sell the assessment– skills, jobs, interviews etc – portfolio artefact
• challenge– assessment that pushes the students – personal fulfilment/achievement (student)
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Engage
• be part of the student learning experience– the guide by their side NOT the sage on the stage– involve students in lectures & tutorials
• be approachable & contactable• get to know the students
– speak F2F with each one at least once a week
• provide regular formative feedback (weekly)• show you care
– make a point of acknowledging contribution and attendance– keep discreet notes of attendance, track students on VLE
and provide counselling for those who have disengaged
• but most of all have fun
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Support
• all learning, assessment & support materials available on-line• ensure reading lists are available in library• encourage collaborative learning
– computer-mediated conferencing – self-study groups
• transparent assessment– be specific about elements that are assessed – open-notes examination– marking/feedback forms available to encourage self-
assessment– schedule lecture and tutorials to support development of
assessment• get good teaching assistants
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Assessment Strategy
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Assessment
• Module descriptor establishes a direct mapping of the module learning outcomes to the assessment strategy.– to encourage deeper learning
• Assessment for the module comprises both a coursework and an examination. – coursework assessment is developed as a group project and
produces homogeneous results;– an examination is included to allow the student to
demonstrate individual learning.
• Lectures (and Tutorials) are scheduled to support coursework development
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Group work
• The students form themselves into groups of three in week 1.
• Tutor meets each student group for 15 minutes every one to two weeks to provide formative feedback on the progress of their projects.
• The meetings are scheduled to meet the needs of the students and a record is kept with counselling given to any group or individual that fails to attend.
• Small group activity brings the students together, encouraging peer support and engendering engagement.
• On completion of their projects, feedback on the coursework is provided via a feedback sheet and discussed during individual group conferences timetabled to facilitate exam preparation.
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Coursework
• The students are tasked to design & develop an artefact in a manner that allows a degree of self expression– encourage ownership of the assessment and learning process
– enhance employability skills such as: teamwork, leadership, creative problem solving, design, communication and management.
– deep learning is encouraged, as the student is required to engage in active learning and student interaction in addition to taking responsibility for their own learning and assessment.
• also required to write a critical report– develops employability skills such as: communication,
organizational and presentation.
– deep Learning is encouraged, as the student is required to demonstrate a range of higher cognitive abilities that in turn encourages the student to become a reflective practitioner.
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Variations
• Advanced Digital Media – Develop a DVD & WWW Game - tight specification but opportunity
for creative expression
– Loose specification for design artefacts - encourage creativity and critical thought
– Very challenging - but utilises prior learning
– Critical Report
• Object-Oriented Oriented Design & Development – Develop a game - loose specification
– Detailed specification for design model - focus of assessment
– Critical Report
• Human Computer Interaction– Develop a prototype - a range of choices to suit programme stream
– Very precise and detailed coursework specification
– Demonstration
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Open Notes Examination
• An examination is included to allow the student to demonstrate individual learning.– a secure method that minimises cheating– open book examinations assess critical thinking as opposed to
memory– deep learning is encouraged, as the student is required to
demonstrate a range of higher cognitive abilities.
• Many students perceive examinations as stressful, therefore – appropriate preparation is provided via an exam briefing– very specific brief for directed study– access to previous papers with worked solutions. – exam extended from 2 to 3 hours to ensure that adequate time is
available.
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Variations
• Advanced Digital Media – open-notes
– 6 topics of directed study (literature review - not taught)
– 3 compulsory questions on directed study
• Object-Oriented Oriented Design & Development – open-notes
– 3 topics of directed study (literature review - not taught)
– 1 compulsory question on directed study
– 2 compulsory questions on analysis & design
• Human Computer Interaction– computer-assisted assessment
– closed book
– direct mapping to lectures & tutorials
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Review & Reflection
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Object-Oriented Multimedia Design & Development (OOMDD)
Students from liberal arts backgrounds learning software engineering on
MSc Multimedia & Interactive Systems
(2002/2003)
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0
50
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20Individual Students
% m
ark
OOMDD SD2
n=20r=0.5
Comparison of individual student performance in second semester software engineering modules
No significant difference
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0
50
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37
Individual Students
% m
ark
OOMDD AISD
n=37r=0.7
Comparison of individual student performance in second semester examination assessments
No significant difference
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Module Semester Teaching GroupAssessmentsubmissions
Totalpassed
%submissionsthat passed
% of allstudents
completing
SD1 1Software
Engineering (SE) 30 (73.2%) 22 73.3% 53.7%
DMIA 1Multimedia &
Interactive SystemsDesign (MISD)
38 (92.7%) 36 94.7% 87.8%
PMDM 1Multimedia &
Interactive SystemsDesign (MISD)
40 (97.6%) 37 92.5% 90.2%
ISD 1Multimedia &
Interactive SystemsDesign (MISD)
41 (100%) 34 82.9% 82.9%
SD2 2Software
Engineering (SE) 19 (46.4%) 17 89.4% 41.5%
OOMDD 2Software
Engineering (SE) 41 (100%) 31 75.6% 75.6%
GP 2 Project 40 (97.6%) 36 90.0% 87.8%
AISD 2Multimedia &
Interactive SystemsDesign (MISD)
37 (90.2%) 23 62.2% 56.1%
Achievement of students on MSc Multimedia & Interactive Systems (n=41)
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0
50
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41Individual Students
% m
ark
OOMDD SD2
n=41
Comparison of individual student achievement in second semester software engineering modules.
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Key Points
• No evidence that individual student performance was improved overall.
• Evidence of a higher overall pass rate when compared to similar modules. – can be attributed to a caring and supportive environment,
developed to nurture and encourage achievement. – regular feedback allows students to measure their progress, and
the tutor to identify gaps in their knowledge.– student disengagement readily identified and prompt remedial
action can be taken. – ensuring focus of the module is relevant engenders engagement. – collaborative learning and peer support encourages the students to
assist and take care of each other. – approach would be appropriate for any discipline where students
are experiencing difficulties with subject matter and are disengaging from the learning process.
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Advanced Digital Media (ADM)
First Semester, 4th Year
2003/2004
BEng Multimedia Systems
BSc Multimedia Technology (Direct Entrant Year 3)
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Module Ranking (n=45) level 4 modules studied first semester
Advanced Digital Media
Media
Computing
Interactive Application
Development *
Computing & Society **
Content 6 21 32 31
Administration 5 33 28 13
Learning 6 43 24 25
Feedback 4 1 33 38
Student contribution
2 27 32 25
*BEng only**BSc only
Source: student feedback survey, semester 1 2003/04
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Comparison of individual student performance in first semester examination assessments
0
50
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27Individual Students
% m
ark
ADM MC
n=27r=0.59
No significant difference
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0.0
50.0
100.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27Individual Students
% m
ark
ADM MC
Comparison of individual student performance in modules with similar assessment mechanisms
n=27r=0.56
No significant difference ?
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Comparison of module statistics
Advanced Digital Media
Media Computing
mean 57.3 52.6
fails 1 (3.7%) 3 (11%)
qualified fail 1 1
pass 18 17
merit 7 6
No significant difference ?
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Key Points
• The module ranked very highly (top 6) by students across all criteria.– Perceived to be an enhanced learning experience– Second only to the honours project for personal contribution
• Indication that individual student performance may have been improved compared to similar module - maybe ?