PHYS 101

PHYS 101 Non-majors, diverse cohort 250+ / section Flipped class

Pre-reading / reading quiz

Not all students do the reading

Pre-reading / reading quiz

Significant fraction who do self-report ‘seeking’ behaviors

Result?

Fraction coming to class less well-prepared than we would like

Question:

Is there a way to engage more of the class more deeply with the reading?

student  generated  content  for  enhanced  engagement  and  learning  

Paul Denny paul@cs.auckland.ac.nz

The University of Auckland

The Western Conference on Science Education London, Ontario, Canada | July 9th – 11th 2013

Simon Bates simon.bates@ubc.ca

The University of British Columbia

Ross Galloway ross.galloway@ed.ac.uk

The University of Edinburgh

Expert-guided, crowd-sourced learning content

Scaffolding

Artifact evaluation

Benefits: Deep engagement

Benefits: Community of learners

Benefits: Collection of learning objects

A work-in-progress (watch this space)

Image credits (compfight.com) (1) CC BY-NC-SA 2.0 (2) CC BY-SA 2,0 (3) CC BY-2.0 (4) CC BY-ND 2.0 (1) Spiral: Singular essentials 01 http://www.flickr.com/photos/37718677955@N01/159726044/ (2) Stack of books: Untitled http://www.flickr.com/photos/78011127@N00/3102623100/ (3) Crowd http://www.flickr.com/photos/18378655@N00/613445810/ (2) Staircase: Stairways to ? http://www.flickr.com/photos/45409431@N00/6487647149/ (4) Bricks: Torch http://www.flickr.com/photos/71078118@N00/451947913/