The Anatomy of the 21st Century Educator
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Keynote given at the King's College London Excellence in Teaching Conference, June 2014
Transcript of The Anatomy of the 21st Century Educator
Overview
Drivers of change !
Body parts !
Examples
CC-BY 2.0 https://flic.kr/p/8PhF4g
Drivers of change - example
CC BY-NC-SA 2.0 https://flic.kr/p/2ZdABF
Technology - scale and pace
Slide credit: Eric Grimson (MIT)
Technology - scale and pace
Slide credit: Eric Grimson (MIT)
Technology - reach and unbundling
https://www.youtube.com/watch?v=QWEq3xifCDw
Technology - reach and unbundling
https://www.youtube.com/watch?v=QWEq3xifCDw
Technology - disruptions
Graph extracted from http://vikparuchuri.com/blog/on-the-automated-scoring-of-essays/
Technology - implications
Changing the !
!
!
!
of many aspects of life, …and learning is included
what, where, when, how, from whom and with whom
Body parts – the teachers’ anatomy
Communities of Practice groups whose “members share a passion for something they do and who interact regularly to learn how to do it be7er”
(Wenger 2006)
A bridge between research about learning and implications for teaching practice !!Why certain approaches work (or fail) !Approaches that foster effective learning in different contexts !Resources:
h7p://www.cmu.edu/teaching/principles/index.html !1page: CM U website h7p://goo.gl/eLSYYH 2page: Brent & Felder h7p://goo.gl/oUx6A9 5page: Bates & Madhani h7p://goo.gl/lqmSI !!
Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111
Wieman commentary PNAS http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111
“This meta-analysis makes a powerful case that any college or university that is teaching its STEM courses by traditional lectures is providing an inferior education to its students”
~2010
~2006
2013
Three examples
~2010
~2006
2013
Example - flipped classrooms
Example - flipped classrooms
Example - flipped classrooms
CC BY-NC 2.0 https://flic.kr/p/f3ynHxDerek Bruff: Class time reconsidered http://prezi.com/donq036eunko/class-time-reconsidered/
Weekly rhythm for our 1A class
Weekly rhythm for our 1A class
Learning gains on PI
1
2
3
A ball initially at rest is thrown upwards, comes back down & is caught !
Which of the following is a plausible graph of the acceleration of the ball with time?
1
2
3
A ball initially at rest is thrown upwards, comes back down & is caught !
Which of the following is a plausible graph of the acceleration of the ball with time?
~2010
~2006
2013
a"web&based"MCQ"repository"created"by"students"
Ins$tu$ons((signing(up(per(year:(!
2009:! ! !22(2010:! ! !66(2011:! ! !204(2012:! ! !266(2013!(Jan,Jun):! !214(
Growing(content(repository:(!Courses:! !2,500(Logins/month:! !75,000(Ques<ons:! !600,000(Answers:! !12,000,000(
Answers (20,000,000)
Questions (1,000,000)
Student'ownership'over'learning'resource'
Student'familiarity'with'social'so7ware'
Leveraging'student'energy'and'crea9vity'
Badges' Points' Leaderboards'
Typical implementation
Minimum participation requirements for each of two assessment exercises (PW1, PW2)
Write 1 Answer 5 Rate / comment 3
5% course credit
Physics 101, Energy & Waves Winter Semester: 3 sections, 791 students
Design and MethodologyTOCCLT'.' -
Qest\I\sct
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Photo by Seth Casteelhttp://www.littlefriendsphoto.comPermission to use agreed
Introduced in tutorials !
Extensive scaffolding exercises
!Revisited in subsequent
tutorials !
Tutorials delivered by 24 TAs
Question/Explanation Quality
Bloom’s Taxonomy of levels in the cognitive domain
Score Level Description
1 Remember Factual knowledge, trivial plugging in of numbers
2 Understand Basic understanding of content
3 Apply Implement, calculate / determine. Typically one-stage problem
4 Analyze Typical multi-step problem; requires identification of strategy
Evaluate Compare &assess various option possibilities; often conceptual
Synthesize Ideas and topics from disparate course sections combined. Significantly challenging problem.
Text
1 2 3 4 1 2 3 40
20
40
60
Num
ber o
f que
stio
ns
Assessment 1 Assessment 2
Bloom's Taxonomy: Question Quality
Textp>0.05, NS
0%
5%
10%
15%
20%25%
30%
35%
40%
45%
50%
1 2 3 4 5 6
Taxonomic Category
Per
cent
age
of S
ubm
itte
d Q
uest
ions
First semester N = 350
Second semester N = 252
\
Bates et al, PRST PER, in press 2014 http://arxiv.org/abs/1308.2202
Question/Explanation Quality
Description of explanation quality
Score Level Description
0 Missing No explanation provided or explanation incoherent/irrelevant
1 Inadequate Wrong reasoning and/or answer; trivial or flippant
2 MinimalCorrect answer but with insufficient explanation/justification/ Some aspects may be unclear/incorrect/confused.
3 Good Clear and detailed exposition of correct method & answer.
4 ExcellentThorough description of relevant physics and solution strategy. Plausibility of all answers considered. Beyond normal expectation for a correct solution
0 1 2 3 4 0 1 2 3 40
20
40
60
Num
ber o
f que
stio
ns
Assessment 1 Assessment 2
Explanation Quality
p=0.02
~2010
~2006
2013
PHYS101: Energy and Waves
PHYS101: Energy and Waves
PHYS101: Energy and Waves
PHYS101: Energy and Waves
PHYS101: Energy and Waves
Logistics !
!
Cohort split into 4 groups !
Each week one group tasked with creating LOs !
Each submission counts for 2.5% of final grade !
Repeat cycle twice per Semester !
Students can submit >2 LOs & receive grade for best 2 !
Short survey on submission !
Students encourage to apply CC licenses !
Results: engagement
0 100 200 300
LO 1
LO 2
LO 3
LO 4
LO 5
LO 6
LO 7
LO 8
Number of students
AssignedOptional
Results: types of Los
PPTDOCPreziTed-EdPDFImageOther
Results: time on task
0 100 200 300 400
Less than 0.5h
0.5 to 1 h
1 to 2h
2 to 3h
3 to 4h
4 to 5h
More than 5h
Number of students
Results: self reported change in understanding
0 200 400 600 800
None
Little
Moderate
Good
Excellent
Number of students
0200400600800
Number of students
Results: examples
3. Successes
[email protected] @simonpbates bit.ly/batestalks
How Learning Works: icon credits
References
Student-facing system http://peerwise.cs.auckland.ac.nz/
All the research studies referenced and scaffolding materials referred
to are accessible through the PeerWise community site http://
www.peerwise-community.org/
