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Improving learning and learner engagement in f2f and blended settings Sahana Murthy Educational Technology IIT Bombay Training and Development in RBI Bridging the Gaps March 30, 2019 1 Educational Technology IIT Bombay | Training and

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Educational Technology IIT Bombay | Training and Development in RBI | March 30, 2019

Improving learning and learner engagement in f2f and blended settings

Sahana Murthy Educational Technology IIT Bombay

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Training and Development in RBI – Bridging the Gaps March 30, 2019

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The study and ethical practice of facilitating the learning experience and improving performance by creating, using, and managing appropriate technological processes and resources.

  • Wikipedia

What is Educational Technology?

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A combination of processes, strategies and tools involved in addressing educational needs and problems, with an emphasis on applying current technologies.

  • Integrating educational technology into teaching, 4th ed., M.D.Roblyer

What is Educational Technology?

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What is Educational Technology?

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  • Inter-Disciplinary Program, started 2010
  • Faculty

⁻ 5 Core faculty ⁻ Associate from depts of Engg, Science, Design, H&SS

  • PhD program : 20 research scholars, 12 alumn
  • Starting MTech – 2019

Educational Technology @ IIT Bombay

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Research Development Consultancy Outreach Sponsored Projects Sponsored Research Labs

ET@IITB : What do we do?

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Research area: Technology enhanced learning of thinking skills

Design Thinking, Engg Estimation, Troubleshooting, …

Thinking Skills

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Research area: Teacher use of educational technology

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Research area: Teacher use of educational technology

Learner-Centric MOOC (LCM) Model

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Research area: Teacher use of educational technology

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Research area: Teacher use of educational technology

iSAT: Interactive Stratified Attribute Tracking

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Research area: Educational Data Analytics

Cognition

Affective States

Attention!

Metacognition

Motivation Learner/ User Model Personalized and Adaptive Feedback

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Emerging Technologies

Wearables Augmented Reality 3D Visualization

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How engaged are your learners?

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  • Assume f2f setting.
  • Imagine you are teaching a large group of trainees.

(how many? who? what kind of training?)

  • Imagine a 60-min session, large auditorium, fixed seats.

How engaged are your learners?

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How engaged are your students?

  • Imagine you are teaching a large group of trainees.
  • Imagine a 60-min session in a large auditorium with fixed seats.

Think (Individually):

  • Predict the percentage of students

showing “engaged” behaviour (with the content), at various points of time.

  • Draw a graph of engagement vs time.

[~1 min]

t (Time instant of lecture)

% e

Percentage of students engaged

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How engaged are your students?

Pair (with your neighbour):

  • Examine each other’s graphs.
  • Together, come up with two

techniques that could be used to convert your graph into something like the figure. [~2 min]

t (Time instant of lecture)

% e

80%

Imagine you are teaching a large group of trainees. Imagine a 60-minute class in a large auditorium with fixed seats.

Think (Individually): Predict the percentage of students who may be showing “engaged” behaviour (with the content of the lecture), at various instants of time. Draw a graph of engagement versus time. [~1 min]

Percentage of students engaged

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How engaged are your students?

Share (entire audience):

  • Share pros and cons of some
  • techniques. [~2 min each]
  • Identify top three techniques that

are likely to “succeed”. [~3 min]

t (Time instant of lecture)

% e

80%

Imagine you are teaching a large group of trainees. Imagine a 60-minute class in a large auditorium with fixed seats.

Think (Individually): Predict the percentage of students who may be showing “engaged” behaviour (with the content of the lecture), at various instants of time. Draw a graph of engagement versus time. [~1 min] Pair (with your neighbour): Together, come up with two techniques to convert your graph into something that looks like the figure.

Percentage of students engaged

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How engaged are your students?

t (Time instant of lecture)

% e

80%

Share (entire audience):

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  • Telling jokes?
  • only during the joke 
  • Giving real life context? Historical anecdotes?
  • necessary, good motivation, but again can do 1-2 times per topic
  • Asking – “do you have any doubts?”
  • necessary, might results in ‘blips’ in engagement curve
  • Asking a question related to the topic
  • necessary, might results in ‘blips’ in engagement curve

Can we engage learners by

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ACTIVE LEARNING

How can we maintain learner engagement?

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  • Instructor designs activities that requires learners to talk,

write, reflect and express their thinking.

  • Majority of learners go beyond listening, copying of notes,

execution of prescribed procedures.

  • Explicitly based on theories of learning.
  • Evaluated repeatedly through empirical research.

Requirements of active learning strategies

  • D. E. Meltzer and R. K. Thornton. "Resource letter ALIP–1: active-learning instruction in physics." Am. J. Phys, 80.6 (2012): 478-496
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Your colleague: “I often pause to ask my students if they understood the

  • material. And I even allow them to interrupt whenever they

have doubts.”

But my lectures are plenty interactive!

VOTE – Is this active learning?

1) Yes 2) No

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  • Instructor designs activities that requires learners to talk,

write, reflect and express their thinking.

  • Majority of learners go beyond listening, copying of notes,

execution of prescribed procedures.

  • Explicitly based on theories of learning.
  • Evaluated repeatedly through empirical research.

Recall - Requirements of active learning

  • D. E. Meltzer and R. K. Thornton. "Resource letter ALIP–1: active-learning instruction in physics." Am. J. Phys, 80.6 (2012): 478-496
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Your colleague: “I often pause to ask my students if they understood the

  • material. And I even allow them to interrupt whenever they

have doubts.”

But my lectures are plenty interactive!

VOTE – Is this active learning?

1) Yes 2) No

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  • Students don’t pay utmost attention throughout the lecture.
  • Students think they understand since they can follow the lecture.
  • Difficult to ensure that all students in the class participate actively.
  • Students have a barrier to responding directly to the instructor.

Why interactive lectures may not be enough But … is there data? Evidence? Let’s examine some empirical results.

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Evidence for

  • r ac

activ tive lear earnin ing - 1

  • R. Hake, “Interactive-engagement versus traditional methods: A six-thousand student survey of mechanics test data for

introductory physics courses” Am. J. Phys., 66 (1998)

Comparative study of 62 Physics courses (1998)

  • 6542 students
  • Variety of institutions: high

school, college, university

  • Test of conceptual reasoning

– Force Concept Inventory

  • Pre-post, semester long

RESULTS:

  • Maximum gain from lecture courses : 0.28
  • Gain from active-learning courses : 0.23-0.7

Trad lecture (14) Active learning strategies (48)

Normalized gain <g> = post-pre

100-pre

IMPLICATION

Desirable to explicitly incorporate active learning strategies in our teaching & training.

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Evidence for

  • r ac

activ tive lea earning ng - 2

Meta-analysis of 225 studies (2014)

  • Exam performance: higher by 0.47 standard deviations in active learning

courses– ~ 1/2 letter grade average increase.

  • Failure rates : 33.8% in traditional classes vs 21.8% in active learning courses
  • Results hold across STEM disciplines, majors and non-majors, lower- and upper-

division courses.

  • Effect sizes greater for concept inventories than for instructor-written exams.
  • Proc. Natl. Acad. Sc, 111(23), 2014

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(hint – you’ve already seen two examples  )

HOW TO IMPLEMENT ACTIVE LEARNING?

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Vote individually

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Vote individually

You toss an old 1-rupee coin and a new 1-rupee

  • coin. Which outcome is most likely:

1) Two heads 2) Two tails 3) One head and one tail 4) Each of 1, 2, 3 above is equally likely

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Discuss with your neighbour and converge

You toss an old 1-rupee coin and a new 1-rupee

  • coin. Which outcome is most likely:

1) Two heads 2) Two tails 3) One head and one tail 4) Each of 1, 2, 3 above is equally likely

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Vote again – with group converged answer

You toss an old 1-rupee coin and a new 1-rupee

  • coin. Which outcome is most likely:

1) Two heads 2) Two tails 3) One head and one tail 4) Each of 1, 2, 3 above is equally likely

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ANATOMY OF PEER INSTRUCTION

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DISSECTING PEER INSTRUCTION FURTHER

1) Which step should never be skipped? 2) How much time to spend? 3) How often to do? 4) What if … too quiet? Too noisy? 5) Which is the most challenging step?

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Implementing peer instruction

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Implementing PI with technology

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Visualizations such as animations and simulations have been shown to provide many learning benefits. Many teachers report using such visualizations in their class. Most play or demonstrate the animation in class, along with narrative explanation.

Your opinion on videos & animations

Vote - www.mentimeter.com Use code 41464

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  • Showing demo alone is not effective (Hansen et al 2000)
  • Potential benefits of visualization is lost if students merely watch

(Lindgren & Schwartz)

  • The way the instructor teaches with the visualization has a profound

effect on learning effectiveness (Bratina et.al, 2002).

Research from use of visualizations

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  • Showing demo alone is not effective (Hansen et al 2000)
  • Potential benefits of visualization is lost if students merely watch

(Lindgren & Schwartz)

  • The way the instructor teaches with the visualization has a profound

effect on learning effectiveness (Bratina et.al, 2002).

  • Active-learning instructional strategy with visualization led to

improved outcomes than mere viewing of the visualization

(Laasko et al 2009; Windschitl & Andre 1998, Banerjee, Murthy & Iyer 2015)

Research from use of visualizations

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A helium balloon is attached to a string tied to the bottom of a cart on wheels. The sides of the cart are encased in clear

  • plastic. A person will abruptly push the

cart to the left. Will the balloon move?

1) Yes, to the left 2) Yes, to the right 3) No

Example – Active learning with a movie

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A helium balloon is attached to a string tied to the bottom of a cart on wheels. The sides of the cart are encased in clear

  • plastic. A person will abruptly push the

cart to the left.

Example – Active learning with a movie

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Your ideas – visualization + Peer instruction

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⁻ Is usually conceptual, requires thought

  • Avoid recall level Qs
  • Avoid long calculation

⁻ Should elicit pre-existing thinking ⁻ Asks learners to predict results ⁻ Make learners apply to new context ⁻ Has believable distractors ⁻ Is not ambiguous, leading or ‘trivial’

How to write Peer Instruction questions

A ‘good’ PI question:

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What makes Peer Instruction work?

LEARNERS:

  • Talk, argue, listen (sometimes), reason, … ==> engaged with content
  • Learn from each other, teach each other (teach<=>learn)
  • Pre-existing thinking is elicited, confronted, resolved
  • Those who don’t know are willing to think, reason, answer
  • Those who do know are willing to participate (teach? show-off?)

TEACHERS?

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  • Peer-Instruction
  • Think-Pair-Share
  • Many others:

⁻

(lecture) Team-Pair-Solo, Problem-based learning, Just-in-Time-Teaching, Role-play, Jigsaw, Case-based learning, Peer-review, Productive failure …

⁻

(lab) Pair programming

⁻

(tutorial) TPS, TPS, Problem-based learning, case-based learning

Active learning strategies for f2f setting

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Make learners grapple with ideas during the training session.

Don’t just clarify doubts. Use proven active learning strategies. Require learners to debate, apply, articulate – not just recall.

Recommendations for f2f training

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What if I want to move to online training?

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Myth or Reality? An e-learning module or MOOC is mostly uploading videos on a LMS.

What if I want to move to online training?

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Myth: An e-learning module or MOOC is mostly uploading videos on a LMS. Reality: An e-learning module or MOOC needs to be learner-centric.

What if I want to move to online training?

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Myth: An e-learning module or MOOC is mostly uploading videos on a LMS. Reality: An e-learning module or MOOC needs to be learner-centric:

Attention to learner motivation Opportunities for immediate micro-application Formative assessment and instant feedback Explicit activities to foster peer-learning Ensure learner connect

What if I want to move to online training?

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Myth or Reality? A fluent video is more effective than a disfluent video.

Fluent - instructor speaks confidently, eye-contact Disfluent – instructor speaks haltingly, slouches, poor body language

What if I want to move to online training?

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Myth: A fluent video is more effective than a disfluent video. Reality:

What if I want to move to online training?

RESULTS 1) Both groups: Same actual learning 2) Fluent video: Perceived learning greater than actual learning 3) Disfluent video: Perceived learning equal to actual learning

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Myth: Using the new & exciting technology – VR, Cloud, AI – is necessary in today’s setting. Reality: Sophisticated pedagogy + routine technology trumps Advanced technology + mediocre pedagogy

What if I want to move to online training?

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Use a blended approach

Flipped classrooms Blended MOOCs VC, Webinars, Hangouts … …

Recommendations for online training

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Insert a micro-activity within the video Follow every video with question(s) + feedback Address learner diversity via extension trajectories Cultivate peer learning via experience interaction

Recommendations for online training

Follow LCM model

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▪ Consultancy

  • Multimedia content creation, instructional design
  • Curriculum redesign, development of training programs
  • Benchmarking / Evaluation of educational content and implementation

▪ Training (CEP)

  • Incorporation of learner centric pedagogy in training
  • Creation of blended courses and MOOCs

▪ Sponsored Projects: various R&D projects in educational technology ▪ Industries worked with so far: InOpen, Next Education, NIETT, MTNL

What can we do for organizations?

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For more info:

THANK YOU

www.et.iitb.ac.in sahanamurthy@iitb.ac.in