Lessons Learned from Measuring Student Behavior During Class PERRY - - PowerPoint PPT Presentation

Lessons Learned from Measuring Student Behavior During Class

PERRY SAMSON

UNIVERSITY OF MICHIGAN-ANN ARBOR

Class Presentation

Face-to-Face Synchronous Remote Asynchronous Remote

TECHNOLOGY

What Do We Need in the Classroom?

q Students should be challenged with a wide range of question types q Students should be able to access my slides q Students should be able to take notes q Students should be encouraged to ask questions q Students should be able to answer each other’s questions q Students should be able to indicate when they’re confused q Student notes should be linked to lecture capture

@PJSAMSON

LMS

• Gradebook
• Assignments
• Collaboration

TLC

• Student Notes
• Student Response
• Lecture Capture

Other

• Textbook
• ePortfolio
• Content Creation

Interoperability ¡Standards ¡

Creating an Ecosystem

@PJSAMSON

How to Build Educational Technology

Technology ¡ Use ¡ Pedagogy ¡ Assessment ¡

@PJSAMSON

Active Learning Definition

Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation

• f class content.

www.crlt.umich.edu/tstrategies/tsal

Active Learning

Villemard, 1900 Prediction for the French School in Year 2000

Passive Learning

@PJSAMSON

Active Learning

“The studies analyzed here document that active learning leads to increases in examination performance that would raise average grades by a half a letter, and that failure rates under traditional lecturing increase by 55% over the rates

• bserved under active learning.”

Freeman et al. (2014) Active learning increases student performance in science, engineering, and mathematics PNAS 2014 111 (23) 8410-8415

Note Confusion Bookmark Slides Pose/Review Questions Take Notes Video Capture Screen Capture View ¡Slides ¡

Student View

• Active

Learning Platform

@PJSAMSON

The Value of Anonymity in Inquiry

• Q. When I have questions in class, I am

comfortable asking them verbally.

@PJSAMSON

The Value of Anonymity in Inquiry

• Q. When I have questions in class, I am

comfortable asking them verbally.

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5

Female Male Avergae Questions/Student Number ¡of ¡ students ¡ 158 Number ¡of ¡ ques?ons ¡asked 413 Average ¡number ¡of ¡ ques?ons ¡per ¡ student 2.7

@PJSAMSON

Justify Answers Answer Questions

Image- Base Questions

Optional: Require students to justify their selection.

Multiple Choice

Image Quiz

Learning ¡ Analy?cs ¡ Database ¡

Confusion ¡ Ques?ons ¡ Posed ¡ Ac?vity ¡ Answers ¡ ¡ Notes ¡ ALendance ¡ Bookmarks ¡ Lecture ¡ Capture ¡

Creating an Ecosystem

¡ ¡

Learning ¡ Analy?cs ¡ Database ¡

Confusion ¡ Ques?ons ¡ Posed ¡ Ac?vity ¡ Answers ¡ ¡ Notes ¡ ALendance ¡ Bookmarks ¡ Lecture ¡ Capture ¡

Creating an Ecosystem

University ¡ db ¡

LMS ¡ SIS ¡ Other ¡ Vendors ¡

20 40 60 80 100 120 140 160 Number of Students In the classroom From my school residence From elsewhere Missing

Assume You Knew Everything Your Students Did as Part of Class

NOW WHAT?

@PJSAMSON

Forecasting Student Success

Outcomes = b(background) + m(motivation) + p(participation) + l(life)

@PJSAMSON

What Participation Affects Learning?

• ALendance? ¡
• Taking ¡Notes? ¡
• Par?cipa?ng ¡in ¡Discussion? ¡
• Inquiry? ¡
• Answering ¡Ques?ons? ¡
• Other? ¡

Multiple Courses: Winter 2015

COURSE INSTRUCTOR SIZE MOVESCI ¡230

• M. ¡Gross

103 AOSS ¡102

• F. ¡Marsik

187

Relationship

• f Student

Motivation

• vs. Grades

65 70 75 80 85 90

Low/Some Interest Medium Interest High Interest Truly Excited by

Exam Scores

Exam 1 Exam 2 Exam 3

@PJSAMSON

Relationship of Attendance

• vs. Grades

2 4 6 8 10 <70 70-80 80-90 >90

Classes Attended Exam 1 Grades

AOSS 102 MOVESCI 230

Relationship of Reviewing Lecture Capture

• vs. Grades

10 15 20 25 30 40 60 80 100 120 <70 70-80 80-90 >90

AOSS 102 MOVESCI 230 Exam 1 Grades

MOVESCI230 AOSS102

@PJSAMSON

Relationship of Note Taking

• vs. Grades

200 300 400 500 600 700 800 100 150 200 250 300 350 400 <70 70-80 80-90 >90

Notes Taken MOVESCI 230 Notes Taken AOSS102/AOSS105 Exam 1 Grades

AOSS 102 MOVESCI 230

Relationship of Slide Viewing

• vs. Grades

20 40 60 80 100 120 140 160 180 <70 70-80 80-90 >90

Slides Viewed Exam 1 Grades

AOSS 102 MOVESCI 230

40 50 60 70 80 90 100 1.0 2.0 3.0 4.0

Exam #1 Score Incoming GPA

Do High GPA Students behave Differently from Low GPA Students?

IS IT A DIFFERENCE IN COGNITIVE ABILITY

• OR-

IS IT A DIFFERENCE IN MOTIVATION OR STUDY SKILLS?

@PJSAMSON 5 10 15 20 25

<2.5 2.5-3.0 3.0-3.5 >3.5

Minutes of Lecture Capture Viewed per Class Incoming Grade Point Average

Successful Students Behave Differently

2 4 6 8 10 12

<2.5 2.5-3.0 3.0-3.5 >3.5

Number of Classes Attended Incoming Grade Point Average

Attendance by itself is a poor predictor of student success.

50 100 150 200 250 300 350

<2.5 2.5-3.0 3.0-3.5 >3.5

Number of Slides Viewed Incoming Grade Point Average

20 40 60 80 100 120 140

<2.5 2.5-3.0 3.0-3.5 >3.5

Number of Notes Taken Incoming Grade Point Average

Low GPA students take five times fewer than high GPA students.

@PJSAMSON

• 1. Student exam scores are related to in-class participation

measured as slides viewed, notes taken and more. These terms should be valuable both for predictive analytics and as a basis for development of personalized feedback.

• 2. Levels of student participation are related to students’

incoming grade point average. This supports the possibility that low grade point students lack motivation or study skills rather than cognitive ability.

Lessons Learned

@PJSAMSON

Thank you

Blog: www.sageonstage.com Email: samson@umich.edu