Thr hree L Layer ers of of Teac eaching-Learn rning-Assessm - - PowerPoint PPT Presentation

Thr hree L Layer ers of

• f

Teac eaching-Learn rning-Assessm ssment Loop

• ops

for

• r EDA422 c

422 cou

• urse a

at Cha halmers

Risat Pathan Department of Computer Science and Engineering Chalmers University of Technology KUL Conference, Jan 9, 2019

The purpose of my talk…

Present the structure of EDA422 course at Chalmers “EDA422: Parallel and Distributed Real-Time Systems”

The t e tea each ching-lear arning-assessment l loop… and and the he feedbac dback Teaching

(lecture, consultation, tutorials)

Learning

(study, problem solving, field trip)

Assessment

(exams, homework, lab reports)

Feedback

Yearly: course evaluation Email, conversation, etc.

Feedb eedback ck: Is f final c cou

• urse e

e evalua uation eno enough?

• Not really because

 Final course evaluation does not answer “How to shape a specific lecture?”  Students who provide the feedback are not benefitted  Many students do not even answer

Additional mechanisms are needed to get continuous feedback

To receive continuous feedback from the students, the EDA422 course has three teaching-learning- assessment-feedback loops

Th Three t teach eaching-learni ning ng-as asses essmen ent-feedback l ack loops o

• f EDA422 c

course

• Loop1: Daily lecture and short quiz
• Loop2: Weekly consultation sessions for monthly take-home exam
• Loop3: Monthly oral exam on take-home exam solution

I will explain these three loops that help (i) constructive and continuous alignment, and (ii) intense student-student and student-teacher interactions to achieve the learning outcomes of the course

Loop1: Daily lecture and short quiz Teaching

(lecture slides)

Learning

(Positive question, Negative question, Ask the next step)

Assessment

(~5 mins quiz at the end)

Daily Feedback

(Right concept, Wrong concept, Missing concept)

Lo Loop1: : Feedi ding bac back k to ne

• next l

lecture

• In next lecture, I correct their wrong and missing concepts
• No misconception propagates to next lecture
• Align the next quiz based on such concepts
• Since there is a quiz every lecture, they become relatively

more interactive to learn the right concept

I need to spend approx. an hour to check around 25 short quizzes

Loo

• op2:

2: Weekly consu sultation s ses ession f for t take-hom

• me

e exam Teaching

(Prepare take-home exams, Schedule weekly consultation)

Learning

(apply theory, analyze, prove/disprove, wrong approach)

Assessment

(~3 weeks: a written solution of the take-home exams)

Weekly Feedback

(Who needs more help, common mistakes, problem statements)

Loop2: Feeding back from weekly consultations

• Redesign next lecture to cover critical concepts that most

students are struggling with

• Help me to identify weaker students and offer them more

help during next consultation

• Make the take-home exam questions clearer next year
• The consultation session is highly student-student and

student-teacher interactive

Loop3: Mon

• nthly or

y oral e exams on t

• n tak

ake-hom

• me e

e exam am s sol

• lution
• ns

Teaching Prepare Oral Exam Schedule

(Read the solutions, preliminary points)

Learning

(Prepare argument, why the solution is better, alternative)

Assessment

(1 hour: present their argument, solve new scenarios)

Monthly feedback

(attaining learning outcomes, what approach they have used)

Loop3: F Feedi ding bac back k from or

• ral e

exam ams

• Adjust the assigned deadline and level of difficulty of the

take-home exams

• Approach by the students to tackle open research problems

that I set in the take-home exam

• Approach by the students to tackle completely new problem

that I ask them to solve during the oral exam

• Redesign some lectures for next year

Recall the purpose of my talk…

Present the structure of EDA422 course at Chalmers

The three layers of loops… Oral Exam

Consultation Consultation Consultation

Quiz Quiz Quiz Quiz Quiz Quiz Quiz Quiz Quiz

Overall Idea of teaching the EDA422 course

• I try to keep the lectures relatively easy, with short quiz
• Provide a lot of industry related examples, use cases
• Problems on the take-home exams are more challenging
• Open research problems from my domain of research
• By applying the knowledge from lectures and by reading

published articles they solve the take-home exams

• Think critically to defend their solutions for oral exams

Conclusion

• Getting continuous feedback during the course helps

to achieve the learning outcome of the course

• Intense student-student and student-teacher

interactions by having three layers of teaching- learning activities

• One take-away message: Frequent (per lecture) in-

class quiz in EDA422 course is effective

THANK YOU