1. 1. FeedbackFruits and increasing student-teacher interaction in your course Klara Ashley Bonder & Ellen Zillig-Straatman Delft University of Technology
2. 2. Ellen Zillig-Straatman MSc Delft University of Technology Shared Service Center ICT Education Technology Functional System Administrator BB Project Leader Blackboard for Online Education (BB4OE) E.H.M.Zillig-Straatman@TUDelft.NL 2
3. 3. Klara Ashley Bonder MA Delft University of Technology Shared Service Center Information Management - Education and Student Affairs Functional System Administrator BB K.A.Bonder@TUDelft.NL 3
4. 4. Outline How does you institute increase interaction between student- teacher? (FBF LIVE) Didactic background & research FeedbackFruits: introduction & background Functionalities of FBF (screencast) Usage of FBF at the Delft University of Technology Thomas Klos Building block Other specifications 4
5. 5. Didactic background & research (1) 5 Typically a flipped classroom consists of 3 main elements: The teacher responds to questions that students still have after doing the homework. Students do concrete problem solving and decision making activities. Leverage the power of students teaching each other. The main in-class elements in the classroom are engaging activities. Using assistive technology to allow students to respond and give feedback instruction sessions. maximizes available time with the instructor and focus on the higher order thinkingskills. Compare to a traditional setting in which students need time for note taking and repeating information. An online setting changes students participation patterns. In face to face situations there are usually a few that dominate the discussion, while in an online setting all peers contribute more equally to the discussion. (Zheng-Warschawer, p. 80) Dynamics shift from a teacher dominant discussion to one in which student-student interaction is improved as they become constructors of knowledge. (Zheng-Warschawer, p. 85)
6. 6. Didactic background & research (2) 6 Once students are familiar with the online setting, discussions between peers without the instructor's intervention-: can be just as complex and evolving, as multiple aspects are discussed as in depth, and can involve the same sustained attention to the discussion as in a face-to-face situation can. (Park et.al., p.326-327) The teacher as an E-moderator: Teaching presence seems to be a significant determinate of student satisfaction. The instructor has a role as an expert answering questions, but also being present and responding to contributions. Even comments by that dont seem to add value, will still show students that you are there monitoring/guiding the discussion. (Salmon, ch.4)
7. 7. FeedbackFruits: Introduction & Background 7
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9. 9. 9 "FeedbackFruits is a very promising communication and exchange platform, which stimulates the interaction between teacher and students in and outside the class room, and also between students themselves." Dr.ir. Remon M. Rooij Assistant Professor, Delft University of Technology.
10. 10. Functionalities of FBF 10
11. 11. Functionalities of FBF Connect 11
12. 12. Functionalities of FBF Dialog & Share 12
13. 13. Functionalities of FBF Live 13
14. 14. Usage of FBF at the Delft University of Technology 14 New teachers receive didactic training on effectively implementing FBF in their courses. One teacher charted exam results for his courses with and without the use of FBF
15. 15. Thomas Klos Assistant professor Algorithmics 15
16. 16. Other specifications Usage specs. 80 courses at the TU Delft are using FBF 3500 students FBF has 1500 unique visitors each day 300 interactions with FBF per day 16
17. 17. Building Block First version Developed on our servers (BB 9.1 SP11) Link to FeedbackFruits in the course Courses created based on our Course Administration System New Courses added automatically when first visited from BB Current version (version 1.4.3) FeedbackFruits is embedded in the course Courses created with their unique ID, instead of the course name New Courses added automatically when first visited from BB 17
18. 18. Building Block (version 1.4.3) Installation is easy WAR file API Key Authentication via our University Login using SURF Connect Blackboard SSO All information is stored on the FBF servers, not in BB FBF does not send information back to BB We did a security check on the Building Block and the connection is secure 18
19. 19. Building Block (version 1.4.3) Shared Information Shared Information User information UserID Name E-Mail Address Enrolled Courses Course_id Course name Course Description Locale (language pack) Course start date Course end date Course role (of the user in that course) 19
20. 20. Do you have any questions? 20
21. 21. References Park, J.H., D.L. Schallert & et.al., Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions, Computers & Education, 82, March 2015, 315-328. http://dx.doi.org/10.1016/j.compedu.2014.11.019. Salmon, G. E-moderating (3rd. ed.). New York: Routledge, 2011. Zheng, B. & M. Warschauer, Participation, interaction, and academic achievement in an online discussion environment, Computers & Education, 84, May 2015, 78-89. http://dx.doi.org/10.1016/j.compedu.2015.01.008. Graphics: FeedbackFruits, 2015. Screencasts made with Kaltura. 21
22. 22. Contact info Klara Ashley Bonder TU Delft/ Shared Service Centre Information Management - Education and Student Affairs K.A.Bonder@tudelft.nl Ellen Zillig-Straatman TU Delft / Shared Service Centre ICT Education Technology E.H.M.Zillig-Straatman@tudelft.nl For more information on FeedbackFruits, please talk to Casper Hgel (casperhugel@feedbackfruits.com) here at the conference, or email: we@feedbackfruits.com. 22