Knowing what 400 students know
description
Transcript of Knowing what 400 students know
LON-CAPA1
Knowing what 400 students know
Gerd KortemeyerMichigan State University
... before it’s too late
LON-CAPA2
400 students knowing what they
don’t know
Gerd KortemeyerMichigan State University
... before it’s too late
LON-CAPA3
The SettingBig10-R1 state university
Diverse student population
Intro science courses
Between 200 and 3,000 students/course
Instructors rotating between semesters
No or few TAs
LON-CAPA4
The Problem(s)Large lecture halls, no personal interaction with majority of students
Often no resources to grade homework
If homework is offered:
little personalized feedback
students blindly copying each other’s answers
few conceptual discussions between students when collaborating, no peer-teaching outside class
LON-CAPA5
The Surprise
Most instructors DO care
LON-CAPA6
The ChallengeProvide meaningful formative assessment to students
Provide timely feedback to both students and instructors
Reduce blind copying of answers to
foster conceptual-level collaboration
give a true picture of learner progress
Provide a scalable solution within the realities and budgets and available resources
LON-CAPA7
The solution (maybe, for now): LON-CAPA
Learning Content Management System
Course Management System
Assessment System
Open-Source and Free
LON-CAPA8
Online assessment with immediate
adaptive feedback and multiple tries
Different students get different
versions of the same problem
different options
different graphs or images
different numbers or formulas
LON-CAPA9
Same problem, two students
LON-CAPA10
Feedback to InstructorOne Homework Set
LON-CAPA11
Feedback to Instructor
LON-CAPA12
Item Analysis on Concepts
<conceptgroup concept=”Fruit”> <foil>Apple</foil> <foil>Orange</foil></conceptgroup><conceptgroup concept=”Metals”> <foil>Copper</foil> <foil>Gold</foil></conceptgroup>
LON-CAPA13
Problem Analysis
LON-CAPA14
Datamining (WIP): Early Detection of Learners at Risk
LON-CAPA15
Effectiveness
LON-CAPA is a tool, not a curriculum.Effectiveness depends on how it is used.
LON-CAPA16
Time on Task: 10,000 students
x5
LON-CAPA17
Before/After Time-On-Task vs. Perceived
Helpfulness
LON-CAPA18
Exam and Course Grades
LON-CAPA19
Gender Differential
phy231: traditional
phy232: CAPA
LON-CAPA20
“Cheating”
LON-CAPA21
Exam Support
LON-CAPA22
Formative vs. Summative
LON-CAPA23
Formative vs. Summative
LON-CAPA24
LearningOnline Network20,900 content pages
18,600 homework and exam problems
12,500 images
2,100 content assemblies
1,100 simulations and animations
500 movies
Publisher libraries, “back of the chapter problems”
LON-CAPA25
Problem SelectionStatic metadata: Dublin Core, cross-walk to IMS
Dynamic metadata: usage information
LON-CAPA26
Funding
Initially developed at Michigan State University
Funded by Michigan State University and the National Science Foundation within the ITR and CCLI-ASA programs