knowing what 400 students know
DESCRIPTION
Knowing what 400 students know. ... before it’s too late. Gerd Kortemeyer Michigan State University. 400 students knowing what they don’t know. ... before it’s too late. Gerd Kortemeyer Michigan State University. The Setting. Big10-R1 state university Diverse student population - PowerPoint PPT PresentationTRANSCRIPT
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LON-CAPA1
Knowing what 400 students know
Gerd KortemeyerMichigan State University
... before it’s too late
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LON-CAPA2
400 students knowing what they
don’t know
Gerd KortemeyerMichigan State University
... before it’s too late
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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
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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
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LON-CAPA5
The Surprise
Most instructors DO care
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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
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LON-CAPA7
The solution (maybe, for now): LON-CAPA
Learning Content Management System
Course Management System
Assessment System
Open-Source and Free
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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
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LON-CAPA9
Same problem, two students
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LON-CAPA10
Feedback to InstructorOne Homework Set
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LON-CAPA11
Feedback to Instructor
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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>
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LON-CAPA13
Problem Analysis
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LON-CAPA14
Datamining (WIP): Early Detection of Learners at Risk
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LON-CAPA15
Effectiveness
LON-CAPA is a tool, not a curriculum.Effectiveness depends on how it is used.
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LON-CAPA16
Time on Task: 10,000 students
x5
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LON-CAPA17
Before/After Time-On-Task vs. Perceived
Helpfulness
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LON-CAPA18
Exam and Course Grades
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LON-CAPA19
Gender Differential
phy231: traditional
phy232: CAPA
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LON-CAPA20
“Cheating”
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LON-CAPA21
Exam Support
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LON-CAPA22
Formative vs. Summative
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LON-CAPA23
Formative vs. Summative
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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”
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LON-CAPA25
Problem SelectionStatic metadata: Dublin Core, cross-walk to IMS
Dynamic metadata: usage information
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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