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ED:
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What Do We Know about Web 2.0?
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Location:
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HC 3048 |
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Date:
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Tuesday, Aug.02 |
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Time:
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2:15PM - 3:15PM
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Presider:
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Robert Steiner,
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Co-Presiders(s):
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None
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Equipment:
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N/A
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ED01:
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Enhancing Introductory Student Motivation with a Major-Managed Course Blog
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Location:
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HC 3048 |
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Date:
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Tuesday, Aug.02 |
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Time:
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2:15PM - 2:25PM
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Author:
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W. Brian Lane, Jacksonville University
904-256-7326, wlane@ju.edu
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Co-Author(s):
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None
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Abstract:
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Students typically begin an introductory physics course without the important motivational factors of relevance and confidence, such that many students do not fully engage with learning activities. Instructional technology can provide a venue for developing student motivation by extending the classroom discussion and incorporating into the learning community outsiders at different stages along the novice-to-expert journey. To leverage these benefits, we implemented an instructional strategy that used a course blog to create a community of learners made of upper-level physics seminar students (who wrote a variety of articles for the blog) and non-major introductory physics students (who read and commented on the articles). Using various surveys (including the CLASS) and post-instruction interviews, we examine the impact of this strategy on the introductory students' senses of relevance and confidence and propose further developments of this instructional strategy.
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Footnotes:
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Supported by the Marilyn Repsher Center for Teaching and Learning.
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ED02:
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Combining JiTT with Wikis in Physics Classrooms
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Location:
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HC 3048 |
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Date:
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Tuesday, Aug.02 |
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Time:
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2:25PM - 2:35PM
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Author:
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Hashini E. Mohottala, University of Hartford
860-208-3685, mohottala@hartford.edu
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Co-Author(s):
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None
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Abstract:
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I report the combined use of Just in Time teaching (JiTT) and Wikispace (wikis) in an introductory-level physics class. Wikis helps students, instructors and technology to interact with one another. A core element of JiTT is interactive lectures. Although these teaching tools have been used separately in physics classrooms over the years, the combination will be a new experience for both physics instructors and students. During this exercise, I carefully picked relevant physics problems and posted them on the Wikis weekly, using it as a platform for students to meet online and discuss problem solving strategies. The students were supposed to discuss and find the methods to solve the problems and not get the final answer in numerical forms. This activity helped students enhance their critical thinking abilities and as the Wiki page administrator, I was able to track all the write-ups, edits and allocate the necessary grades.
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Footnotes:
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None
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ED03:
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Automated Analysis of Students' Responses to Short-Answer Physics Questions^1
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Location:
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HC 3048 |
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Date:
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Tuesday, Aug.02 |
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Time:
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2:35PM - 2:45PM
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Author:
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Christopher M. Nakamura
Kansas State University Physics Department
(785) 532-7167, cnakamur@phys.ksu.edu
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Co-Author(s):
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Sytil K. Murphy, Dean A. Zollman, Michael Christel, Scott Stevens
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Abstract:
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Online learning environments and synthetic tutoring systems are of interest as potential resources in physics education. These systems may allow many students to study physics in interactive ways at times and in locations of their choice. To effectively promote authentic learning, these environments must be able to present students with open-ended, conceptual questions, as a tutor would. The ability to interpret and respond automatically to students' responses would increase the interactivity of these systems considerably. It would also present a powerful analysis tool to address the large data sets these systems can generate. Vector-space based methods of text indexing and lexical network approaches to text analysis may be useful for this purpose. Here we discuss work exploring these types of approaches to interpreting student responses to short-answer questions. In particular we investigate the combination of qualitative coding methods with computerized text analysis to provide robust automated interpretation of responses.
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Footnotes:
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1 This work is supported by the U.S. National Science Foundation under grant numbers REC-0632587 and REC-0632657.
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ED04:
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Collaborative Problem Solving in the Presence of an Expert Tutor
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Location:
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HC 3048 |
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Date:
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Tuesday, Aug.02 |
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Time:
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2:45PM - 2:55PM
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Author:
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Brett D van de Sande, Arizona State University, CIDSE
4809657455, bvds@asu.edu
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Co-Author(s):
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None
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Abstract:
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We know that, in the right circumstances, pairs of problem solvers can work more effectively than a student working alone. In a previous lab study, we found that pairs of students, working under the direction of an expert (computer) tutor, was a particularly effective combination. We have embarked on a project to develop technology that extends this paradigm to pairs of students working remotely from one another. We discuss the status of the project and the prospects for education experiments using this new tool.
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Footnotes:
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None
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ED05:
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Online Homework: Identifying Problem-solving Strategies and Misconceptions for Contextualized Problems
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Location:
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HC 3048 |
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Date:
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Tuesday, Aug.02 |
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Time:
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2:55PM - 3:05PM
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Author:
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Aaron D. Wangberg, Winona State University
507-474-5777, awangberg@winona.edu
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Co-Author(s):
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Nicole Engelke, Gulden Karakok
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Abstract:
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Students who struggle to solve problems often utilize a variety of creative solution strategies that go beyond mimicking previously worked examples. These strategies are sometimes incorrect generalizations of a particular example or invented based on superficial properties of the problem. Recently, advances in the open-source online homework system WeBWorK have allowed us to capture not only the final answer that students provide but also the work, including incorrect attempts, used to complete the problem. We will share how we have used the system to better understand and characterize how calculus students with weak understandings of function composition attempt to solve contextualized, e.g. extreme value and rate, problems in the course. In addition, we will share how we are using this information and technology to provide interactive interventions focused on these students' weaknesses.
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Footnotes:
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Sponsored by Robyn Wangberg
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