quality control automated assessment an amateur approach wwwmsmcamacuk phasetrans teachinghtml stills calculations worked examples Q amp A Resource Library for ID: 598124
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Slide1
On-line tools,
quality control automated assessment - an amateur approach
www.msm.cam.ac.uk
/phase-trans/
teaching.htmlSlide2
stills
calculations
worked examples
Q & A
Resource Library for
Metals and Alloys
book reviews,
reviews
factual storiesSlide3
Metals and alloys (2nd year)Crystallography (3rd year)
Metals and alloysMetallographySteels (4th year)Thermodynamics, phase diagramsMesoscale, multiscale
modelling
Kinetics, microstructure
modelling
Finite element analysis
Information theory, patterns, neural networks
Process
modelling
Mathematical crystallographyLaboratory classes, seminars
+ related topics I do not teach but am interested in.Slide4Slide5Slide6Slide7
2015Slide8
Qualitycost effectivetransformativecopyright issuesfitness for purposeSlide9
Quality: cost effective?cost effectivemoney
latent coststimeZero cost other than network traffic
network traffic 60 Tb per annum
total cost per annum £1000
Zero cost?Slide10
2700 applications, 525 acceptedSlide11
Quality: transformativechange perceptionschallengereach further than everSlide12
….... Quality: transformativeimmortalitySlide13
Quality: copyrighthuge advantage in creating well-presented, copyright-free materials from time zeroSlide14
Quality: fitness for purpose mistakes and thermodynamicslearning and assessmentSlide15
Assessment of small numbers (45) and very large numbers of students (>100,000)MOOCs* open-source software
(Harvard, MIT)Fully automated assessment, which goes far far beyond multiple choice.*Massive open online coursesSlide16
University of Cambridge does not participate(quotes from letter to Harry from Academic Division, on behalf of pro-vice chancellor for education)little enthusiasm in the Universitylack of clear business models
implications for the Cambridge `brand’variable quality …... [amongst] MOOC consortiaSlide17
…. but in the good traditions of Cambridge academic freedom, the letter continued ....no problem whatsoever if individuals who own the relevant IP wish individually to engage ….... provided that there is no implication that their offerings come with formal University approval or imply any Cambridge accreditation.Slide18Slide19
How I use MOOCs in Cambridgestudents asked to complete exercise after each lecture given to live audiencetherefore understand what is not understoodsupervisions or ad hoc questionsquantitative feedback on MOOC performance in supervision reportsMOOC used in revision before examinationsSlide20
How I use MOOCs in Leuven and POSTECHLeuven: voluntary examination, with a letter explaining performance on my headed notepaperPOSTECH: MOOCs form the final examination for the course, consistent with POSTECH quality requirementsSlide21
My MOOCsNot yet on the main edX platformVideos are of amateur nature but too expensive to match the other edX contentCurrently useful only in live teaching internationally.
Therefore, strictly, OOCs Slide22
Conclusions about amateur approachvery cheapgreatly enhances learningdoes not require professional helpdoes not require approval by any authoritya great deal of fun