with LEARN in ELA001Circuits Felipe Iza Chin Panagamuwa Keith Gregory School of Electronic Electrical and Systems Engineering fizalboroacuk elearning showcase Loughborough 1 ID: 442366
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Slide1
Our experience with LEARNin ELA001-Circuits
Felipe Iza, Chin Panagamuwa, Keith Gregory School of Electronic, Electrical and Systems Engineeringf.iza@lboro.ac.uk
e-learning showcase Loughborough, 1st February 2012
http://learn.lboro.ac.uk/course/view.php?id=1844Slide2
Why we turned into LEARN?“No choice”: Minimum presence
Module card“Students request” (Student feedback forms) : Notes, tutorials, reading list,… No correlation to attendance“What we wanted”: Formative assessment
Challenge: ~150 studentsOther options:LEARN vs PerceptionSlide3
What we wantedSeries of quizzes during the year to …Get students to study regularly (2% final mark/quiz)Provide feedback to students
Inform us of student progressRequired featuresOpen & invigilated time-limited quizzes Variety of question types (most numerical)Automatic immediate marking Automatic immediate feedback for each question“Randomized” questions (cheating & recycle)Slide4
Example“LEARN can do it”:
http://learn.lboro.ac.uk/course/view.php?id=1844Things to note:Question types=> MC, numerical questions, schematics/graphsRandomized numbers on questionsMost questions require more than one answer => “Embedded answers / Cloze”Instant marking and feedback
Positive student responseSlide5
Learning curveLearning LEARNInterface Quizzes
QuestionsIT TAKES TIME AND EFFORT
BUT…
It has pedagogical value
It has been well received by students.
Most material can be recycled
Support available: e-Learning teamSlide6
A current limitationQ: The double of {x} is _____A: 2*{x}
Q: The double and triple of 3 are _____ and _____ respectively.A: 6,9Q: The double and triple of {x} are _____ and _____ respectively.A: 2*{x}, 3*{x}
LEARN
Randomized question
with 1 answer
(“calculated”)
Question with
multiple answers
(“Cloze”)
Randomized
question
with multiple
answers (“NA”)Slide7
WorkaroundCreate an “Embedded Answers / Cloze” question that will be used as template Export the question as Moodle xml
Run a custom written program that uses the exported question as a template to create a given number of randomized variationsImport the randomized questions into LEARNSlide8
Workaround (contd): template example##a=1:10
##b=1:10##B=1:10##phi=-90:15:90%%a+B*cos(phi*pi/180)%%b+B*sin(phi*pi/180)%%sqrt
(a^2+b^2)*B%%atan(b/a)*180/pi+phi%%sqrt(a^2+b^2)/B%%atan(b/a)*180/pi-phiGiven the following two phasors A and B:
A
=\a\+j\b\
B
=\B\
|
\phi\°
What are the results of these phasor operations?
A
+
B
={1:NM:=10:0.1}+j{1:NM:=10:0.1} in
cartesian coordinatesA·B={1:NM:=10:0.1}
|
{1:NM:=10:0.1}°
in polar coordinates
A
/
B
={1:NM:=10:0.1}
|
{1:NM:=10:0.1}°
in polar coordinates
## Input parameters
%% Answers in
order of appearance
Header
QuestionSlide9
LogisticsCapacity of computer labs: For ~150 students: 2+2+1 labs across campus
Timetabling InvigilatorsDANS Extra time: Define groups
Duplicate quiz and change time limit Individual roomsSlide10
ConclusionsPedagogical side of things…Enables f
ormative/summative assessment of large group of studentsEnables prompt feedback to large group of studentsEffective and well-received by studentsPractical side of things…It can be very time consuming to set up…
Mind the logistics particularly with large groups and don’t forget DANS studentsOne would expect things to improve as LEARN is further developed and adopted by more academics.