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<p>Bridging the gaps with a flipped classroom approach Maurizio Zani Innovative teaching skills, Milano 19/04/2018 Experimental Teaching lab. (ST2) Maurizio Zani Bridging the gaps with a flipped classroom approach Realization Design Team Jade Belt Bridge (Beijing, China) Maurizio Zani Bridging the gaps with a flipped classroom approach Realization The 3 rules of learning Learning (everywhere) http://www.pok.polimi.it New assessment strategies Maurizio Zani Bridging the gaps with a flipped classroom approach 1. Learning is an experience, not a download Involve the students in the learning approach; they must be engaged in the experience 2. Learning happens everywhere & everytime Open your fantasy, evaluating what may be the best way to reach the learning goals 3. Learning takes care of materials & methods Choice the appropriate combination, in order to make learning achievements more effective http://www.mauriziozani.it/wp/?p=6473 The 3 rules of learning Maurizio Zani Design our project! 5W1H rule Maurizio Zani High-school University gaps WHAT Pre-courses Maurizio Zani Politecnico di Milano 7 Campus Milano Leonardo Milano Bovisa Como Cremona Lecco Mantova Piacenza 4 Schools Architecture Design Civil Engineering Industrial Engineering WHERE Maurizio Zani 2016-2017 Schools Students Freshmen (bachelor) Pre-courses Architecture 9 915 (23%) 1 201 (16%) 43 (4%) Design 4 226 (10%) 755 (10%) 7 (1%) Engineering 29 011 (67%) 5 568 (74%) 1 097 (95%) total 43 152 7 524 1 147 Students enrolled 2016-2017: 3+2 teams in Milan + 1 team in Lecco 2017-2018: 5+3 teams in Milan + 1 team in Lecco 2018-2019: ... 20% freshmen (bachelor) in engineering WHO Maurizio Zani Academic calendar beginning academic year 2 weeks 2018-2019 ... end high-school graduation exams WHEN 2 weeks 2016-2017 2017-2018 2018-2019 ... Maurizio Zani School-University transition Boundary conditions bridge gaps & misconceptions (what) high number of students (who) limited amount of time (when) Implications high teachers' workload need of pedagogical innovation adoption of innovative technologies Technology enhanced-learning approach: the relative strategies are being studied separately, while there are less efforts to understand how an integrated set of strategies could work WHY Maurizio Zani TIME project Highlight misconceptions in Physics Maurizio Zani (Politecnico di Milano), Patrizia Ghislandi (Universit di Trento), Kazuhiko Tsukagoshi (Doshisha University, Kyoto), Alexey B. Pnev (Bauman State Technical University, Moscow) Abstract This project aims at identifying and overcoming the most significant and widespread misconceptions shown by first-year university students enrolled for engineering, in relation to their basic knowledge of Physics, with specific reference to Mechanics, Thermodynamics, Electromagnetism and Optics. It will be developed by Politecnico di Milano along with two foreign universities that offer physics and engineering courses as well as with another Italian institution, Universit di Trento, which provides pedagogic support. Our project consists of three main stages which are closely connected with each other. 1. First of all, data about the above mentioned misconceptions will be gathered by each institution through the use of ad hoc tests, questionnaires, problems and any other instruments that may prove to be appropriate. These tests will be identical for all the universities involved and will be arranged by the Experimental teaching lab. ST2 of Politecnico di Milano in cooperation with Universit di Trento, which will address respectively the topics of physics and the typology and educational aptness of the tests themselves. 2. The second stage focuses on comparing and contrasting the misconceptions expressed by the students attending the different universities involved in the project: they would constitute an experimentally validated database. The most widespread and noteworthy misconceptions will be selected for the third step. 3. Purchase of an initial amount of materials that will be used for carrying out physics experiments with a view to overcome the misconceptions emerging from the first data analysis. The aim is to record a trial video that will serve as a first model for a series of videos (in Open Educational Resources philosophy, OER) that will help students to overcome misconceptions in physics. Maurizio Zani Flipped classroom approach MOOCs Lessons Quiz HOW Maurizio Zani Quiz Lessons MOOCs of experimental physics MOOCs Maurizio Zani MOOCs of experimental physics: tools lessons exercise quiz insights interviews forum role games cards case studies subtitles keywords forms simulations comics Maurizio Zani MOOCs of experimental physics: lessons, exercise... Maurizio Zani MOOCs of experimental physics: insights, simulations, quiz, forum... Maurizio Zani MOOCs of experimental physics: ciak... action team topics structure storyboard shooting post-editing validation quiz 450 h of work result 170 video 150 quiz 1 director team 8 teacher/tutor 7 staff http://www.mauriziozani.it/wp/?p=2134 start to work! Maurizio Zani MOOCs of experimental physics: structure and certificate quiz quiz quiz quiz week week week week lessonsexerciseinsights...lessonsexperimentssimulations...interviewcase studiesrole games...lessonssummaryforum...final quiz quiz > 60% Maurizio Zani Fisica 2 Fisica 1 MOOCs of experimental physics: topics Mechanics (3 weeks) kinematics of the material point and examples of motions dynamics of the material point and examples of motions work, energy, bumps and universal gravitation Thermodynamics (2 weeks) kinematics and dynamics of ideal liquids temperature, ideal gas, heat, thermal machines and entropy Electromagnetism (2 weeks) electric field, conductors, capacitors and dielectric materials electrical current, magnetic field and magnetic materials Optics (1 week) electromagnetic waves, geometrical optics and wave optics Hints of modern physics (1 week) 2 courses 19 000 enrolled http://www.pok.polimi.it based on ( 60 000 enrolled) Maurizio Zani MOOCs Lessons Active-learning lessons Quiz Maurizio Zani http://www.fisi.polimi.it/it/didattica/studenti/corsi_di_ripasso Pre-courses in physics: structure Fisica 2 Fisica 1 MOOCs Active-learning lessons Mechanics Thermodynamics Electromagnetism 12 h 8 h 12 h 12 quiz 8 quiz 12 quiz 16 quiz 16 quiz Quiz 2+1 w 3+2 w Maurizio Zani Quiz Lessons Quiz on-line in real-time MOOCs Maurizio Zani Quiz on-line in real-time Goal for teacher: check of the classroom status for student: check of the comprehension (more than the knowledge) "stimulus" to study the topics Method on-line (suitable for a large number of students) real-time (using smartphone/pc/tablet as a clicker) Implementation fast (max. 2-3 min), with no particular calculus anonymous (but logging in with the personal code) without credits (but with self-assessment & final score on the device) after each quiz 2016-2017: no discussion, to separate "quiz effect" from "tutor effect" 2017-2018: discussion for half of the classes Maurizio Zani On-line web-based platform Paid http://connect.mheducation.com (McGraw Hill) http://www.masteringphysics.com (Pearson) Free http://www.kahoo.it http://www.socrative.com http://www.quizizz.com http://www.edmodo.com http://www.schoology.com http://www.spiral.ac Maurizio Zani Socrative Results: results of online quiz Reports: results of archived quiz Rooms: handle students groups Quizzes: create the quiz Launch: launch the quiz Maurizio Zani Summary Lessons Quiz MOOCs 2 courses 170 video 150 quiz 19 000 enrolled 120 quiz 6 teams 1 100 enrolled Maurizio Zani Design of the project! Fedback of the project? 5W1H rule Maurizio Zani Big data!!! pre during post time students' enrollment MOOC quiz result students' evaluation Maurizio Zani Quiz results (score range 0-10): Pre-test & post-test Score Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Class size N 211 104 90 112 111 13 Pre-test Mean 4.01 4.03 3.72 3.57 4.33 4.30 3.63 SD 2.92 1.68 1.84 1.46 1.27 1.59 Post-test Mean 5.97 6.66 5.03 4.72 5.31 7.21 6.72 SD 2.83 1.78 2.09 1.36 2.06 1.58 Maurizio Zani Score Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Class size N 211 104 90 112 111 13 Pre-test Mean 4.01 4.03 3.72 3.57 4.33 4.30 3.63 SD 2.92 1.68 1.84 1.46 1.27 1.59 Post-test Mean 5.97 6.66 5.03 4.72 5.31 7.21 6.72 SD 2.83 1.78 2.09 1.36 2.06 1.58 Quiz results (score range 0-10): Effect size Whole design: large size class can reach similar results than smaller ones. What is the impact of each element of the design? Maurizio Zani Eval. Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 MOOCs N 62 17 51 27 30 11 Mean 3.33 3.27 3.47 3.39 3.37 3.13 3.36 Lessons N 84 27 69 35 43 14 Mean 3.19 3.52 2.89 3.23 2.86 2.81 3.64 Tutor N 86 31 75 35 45 14 Mean 3.23 3.69 2.65 3.32 2.77 2.82 3.79 Quizzes N 86 31 75 35 45 14 Mean 2.59 2.53 3.61 2.56 2.77 2.58 2.57 Students' satisfaction (evaluation range 1-4): MOOCs MOOCs impact wells with no significant differences among the groups Maurizio Zani Eval. Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 MOOCs N 62 17 51 27 30 11 Mean 3.33 3.27 3.47 3.39 3.37 3.13 3.36 Lessons N 84 27 69 35 43 14 Mean 3.19 3.52 2.89 3.23 2.86 2.81 3.64 Tutor N 86 31 75 35 45 14 Mean 3.23 3.69 2.65 3.32 2.77 2.82 3.79 Quizzes N 86 31 75 35 45 14 Mean 2.59 2.53 3.61 2.56 2.77 2.58 2.57 Students' satisfaction (evaluation range 1-4): Lessons & tutor Active-learning (lessons) & tutor approach scores could vary, but highest scores can be equally obtained with small or large class Maurizio Zani Eval. Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 MOOCs N 62 17 51 27 30 11 Mean 3.33 3.27 3.47 3.39 3.37 3.13 3.36 Lessons N 84 27 69 35 43 14 Mean 3.19 3.52 2.89 3.23 2.86 2.81 3.64 Tutor N 86 31 75 35 45 14 Mean 3.23 3.69 2.65 3.32 2.77 2.82 3.79 Quizzes N 86 31 75 35 45 14 Mean 2.59 2.53 3.61 2.56 2.77 2.58 2.57 Students' satisfaction (evaluation range 1-4): Quizzes Quizzes scores has no significant differences among the groups, but is not so high: there was no explanation after each quiz answer! Maurizio Zani Conclusions The students' acceptance of the different technologies offered (MOOCs and quizzes) is diversified; the integration of MOOCs was considered positive by the students The overall active learning approach (lessons) was perceived in positive way, with significant differences between groups, but the differences cannot be attributed to the class size The tutor' abilities to handle the number of participants is more important than the number of students' itself The influence of technology has to be carefully studied and designed in relationship with teaching as complex variable Tutor quality and pedagogical approach depends on the team efforts Design Team Maurizio Zani Educational Media International Integrating MOOCs in Physics preliminary undergraduate education: beyond large size lectures Juliana Raffaghelli, Patrizia Ghislandi, Susanna Sancassani, Luisa Canal, Rocco Micciolo, Barbara Balossi, Matteo Bozzi, Laura di Sieno, Immacolata Genco, Paolo Gondoni, Andrea Pini, Maurizio Zani Abstract In this paper, the authors discuss the effectiveness of integrating MOOCs as part of a pedagogical strategy aimed at supporting undergraduate students in large-size lectures. Moreover, the topic that these students had to deal with was part of foundational knowledge in the curriculum, which is Physics for Sciences and Engineering pathways. The experimental activity consisted in a blended course, which adopted a parallel MOOC delivered through POK (PoliMi Open Knowledge, http://www.pok.polimi.it), the Politecnico di Milano's MOOC portal, integrated with face-to-face activities that included intensive technology enhanced learning, like feed-back based on clickers. The authors explain the process of implementation of the approach and its impact in terms of learning outcomes and students' opinions. The several elements of the approach (the tutors' pedagogy, the adoption of clickers, the diversity amongst learning groups) are compared with the importance of the MOOC within and for the overall experience. The findings highlight the importance of MOOCs for the preliminary undergraduate level across small and large size lectures, against other factors adopted within the learning design. Moreover, it was found that, with this integrated design including MOOCs, the students in a large size lecture demonstrated similar or even better performance than students in a small size group. Maurizio Zani Thanks to teachers, tutors, staff: Daniele Albricci, Barbara Balossi, Federico Bottegoni, Matteo Bozzi, Federica Brambilla, Gianlorenzo Bussetti, Luisa Canal**, Davide Contini, Laura Di Sieno, Gianfranco Elia, Immacolata Genco, Patrizia Ghislandi**, Paolo Gondoni, Cristian Manzoni, Rocco Micciolo**, Andrea Parisi, Andrea Pini, Dario Polli, Juliana Raffaghelli*, Marco Re, Rebecca Re, Susanna Sancassani, Cristina Varisco, Caterina Vozzi Thanks for your attention! Team makes the difference! MOOCsTutorsPedagogyPolitecnico di Milano Universitat Oberta de Catalunya* Universit degli Studi di Trento** Statistics </p>
