Discussion Leader

Subject/Title

Short description

Wiebe Dijkstra

Videos in Blended Education

A lot of teachers use videos in their education. And a lot of teachers start with blending online with campus education. With these new teaching possibilities arise questions: 

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Does blended learning always requires the use of video?

Should you change your lecture when you use video in your education?

Why should we use video?

Do videos improve the education?

What are the pitfalls of videos or blending your education?

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During this think tank we will discuss these questions and we’ll try to answer them. We will look at the new teaching possibilities and discuss how videos in blended education can be applied in the faculty of EEMCS.

Wouter Serdijn

Online tests “allow for improved performance over a variety of critical outcomes”. Really?

Students learn best when they receive direct feedback on their learning efforts to remember, understand, apply, analyse, evaluate and create/design. Ideally, every student should have a teacher next to him who monitors his progress continuously and verifies the efficacy of the learning efforts undertaken.

The daily practice of a university is, however, that students are checked on their progress only every now and then, usually by means of a written test or exam and have to wait a relatively long time before receiving any feedback. If only teachers provide this feedback, with an increased influx of students and ever lower a student–teacher ratios, students will receive even less feedback, less often and will have to wait longer for that particular feedback.

 

Online assignments and exams are a possible means to give every student his individual teacher, anywhere, anytime, at any pace and at any level. Moreover, such an online environment can collect information on the student’s progress, signal the responsible teacher of problems and successes and assist him in the grading.

 

In this workshop we will share some of the experiences using a particular online learning environment, McGraw-Hill’s Connect, and see what works for various types of educational objectives and what does not work (as yet). Based on the examples provided and the outcomes of the discussion, you will be able to decide for yourself whether and when the time is right to digi-clone a bit of yourself and let the digi-clones work for you.  

Claudia Hauff

Data analytics in the classroom

In a large and diverse classroom (in our use case 300+ first year BSc Computer Science and minor students), interactivity in the lectures is largely achieved through multiple-choice questions and open questions. Multiple-choice questions though are not an optimal manner of teaching programming concepts, the technology stack and specific language constructs. Ideally, our students are engaged with a range of different question types and write programs in-class, that are evaluated in real-time with instructor-provided feedback. This has the potential to not only improve the students’ learning experience but also provide instant detailed feedback to the instructor about their level of comprehension.

 

In 2015/16 we utilized ASQ (http://asq.inf.usi.ch/) in our Web & Database Technology course. ASQ is a platform that exploits the latest Web technologies and provides capabilities that go well beyond the common tools currently adopted for in-class lecturing, in particular theme-specific exercises (e.g. code highlight, code input and testing, query input and execution) and real-time instructor awareness (through a continuous stream of event data enabling instructors to receive immediate feedback on student comprehension, progress and attention).

 

In this session, we will share our experience of using "data analytics in the classroom" with you.

Fokko v.d. Bult

How to efficiently lecture to many students?

Giving lectures to large groups of students is efficient with regards to time spent by us per contact hour; but is it also efficient for student learning? Can we improve our lectures to increase the rate at which students learn from them without jeopardizing  the big advantage of dealing with many students at once? In this Think Tank we want to see what we want to achieve in our lectures and explore whether we can increase the effect of our lectures on these goals.

Eelco Visser

Digital Exams: Aligning Assessment with Course Objectives at Scale

 

Software is everywhere, as a popular meme has it. However, the assessment in most of our courses is still using the hand-written paper exam as medium of choice. This is fine when hand writing things is what is also the medium of choice when learning in the course that is assessed. However, many of our courses involve programming (or similar activities involving formal digital languages) and even when plain natural language writing is involved, we expect students to use computers for writing. Hand written exams align poorly with the skills we teach in many courses. Furthermore, paper exams scale poorly to the growing numbers of students in our faculty and grading of large amounts of barely legible scribbles is a tedious.

 

Digital exams can address these issues. (1) By using digital formative and summative assignments during the course and using the same form of assignments during the exam, students are examined in what they work on learning. (2) Writing answers on a computer aligns with how we expect today's knowledge workers to operate in practice (writing with an editor, easily correcting text after first drafting, etc.). (3) Grading of exams better scales to large numbers of students; some types of assignments (e.g. programming assignments) can be (partially) auto graded; but even grading essay questions can be made much more systematic using rubrics and can be easily distributed over a team of graders.

 

In this workshop we will look at three examples of digitizing and aligning course content and exam that you could adopt in your courses. We will examine the pros and cons and discuss what types of courses lend themselves to this approach.

Felienne Hermans

Flipping the classroom

Flipping the classroom: "Use videos and data analytics to improve your courses, increase student success and have more fun"