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Entrevista Erik Marur - Peer Instruction

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Entrevista Erik Marur - Peer Instruction

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Peer Instruction for Active Learning - Eric Mazur

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Autores

Anabela Carvalho Alves, Universidade do Minho; Sandra Fernandes, Universidade Portucalense; Francisco Moreira, Universidade do Minho; Rui Manuel Sá Pereira Lima, Universidade do Minho; José Dinis Araújo Carvalho, Universidade do Minho; Rui Manuel Alves Silva Sousa, Universidade do Minho; Diana Isabel Araújo Mesquita, Universidade do Minho; Natascha van Hattum-Janssen

Resumo

As instituições de ensino superior estão cada vez mais preocupadas com a necessidade de implementar práticas de ensino e de aprendizagem centradas no estudante. Os métodos tradicionais de ensino, baseados exclusivamente em aulas expositivas, têm se revelado pouco eficazes para promover o desenvolvimento e formação global dos nossos estudantes. As crescentes exigências do mercado de trabalho, que procuram um perfil profissional não só baseado em competências técnicas de uma determinada área de conhecimento, mas antes uma variedade de competências transversais, como o trabalho em equipa, a resolução de problemas, a responsabilidade, gestão do tempo, criatividade, inovação, resiliência, etc. exigem que as universidades se aproximem da realidade e prática profissional dos futuros graduados, criando oportunidades para a cooperação e desenvolvimento de projetos interdisciplinares. Adicionalmente, a estrutura tradicional de organização em disciplinas que as isola em si mesmo e que não permitem ao aluno ter uma visão sistémica dos problemas, visão esta tão necessária no contexto profissional, requer mudanças ou abordagens que obriguem o aluno a ter esta visão sistémica e holística.
Este livro apresenta a metodologia de Project-based Learning (PBL) ou Aprendizagem baseada em Projeto, desde a sua fase de preparação até à sua implementação num curso de Engenharia. Nesse sentido, visa constituir-se como um recurso de apoio a todos os interessados em implementar PBL, nos seus contextos de ensino e de aprendizagem. Apresenta uma descrição detalhada das etapas e procedimentos necessários para a preparação, definição, arranque, execução e finalização do processo PBL, partindo da realidade de um
contexto concreto, nomeadamente, o curso de Mestrado Integrado em Engenharia e Gestão Industrial (MIEGI), da Escola de Engenharia da Universidade do Minho, Portugal.

Detalhes sobre o formato disponível para publicação: PDF

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Project-Based Learning: implementação no primeiro ano de um curso de Engenharia

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Anabela Carvalho Alves, Universidade do Minho; Sandra Fernandes, Universidade Portucalense; Francisco Moreira, Universidade do Minho; Rui Manuel Sá Pereira Lima, Universidade do Minho; José Dinis Araújo Carvalho, Universidade do Minho; Rui Manuel Alves Silva Sousa, Universidade do Minho; Diana Isabel Araújo Mesquita, Universidade do Minho; Natascha van Hattum-Janssen As instituições de ensino superior estão cada vez mais preocupadas com a necessidade de implementar práticas de ensino e de aprendizagem centradas no estudante.

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Project-based Learning (PBL) e (Aprendizagem e Serviço (ApS): uma proposta de complementaridade

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Project-based Learning (PBL) e (Aprendizagem e Serviço (ApS): uma proposta de complementaridade

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Service Learning | Aprendizagem e Serviço

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Service Learning | Aprendizagem e Serviço

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Formação realizada na UPT, maio 2018 [Pilar Arambuzabala, Universidade Autónoma de Madrid]

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Student engagement in PBL - John Spencer

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Student engagement in PBL - John Spencer

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(6) What Happens When Students Engage in Project-Based Learning? - YouTube

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What Happens When Students Engage in Project-Based Learning?

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https://www.youtube.com/watch?v=6yyMvCOewPM

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Faculdade de Educação e Psicologia

Universidade Católica Portuguesa

Professora, Investigadora, Consultora e Formadora na área da Educação

dmesquita@ucp.pt

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Departamento de Psicologia e Educação

Universidade Portucalense (UPT)

Coordenação do Gabinete de Inovação Pedagógica (GIP) da UPT

sandraf@upt.pt

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Rethinking Classroom Assessment with Purpose in Mind

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Rethinking Classroom Assessment with Purpose in Mind

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20 novembro - 15h30-18h30 (3h)

23 novembro – 15h30-17h30 (2h)

04 dezembro - 15h30-18h30 (3h)

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 EAT - Enhancing Equity, Agency, and Transparency in Assessment Practices in Higher Education

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 EAT - Enhancing Equity, Agency, and Transparency in Assessment Practices in Higher Education

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The EAT-Erasmus Project

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The project is innovative in its use of EAT, an integrated assessment framework that reveals variables impacting learning and teaching in HE. EAT emphasises Equity, Agency and Transparency in assessment as well as the importance of student and staff engagement as partners in assessment.

EAT promotes learner self-regulation of assessment, combining understanding of cognitive, emotional and metacognitive dimensions of learning. The integrated theoretical framework is unique in its synthesis of neuroscience, education, cognitive psychology and educational psychology.

EAT is used to inform the enhancement of assessment practices, working collaboratively to improve provision for learners. Drawing on the inclusive principles of EAT, we will address the research-practice gap in assessment, to promote transformative change in assessment across the sector.

EAT promotes a participatory and evidence-informed approach to support shared understanding of effective assessment practices for all learners. This implementation-evaluative approach aims to enhance the quality of HE assessment practices at local, national, and international levels, and to be sector-leading in its promotion of research-informed, student centred, inclusive assessment.
Find out more about the EAT Framework

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Use this space to add a brief description of your project.

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What is it?

A two-stage exam is an instructional strategy in which students are asked to complete an assessment (i.e., exam, test, quiz) in two separate stages. First, they complete and submit an assessment individually. Next, students work in groups to answer a set of questions. The group portion can consist of (a) the most difficult or challenging questions from the individual portion and/or (b) new questions that are more conceptual or open-ended than the individual assessment was.

Purpose: Completing the group portion of the strategy enables students to (a) receive immediate peer feedback on their proposed solutions and (b) develop their collaborative skills. In working together, students may also be exposed to alternative methods for solving the assigned problems. Overall, using the two-stage exam strategy results in assessments that are themselves collaborative learning experiences.

Note: It is at the discretion of the instructor to determine the weighting of each exam for the students overall grade. Commonly instructors assign 90% of the grade based on the individual assessment and the additional 10% stems from the group grade.

Why use it?

Aside from enabling the students to end off their assessment on a good note, group exams have enabled me to assign more conceptual questions. While such questions would perhaps be too difficult for an individual assessment, they are more manageable for groups. As a result, students are tackling more challenging questions and still performing well. Don't try to be tricky with the group exams- this is not the point. Rather, take advantage of the situation to try out some conceptual or layered questions.

(Tamara Kelly, York University).

Dependent upon class size (I have a class of 400 students), it can be difficult to manage. Having an appropriate room/setting has also been an issue in the past. For example, I include the group test portion as a part of their actual final exam. As a result, my class has to write the assessment in a special room and cannot do the exam in the usual location (i.e., with all other individual exams going on simultaneously). There is a cost associated with this, particularly in terms of administrative overhead.

Furthermore, some students have expressed that it can be stressful to them because they see exactly where they have gone wrong. At the same time, they acknowledged that they appreciated the opportunity to improve their overall score in completing the group portion

(Lawrence Chen, McGill University).

Ready to try it out?

STEP 1: Instructor prepares two levels of assessment - individual and group.

STEP 2: Instructor (or TAs) distribute the individual assessment.

STEP 3: Individually, students complete the assessment.

STEP 4: Students form small groups (ideally of 3-4 students) immediately following the individual assessment.

STEP 5: Instructor (or TAs) collect the individual assessments and distribute the group assessment.

STEP 6: As groups, students work together to answer the new questions a prepare a group solution.

STEP 7: Instructor (or TAs) collect the group assessments.

Download Flowchart

Helpful resources

Tech Tools

Immediate Feedback Assessment Technique (IFAT)

References

Rieger, G. W. and Heiner, C. E. (2014). Examinations that support collaborative learning: The students' perspective. Journal of College Science Teaching, National Science Teachers Association..

Gilley, B. and Clarkston, B. (2014). Collaborative testing: Evidence of learning in a controlled in-class study of undergraduate students. Journal of College Science Teaching, National Science Teachers Association..

Kelly, T. (2016). Two-stage tests: Turning testing into learning opportunities across course assessments.. Ontario Consortium of Undergraduate Biology Educators,York University..

Gilley, B. H. and Clarkston, B. (2012). Does collaborative testing increase students' retention of concepts?. Carl Wieman Science Education Initiative, University of British Columbia.

Yu, B., Tsiknis, G. and Allen, M. (2010). Turning exams into a learning experience. Conference Paper, Proceedings of the 41st ACM.

Maxwell, E. J., McDonnell, L. and Wieman, C. E. (2015). An improved design for in-class review. Journal of College Science Teaching, National Science Teachers Association.

Video

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A two-stage exam is an instructional strategy in which students are asked to complete an assessment (i.e., exam, test, quiz) in two separate stages. First, they complete and submit an assessment individually. Next, students work in groups to answer a set of questions.

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TEAMMATES - auto avaliação / avaliação pelos pares

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TEAMMATES - auto avaliação / avaliação pelos pares

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Please complete the following instructions to activate and enable JavaScript in Internet Explorer.

PC

1. In the Tools drop-down menu, select Internet Options.

2. Next, select the Security tab.

3. Then, select the earth (Internet) icon.

4. Then select the Custom Level button.

5. Locate Scripting near the bottom of the list.

6. Under Active Scripting, select Enable, then hit OK.

7. Answer yes to the following confirmation box.

8. Hit OK to close the Internet Options window.

9. Finally, refresh your browser.

Please complete the following instructions to activate and enable JavaScript in Firefox.

PC

1. In the Tools drop-down menu, select Options.

2. Next, select the Content icon/tab at the top on the window.

3. Then, check the Enable JavaScript checkbox under the Web Content category.

4. Hit OK to close the Options window and save your changes.

5. Finally, refresh your browser.

MAC

Please complete the following instructions to activate and enable JavaScript in Safari.

PC

1. In the Edit drop-down menu at the top of the window, select Preferences...

2. Select the Security icon/tab at the top on the window.

3. Then, check the Enable JavaScript checkbox.

4. Close the window to save your changes.

5. Finally, refresh your browser.

MAC

Please complete the following instructions to activate and enable JavaScript in Opera.

PC

MAC

Please complete the following instructions to activate and enable JavaScript in Chrome.

PC

MAC

1. Select the Chrome menu item from the Apple/System bar at the top of the screen.

2. From the drop-down menu, select Preferences...

3. Select the Under the Hood tab at the top of the window.

4. Under the Privacy heading, select the Content settings button.

5. On the left, under the features heading, select JavaScript.

6. Select the Allow all sites to run JavaScript radio button.

7. Finally, close both preference windows, and refresh the browser.

As taken from:

1. http://activatejavascript.org/en/instructions/

2. https://support.mozilla.org/en-US/kb/javascript-settings-for-interactive-web-page

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TEAMMATES - Online Peer Feedback/Evaluation System for Student Team Projects

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TEAMMATES is an Online Peer Feedback System for student team projects. It is completely free to use. Get your students to evaluate their performance in team projects, and view reports and summaries of their feedback and evaluations.

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Ver capítulo 5 - "preparing students for assessment"

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Gamification in Higher Education: What and Why?

Most people, when they think about gamers, picture teenage boys who are so addicted to games that they are glued to their computers. But the actual statistics show that the population of adult women gamers outnumbers that of males under 18. This means that games have a wide appeal, and everyone has the capacity to derive joy from games if they are well designed and engaging. The same applies to learning. In fact, a simple comparison (Table 1) reveals that there are surprisingly many similarities between gaming and learning.

Exploring a new world

Quests

Points and badges

Social interaction: collaboration and competition

Learn from failures

Time limit and stress

Exploring a new subject/topic

Learning objectives

Grades and awards

Social interaction: collaboration and competition

Learn from failures

Deadlines and pressure

Since many of the fundamental mechanisms of gaming and learning are the same, more and more educators are beginning to explore the possibility of gamifying the process of learning to make it as much an automatic and fun process as gaming. Gamification of education is the application of game elements in non-gaming situations to motivate or influence behavior and it should be distinguished from game-based learning (which has a narrower scope).

The application of gamification in higher education will incentivize students to learn on their own and with more efficiency. A primary reason is that it helps build connections among members of an academic community through encouraging collaboration and competition. It is very important to be mindful of the social dimensions of teaching and learning whether the instructor is teaching in person or remotely, and gamification is an excellent tool for achieving this goal. Furthermore, a gamified learning process has the potential to immerse your students in the curricular content and cultivates a positive attitude toward study. Learning is no longer a laborious task but a fun and rewarding quest.

There are multiple ways through which one can harness the power of play and introduce gamification into higher education to produce positive outcomes. Gamification could be applied in a wide range of situations, ranging from the digitally sophisticated to the casual, informal, and analog. The instructor can create gamified activities of different scales, duration, and complexity to: 1. Grant students extra-credit awards; 2. Promote in-class team competition and/or collaboration; 3. Implement complex multilevel schemes over a longer period of time to give students an immersive experience.

The following section will provide an overview of gamified activities in different educational contexts. For the sake of convenience, the examples of gamified activities are organized around two axes - level of technical complexity (from no-/low-tech to high-tech) and duration of activity (from short to long). The instructor can freely adapt the gamification activities to increase or decrease their complexity and change their duration to suit his/her pedagogical needs.

Gamification in Action

No-/low-tech
Trivia/Jeopardy-style review game (Quizlet Live, Kahoot)

Virtual scavenger hunt for class warm-up (Zoom)

Interactive game (Mentimeter)

Debate (Canvas Discussion, Ed Discussion, Twitter)

Research-strategize-argue activity (Slack, Discord, Ed )

Gamified writing with accountability (Google Docs, Google Sheet, Google Jamboard, shared workplace apps)

Medium-tech
Low-stakes assessments and review quizzes, class warm-up activities (Poll Everywhere)

Pre-packaged games for language instructions (City of words)

Instructor-designed content-based learning activities (Google Suite products)

Pre-packaged simulation games for non-language courses (ARTé Mecenas)

High-tech
Escape room activity (on site or Google Forms)

Reacting to the Past games (Humanities/Social sciences examples; STEM examples)

ECHO (Fourcast Lab)

Low-tech Examples

Short-duration

No-/low-tech, short-duration gamification activities either make no use of digital tools or else use digital tools that require minimal technical explanation from the instructor. They include a variety of participatory, low-stakes engagements during class time, e.g., trivia or jeopardy style review games created using tools like Canvas Quizzes, Quizlet Live, Kahoot, or class warm-up activities like virtual scavenger hunt using Zoom, and interactive games using Mentimeter. The ease of implementation illustrates that even gamified activities of less sophisticated design can be pedagogically useful, intellectually challenging, and socially engaging for students.

Medium-duration

Low-tech, medium-duration gamified activities make use of similar technical tools, but take up more class time or preparation time. A great prototype for this kind of activity is a Twitter debate (alternatively on Canvas Discussion or Ed Discussion) or a research-strategize-argue activity using Slack or Discord. Such activities require students to make creative use of familiar communicative tools, bolster collaborative skills, and find an efficient way to synthesize delegated research work.

Long-duration

Low-tech, long duration gamified activities encourage students to work toward a big-picture outcome or on an iterative process using a manageable set of digital tools, e.g., Google Docs, Google Sheets, Google Jamboard, and LucidChart. A prime example is that of gamified writing with accountability, e.g., by using Google Docs as a virtual space in which to develop individual writing practices and share feedback with one another. With minimal technical preparation, students report on their progress, share feedback and reflections, and together track their progress toward a long-term writing project. By cultivating a collaborative writing environment, this provides supportive accountability.

Medium-tech Examples

Short-duration

The powerful but easy-to-navigate UChicago-supported polling tool Poll Everywhere can be employed to develop short-duration, medium-tech gamified activities such as low-stakes assessments/review quizzes, "getting to know you" activities, and interactive idea-generating/opinion-gathering activities. These types of gamified activities can be impactful tools for maintaining student attention, interest, and motivation by chunking segments of course content.

Medium-duration

Typical examples of this category include web-based, off-the-shelf (OTS) games available for instructional use, e.g., the City of Words game offered by the Goethe Institute for German Instruction. The instructor can draw inspiration from these games and design similar gamified activities tailored to the needs of his/her students to provide them an immersive learning experience.

Adopting an innovative approach called content-based teaching, three language instructors at Northwestern University designed three language courses in Arabic, Hebrew, and Turkish based on the iconic cities of Cairo, Jerusalem, and Istanbul. Instead of traditional textbooks, they use authentic texts and multimedia sources as teaching materials. These materials were presented in a multisensory way and are accompanied by creative language-learning exercises that use various digital tools to advance students' language proficiency and broaden their cultural knowledge.

This content-based, immersive learning method could be employed for non-language courses as well. The pre-packaged learning game ARTé Mecenas is a single-player simulation game for students to understand art and how the artworks were created in Renaissance Italy. The player engages in banking simulation as a member of the Medici family who must build his wealth and reputation through the transaction of goods and art works. Games of this kind can be used before, during, and after the term, in a variety of ways that enable students to stay in touch with course content.

High-tech Examples

Short-duration

For short-duration, high-complexity gamification activities, an excellent example is the escape room activity designed by medical instructor Dr. Christopher See. Dr. See customized the escape room puzzles for his students to help them recall what they learned in the class (about the cardiovascular system) and strengthen their memory. The activity achieved great success and had an impact beyond campus.

Escape room challenges can be digitally sophisticated (like the one designed by Dr. See) but also humble and quick. The Peters Township public library created a Harry Potter-themed game with Google Forms, without substantial investment in props and venue. But in all cases, escape rooms require lateral thinking, comprehensive advanced planning, and a fair amount of storyboarding and testing on instructor's part.

Medium to Long-duration

In terms of medium to high-tech, medium to long-duration gamification activities, the role-playing game Reacting to the Past (RTTP) stands out as a prime example. In the RTTP games, students are assigned character roles with specific goals and they must devise their own means of expressing those ideas persuasively in papers, speeches, or other public presentations. Since class sessions are student-led and there is no fixed script or outcome, RTTP activities give students more control over their learning process and extra motivation to continue learning outside the classroom. Furthermore, they emphasize the social aspect of the learning process as students must communicate, collaborate, and compete effectively to advance their objectives.

While it started out as a game for history instruction, instructors in other disciplines have also created gamified activities using the RTTP framework. This website is a repository of Reacting to the Past games for use in STEM courses.

Long-duration

Launched in early 2020 in response to the COVID-19 pandemic, ECHO is a community-building game developed by members of the Fourcast Lab at UChicago. Players competed as teams and sought to accumulate points by completing discrete text quests and video quests developed by faculty and staff members at the University. It represents a huge collaborative effort of many scholars, artists, programmers, game designers and developers and nicely illustrates how complex, wide-ranging, and long in duration a gamified activity can be. Even if a game of this scope can not be incorporated into a single course, some of its constitutive elements may be fruitfully employed for instructional purposes.

Gamification Workshop

If you are interested in learning more about the application of gamification in higher education and get tips on how to design and implement gamified activities in your class, consider attending our Introduction to Gamification for Higher Education Workshop!

Resources and References

Image Attribution

@ on Adobe Stock.

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Introduction to the Use of Gamification in Higher Education: Part 1

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Most people, when they think about gamers, picture teenage boys who are so addicted to games that they are glued to their computers. But the actual statistics show that the population of adult women gamers outnumbers that of males under 18.

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IDEAdigital #26 : Uso dos open badges no contexto académico

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Os open badges (distintivos/emblemas),inicialmente criados pela Mozilla Foundation, são evidências digitais usadas para reconhecer aprendizagens, know-how, realizações, habilidades ou atitudes, agregando valor ao currículo, e/ou como ferramenta pedagógica para moti…

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.