As well as this blog, the project wiki contains documents and information on the progress, development and dissemination activities associated with the project.
Thursday, December 1, 2011
Tuesday, November 22, 2011
The resources are all available as a self-contained web-extract from our online course notes system.
The timeline is as follows:
- Week 5: first PeerWise exercise introduced in workshops (the first 3 nodes in the web-extract)
- Week 6: students work on creating their first questions: PW1 assessment live.
- Week 7: feedback to students on PW1 outcomes, introduction of second PeerWise task: improving the quality of distracter answers.
- Week 8: students work on PW2 ("PeerWiser")
- Week 10: introduction to PW3 ("PeerWisest"). Creation of questions synthesising more than one topic from the course.
- Week 11: students work on PW3
Monday, November 21, 2011
Actually, Judy and I came up with several ideas for how we could have improved the session.... maybe next time....
Thursday, November 17, 2011
The online workshop in the pre-conference atcivity week at the JISC online conference has now taken place. Attendees were asked to create questions in PeerWise and to answer, rate and comment on questions posted by their fellow-attendees.
It was great to see such active participation, both in the PeerWise activity itself and in the Elluminate question and answer sessions, with questions that have given us plenty of food for thought. Thanks to all who took part!
Monday, November 14, 2011
Here's what we presented to students:
Thursday, November 10, 2011
The entry submitted by Simon Bates, Ross Galloway and Karon McBride, 'Using PeerWise for Formative Peer eAssessment in Introductory Physics Courses,' described how scaffolded tasks using PeerWise (http://peerwise.cs.auckland.ac.nz/) were set as assessed assignments in two introductory-level physics courses. PeerWise is an online question sharing and peer review application developed by the University of Auckland. Adopting a strong instructional design approach based on constructivist principles, we developed four scaffolding activities and inserted these into the workshops preceding the PeerWise assignment. The initial scaffolding activity presented to students ahead of the PeerWise assessment was well received by students. Class leaders reported a notable ‘buzz’ in the workshops when students were engaged in this activity with many students opting in subsequent workshops to work collaboratively on PeerWise during break times. In the post-course survey of students, 65% agreed that developing original questions improved their understanding of course topics.
“The biggest benefit was writing question and having to put a lot of thought in to explain the problem to other people. It really helped my understanding of parts of the subject."
Thursday, October 27, 2011
We took quite a lot of time in the lectures to remind students to start well ahead of the deadline, to avoid the usual ski-slope profile of questions and answers coming in minutes before the final deadline. It looks like that worked as the graphs below show, with highest activities recorded prior to deadline day.
Another interesting thing that we found was that there looks to be a fairly clear linear relationship between when you get started on the assignment and the final assignment score. The graph below is based on sampling a fraction of all assignment marks.
Wednesday, October 5, 2011
|Poster for JISC meeting 5th Oct|
Monday, October 3, 2011
We've managed to hook up with colleagues from other institutions who are also implementing PeerWise in their courses and they will be joining us as project associates. As well as expanding the coverage, they'll serve as useful routes to disseminating our findings as well.
Details of all the courses that we are implementing PeerWise in are now up on the project wiki.
Friday, September 30, 2011
Thursday, September 1, 2011
We've set up a project wiki to collect documents and information on the project as it develops, but we plan to use this blog to document some of our thoughts and reflections as the project progresses.