1 / 10

Enhancing Student Engagement through LEARN: Our E-Learning Experience in Circuit Modules

This showcase details our transition to the LEARN e-learning platform for teaching circuit modules at Loughborough University. Driven by student feedback and a need for reliable assessment methods, we implemented regular quizzes with immediate feedback to enhance engagement among approximately 150 students. Our approach leveraged varied question types, automatic marking, and randomized elements to discourage cheating. While establishing this system required significant effort and attention to logistics, it proved effective in fostering a positive learning environment and improving student performance.

damali
Télécharger la présentation

Enhancing Student Engagement through LEARN: Our E-Learning Experience in Circuit Modules

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Our experience with LEARNin ELA001-Circuits Felipe Iza, Chin Panagamuwa, Keith Gregory School of Electronic, Electrical and Systems Engineering f.iza@lboro.ac.uk e-learning showcase Loughborough, 1st February 2012 http://learn.lboro.ac.uk/course/view.php?id=1844

  2. 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 students Other options: • LEARN vs Perception

  3. What we wanted • Series of quizzes during the year to … • Get students to study regularly (2% final mark/quiz) • Provide feedback to students • Inform us of student progress • Required features • Open & invigilated time-limited quizzes • Variety of question types (most numerical) • Automatic immediate marking • Automatic immediate feedback for each question • “Randomized” questions (cheating & recycle)

  4. Example “LEARN can do it”: http://learn.lboro.ac.uk/course/view.php?id=1844 Things to note: • Question types=> MC, numerical questions, schematics/graphs • Randomized numbers on questions • Most questions require more than one answer => “Embedded answers / Cloze” • Instant marking and feedback • Positive student response

  5. Learning curve • Learning LEARN • Interface • Quizzes • Questions IT 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 team

  6. A current limitation LEARN Randomized question with 1 answer(“calculated”) Question with multiple answers (“Cloze”) Randomized question with multiple answers (“NA”) • Q: The double of {x} is _____ • A: 2*{x} • Q: The double and triple of 3 are _____ and _____ respectively. • A: 6,9 • Q: The double and triple of {x} are _____ and _____ respectively. • A: 2*{x}, 3*{x}

  7. Workaround • Create 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 variations • Import the randomized questions into LEARN

  8. Workaround (contd): template example ## Input parameters ##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-phi Given 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 coordinates A·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 Header %% Answers in order of appearance Question

  9. Logistics • Capacity of computer labs: For ~150 students: 2+2+1 labs across campus Timetabling Invigilators • DANS  Extra time: Define groups Duplicate quiz and change time limit  Individual rooms

  10. Conclusions • Pedagogical side of things… • Enables formative/summative assessment of large group of students • Enables prompt feedback to large group of students • Effective and well-received by students • Practical side of things… • It can be very time consuming to set up… • Mind the logistics particularly with large groups and don’t forget DANS students • One would expect things to improve as LEARN is further developed and adopted by more academics.

More Related