Learning and Teaching Forum 2014 - Personalised Learning

From Embryology

Working together with students online as individuals and in groups

Dr Mark Hill
Dr Mark Hill

Dr. Mark Hill, Anatomy, School of Medical Sciences, Faculty of Medicine.

Abstract

This digital kiosk presentation will highlight how undergraduate students have worked individually and together online since 2009 using Wiki tools and communication. The presentation will demonstrate this process promoting individual student self-directed learning, critical thinking and working collaboratively in groups. Students initially personalise their learning experience by “owning their own content” and allowing their peers to see how they work. This open online environment establishes a level playing field, allowing students to not only submit their own work, but also observe how other students perform on the same tasks. How does personalised learning work in the online group-learning environment? For the first time a group project can be dissected by individual contributions, students are therefore “personalised” by knowing their contribution counts. In the group work a peer assessor process allows individual students to provide their own feedback and assessment of other group prepared projects. A valuable aspect of the entire online learning process is that students own, identify, interact with peers and still remain anonymous, being identified only by their student number. This allows individual students to safely personalise their online learning experience.


Reference: Online Presentation - http://goo.gl/J1Jt8f
Links: Poster PDF | Embryology projects | Cell Biology projects | Educational Presentations
Learning and Teaching Forum 2014 - MH Poster.jpg


This page will be the starting point for my electronic presentation at the Learning and Teaching Forum.


Personalising Project Work

This online presentation provides an example of how individuals in a group project can be recognised and acknowledged for their contributions.

Project Design

Students are introduced to group project in the first lecture when going through the Course outline and in a one page handout.


ANAT2341 Embryology Projects


ANAT3231 Cell Biology Projects

Project Timeline

Semester Weeks

  • Week 2 - Introduction to assessment (group and individual), previous examples, topics, resources, plagiarism, student questions. Group design Online Assessment
  • Week 3 - Project tutorials, referencing, referencing resources, copyright, adding an image, topic selection. Allocated groups ANAT2341 References
  • Week 4 - Sub-headings, allocation of individual student work. How's the group working? Editing
  • Week 5 - Topic concept area progress. Problems?
  • Week 6 - Project work. Initial assessor feedback
  • Week 7 - Project work. Pulling your weight?
  • Week 8 - Project work. In-class presentations and assessor feedback.
  • Week 9 - Peer assessment process.
  • Week 10 - Project update in response to peer comments.
  • Week 11 - Project locked to students. Individual student feedback on group.
  • Week 12 - Final Assessment.
Project timeline.png


Project Pedagogy
Mark Hill.jpg

These projects extend far beyond the original "research poster concept". It requires ongoing participation from both the teacher and the student, if you are not prepared to have an ongoing contribution, do not even consider setting this type of assessment.

Students

  • Groups work independently throughout the semester on a specific topic the group has selected within the general topic set by the teacher.
  • Groups are assigned randomly by the teacher, do not want "friends" and "non-friends" groups.
  • Online work consists of the "project page" and the "discussion page" where student online interaction occurs.
  • Face-to-face time is allowed each week in the last 10 minutes of practical classes.
  • Projects are also presented to the class at a "work in progress" phase.
  • Each student carries out a "online written assessment" of all other projects late in the semester, when groups are near completion.
  • Groups then collate and use these "online written assessments" to edit their own project.

Teacher

  • Designs specific assessment criteria.
  • Designs the general topic and allocates groups.
  • Provides handouts and brief tutorials each week in practical class time on: basic editing, copyright/plagiarism , reference sources and referencing and uploading images.
  • Provides regular in-class advice, online comments and email support to queries and feedback.
  • Analyses project "edit history" and "discussion" comments to identify individual students not contributing to the project.
  • Analyses the final submitted project providing specific online feedback.

Training Tutorials

The following collapsed tables provide starting points for students during project work, you also have tutorials built into practical classes and practice exercises for individual assessmet items.

Group Assessment Criteria
Mark Hill.jpg
  1. The key points relating to the topic that your group allocated are clearly described.
  2. The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.
  3. Content is correctly cited and referenced.
  4. The wiki has an element of teaching at a peer level using the student's own innovative diagrams, tables or figures and/or using interesting examples or explanations.
  5. Evidence of significant research relating to basic and applied sciences that goes beyond the formal teaching activities.
  6. Relates the topic and content of the Wiki entry to learning aims of embryology.
  7. Clearly reflects on editing/feedback from group peers and articulates how the Wiki could be improved (or not) based on peer comments/feedback. Demonstrates an ability to review own work when criticised in an open edited wiki format. Reflects on what was learned from the process of editing a peer's wiki.
  8. Evaluates own performance and that of group peers to give a rounded summary of this wiki process in terms of group effort and achievement.
  9. The content of the wiki should demonstrate to the reader that your group has researched adequately on this topic and covered the key areas necessary to inform your peers in their learning.
  10. Develops and edits the wiki entries in accordance with the above guidelines.
Uploading Images
Mark Hill.jpg First Read the help page Images

The following describes how to upload an image with all the information that must be associated with it.

The image must first be uploaded to the site.

  1. Open the left hand menu item “Toolbox” and click “Upload file” and a new window will open.
  2. Click the button ”Choose file” and navigate to where the image is located on your computer and double click the file.
  3. The window will now show the file name in the “Source filename” window.
  4. You can then rename the uploaded file in the “Destination filename” window.
    1. Make sure the new name accurately describes the image.
  5. Add a description of the image to the “Summary” window. Note the description must include:
    1. An image name as a section heading.
    2. Any further description of what the image shows.
    3. A subsection labeled “Reference” and under this the original image source, appropriate reference and all copyright information.
    4. Finally a template indicating that this is a student image. {{Template:Student Image}}

Images not including the above information will be deleted by the course coordinator and be considered in the student assessment process.

Students cannot delete uploaded images. Contact the course coordinator with the file address.

Referencing
Mark Hill.jpg First Read the help page Referencing

All references used in making your project page should be cited where they appear in the text or images.

In page edit mode where XXXX is the PubMed ID number use the following code.

<ref name=”PMIDXXXX”><pubmed>XXXX</pubmed></ref>

For references not listed on PubMed, and text can be inserted between <ref></ref> tags.

Where the reference list will appear make a new section and on a new line the following code. <references/>

Plagiarism
Mark Hill.jpg First Read the help page Copyright Tutorial

Currently all students originally assigned to each group are listed as equal authors/contributors to their project. If you have not contributed the content you had originally agreed to, nor participated in the group work process, then you should contact the course coordinator immediately and either discuss your contribution or request removal from the group author list. Remember that all student online contributions are recorded by date, time and the actual contributed content. A similar email reminder of this information was sent to all current students.

Please note the Universities Policy regarding Plagiarism

In particular this example:

"Claiming credit for a proportion of work contributed to a group assessment item that is greater than that actually contributed;"

Academic Misconduct carries penalties. If a student is found guilty of academic misconduct, the penalties include warnings, remedial educative action, being failed in an assignment or excluded from the University for two years.


Please also read Copyright Tutorial with regard to content that can be used in your project.

Editing Links: Editing Basics | Images | Tables | Referencing | Journal Searches | Copyright | Font Colours | Virtual Slide Permalink | My Preferences | One Page Wiki Card | Printing | Movies | Language Translation | Student Movies | Using OpenOffice | Internet Browsers | Moodle | Navigation/Contribution | Term Link | Short URLs | 2018 Test Student

Practical Issues

Project Team Selection - co-ordinator.
eft I have tried several methods and suggest that each group need a group co-ordinator. This can be simply asking students to identify from a list of descriptions which best fits their character. Students identified as completing an online project in semester 1 can be distributed in semester 2 classes.
  1. Do not allow students to select their own team.
  2. Attempt to balance group composition.
  3. Spread experienced students throughout different groups.
  4. Be prepared to reorganise the groups (course census date).
Project Team - which are working
2011 Project Group 1-11 edits.jpg 2011 Talk Group 1-11 edits.jpg
All Project page edits by Group All Discussion page edits by Group

Coordinator feedback: 2011 Project 3 example | 2011 Quick Sept Assessment

Project Analysis 24 Sep 2014
Group 2014 project edits 24sep.png

--Mark Hill (talk) 09:57, 24 September 2014 (EST) Individual student data for each group has also been analysed.

Student 2014 project edits 24sep.png

2013 Cell Biology

Peer Assessment

Project timeline.png

Student Advice

2012 ANAT2341 Embryology Lab 8 - Online Assessment

Individual assessment this week relates to your group project.

  1. Each student should now look at each of the other Group projects in the class.
  2. Next prepare a critical assessment (should include both positive and negative issues) of each project using the project assessment criteria.
  3. This assessment should be pasted without signature on the top of the specific project's discussion page (minimum length 3-5 paragraphs/project).
  4. This critical assessment should also be pasted on your own student page. Each student should therefore have 5 separate reports pasted on their own page for this assessment item. Length, quality and accuracy of your reports will be part of the overall mark for this assessment (there will be a greater loading on this than simple question assessments).


2012 Student Example of Peer Assessment


About Peer Assessment
eft

At about the 75% stage of the project an important process in learning occurs, this is when individual students assess other student groups.The assessment is short requiring "only prepare 3-5 paragraphs/project". In the previous lab the course coordinator had carried out a similar brief verbal assessment overview of how each project was developing. In the lab where the assessment is set the students are also given advice as to how to provide a "balanced assessment", including both strengths and weaknesses (positive and negative) in their comments. The entire class comments are made available to each group (on the discussion page of each project). Importantly all students have now read all projects and can see what their peers have done in preparing other projects and how their own project compares. This process also does some of the initial critical assessment/feedback that the coordinator would have previously done.

The individual process though requires:

  1. Each student to critically read all the other projects.
  2. Apply the final assessment criteria (see the table below or student advice).
  3. Identify the main points that the project either addresses or does not address within the criteria.

The group process requires:

  1. Reading all the the individual assessment comments.
  2. Collating the comments to identify what other students liked or disliked.
  3. Make appropriate changes (or ignore) to their project before final submission for coordinator assessment.


2012 Course Assessment

2012 Students: Embryology Students - see Lab 8 Assessment Cell Biology Students - see Lab 9 Assessment

Group Assessment Criteria
Mark Hill.jpg
The assessment criteria was based upon those designed for the Medicine student Wikis.
  1. The key points relating to the topic that your group allocated are clearly described.
  2. The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.
  3. Content is correctly cited and referenced.
  4. The wiki has an element of teaching at a peer level using the student's own innovative diagrams, tables or figures and/or using interesting examples or explanations.
  5. Evidence of significant research relating to basic and applied sciences that goes beyond the formal teaching activities.
  6. Relates the topic and content of the Wiki entry to learning aims of embryology.
  7. Clearly reflects on editing/feedback from group peers and articulates how the Wiki could be improved (or not) based on peer comments/feedback. Demonstrates an ability to review own work when criticised in an open edited wiki format. Reflects on what was learned from the process of editing a peer's wiki.
  8. Evaluates own performance and that of group peers to give a rounded summary of this wiki process in terms of group effort and achievement.
  9. The content of the wiki should demonstrate to the reader that your group has researched adequately on this topic and covered the key areas necessary to inform your peers in their learning.
  10. Develops and edits the wiki entries in accordance with the above guidelines.

Concluding Remarks

I hope from this presentation you can see personalised learning recognised in online group projects. This includes a gradual evolution of timelines, ongoing feedback strategies and realistic student goals.

Key identified components have been:

  1. Tutorials that are well structured both online and in-class.
  2. Monitoring groups how they are progressing and providing feedback.
  3. Monitoring individuals how each member in a group is contributing.
  4. Peer assessment allowing students to assess others work and then allowing groups to improve their final submission based upon this process.


Given the brief time available for this presentation, I would suggest that you open the various collapsed tables and links shown on this current page for reading in your own time.


Glossary Links

Glossary: A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | Numbers | Symbols | Term Link

Cite this page: Hill, M.A. (2019, August 26) Embryology Learning and Teaching Forum 2014 - Personalised Learning. Retrieved from https://embryology.med.unsw.edu.au/embryology/index.php/Learning_and_Teaching_Forum_2014_-_Personalised_Learning

What Links Here?
© Dr Mark Hill 2019, UNSW Embryology ISBN: 978 0 7334 2609 4 - UNSW CRICOS Provider Code No. 00098G