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Friday, June 20 • 9:30am - 10:00am
CON10.10– Expert-guided Crowd-sourced Learning Content: A Pilot Study in a Large Enrolment Introductory Science Course (Room A301)

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We describe the implementation of and results from a pilot study to extend the pedagogy of the Flipped Classroom (FC) approach, by tasking students taking the course to become co-producers of learning content. We describe a pedagogical framework and associated procedures for using student-produced learning content extensively within FC courses, together with processes to evaluate and curate this content. Results from an initial small-scale pilot, together with more extensive deployment in several sections of a large enrolment introductory course in Physics (over 800 students), will be presented.

The implementation methodology is as follows: each week, approximately ¼ of the cohort are tasked with each producing a single learning object of their choice that pertains to the pre-reading material that is set for the whole class. The selected group of students will be supported in undertaking this by a combination of course staff (instructor, TA and recent undergraduate who has taken the course) who will hold an after-hours online tutorial which is recorded for those who cannot attend ‘live’. As with our previous work on student-generated assessment content, this scaffolding activity is critical and can have a significant impact on the quality of what is produced.

The learning objects that the students produce are submitted through the learning management system by the end of the weekly course cycle, and graded by a course TA using a simple rubric (e.g. does not meet / meets / exceeds expectations). Each week, a different group is charged with authoring artifacts, such that each student will be required to produce at least 2 artifacts per semester, for a portion of course credit (~5%). All artifacts will, with the student authors’ permission, be registered as open educational resources under a Creative Commons license, and the best ones will be incorporated into the subsequent class sessions that follow their creation, using a Just-In-Time-Teaching approach (these could be lecture, lab and tutorial sessions, depending on the content). In this model, the role of the instructor shifts towards a curating of content rather than sole producer.

We will present data illustrating aspects of student engagement, student perceptions of their experiences as co-producers of learning materials, and the evaluation of the quality of the materials they produce. This design is both novel and significant, as it tries to address one of the known limitations of the FC approach: not all students acquire the intended familiarity with the content which is presented to them ahead of class time (due to various reasons, including but not limited to, poor study strategies, lack of metacognitive ability to ‘know what it is they don’t know’ when reading an academic text, workload, etc.).The pedagogical design is transferable across a wide range of disciplines and in courses that utilize a FC modality.


Simon Bates

University of British Columbia

Friday June 20, 2014 9:30am - 10:00am EDT
A301 McArthur Hall

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