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PERC 2014 Abstract Detail Page

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Abstract Title: Getting Involved in Online PER
Abstract: The advent of Massive Open Online Courses (MOOCs), flipped and blended classrooms and the use  Big Data in the classroom indicate that online education has come of age college administrations have decided to support it, research has shown great on-campus learning gains from blended classrooms, and "big" educational data is now showing promise of improving teaching, allowing clean experimental/control group studies, and ultimately of guiding instruction for individuals. The collected posters in this session will give examples of success and suggest ways for PER people to become involved.
Abstract Type: Poster Symposium

Author/Organizer Information

Primary Contact: Michael F. Schatz
Georgia Institute of Technology
and Co-Presenter(s)
David Pritchard, Massachusetts Institute of Technology

Symposium Specific Information

Presentation 1 Title: Flipping/Blending a Physics Course Using MOOC Content: Real World Examples
Presentation 1 Authors: Michael F. Schatz, Georgia Institute of Technology
Presentation 1 Abstract: Georgia Tech offers a blended introductory calculus-­based mechanics course with a lab. This class uses online content from an introductory mechanics MOOC offered by Georgia Tech. Students watch lectures and perform laboratory exercises outside of the classroom? in-­class time focuses on activities involving group problem­-solving and scientific communication. Details on implementation and assessment of the course will be presented.
Presentation 2 Title: Student Engagement with Online Resources in a Blended Introductory Physics Course
Presentation 2 Authors: Shih-Yin Lin, Georgia Institute of Technology
Presentation 2 Abstract: In the Georgia Tech blended introductory calculus-based mechanics course, pre-recorded lecture videos are used to introduce students to new materials outside of the classroom. Students also participate in online homework and forum discussions. This poster describes how students engage with different online elements in the course and how such understanding of student behaviors can provide insight into student learning.
Presentation 3 Title: A/B Experiments, Machine Learning, and Psychometrics in MOOCs can Accelerate your PER
Presentation 3 Authors: Zhongzhou Chen, Neset Demerici, David Pritchard
Massachusetts Institute of Technology
Presentation 3 Abstract: Massive Open Online Courses (MOOCs) present education researchers with a unique opportunity to do PER, develop educational resources, and compare pedagogies. The MOOC environment has several advantages: the opportunity to apply psychometric and machine learning analyses such as IRT, Hidden Markov Models, student habit clustering, etc. with a large sample size? the ability to do perform controlled experiments involving different instructional resources and pedagogies with minimum student pushback? access to detailed records of what resources students study and when, and a wide variation in demographics (e.g. 25% with a high school education or less and 25% who are physics teachers in the same MOOC). We will discuss the A/B experiments and instrument development we are performing in our summer MOOC: 8.MReVx Mechanics Review, on the edX platform, invite discussion, and hopefully recruit some future collaborators who can leverage our data analysis for doing their PER in our next MOOC at the AP-level.
Presentation 4 Title: There is Learning in MOOCs - What Causes It?
Presentation 4 Authors: David Pritchard, Kim Colvin, John Champaign, Qian Zhou, John Doucette, and Alwina Liu
Massachusetts Institute of Technology
Presentation 4 Abstract: We have shown that there is learning in our MOOC both using pre/post testing and week to week ability analysis using Item Response Theory. The normalized gain is ~ 0.31, higher than traditional courses, but lower than most interactive courses. Students with lower initial skill, less educational attainment, or weak preparation in physics and math learn as much as other students. We observe correlations with time spent on different resources and also observe different learning habits of students showing relative improvement vs. those with relative decline over the course.
Presentation 5 Title: Peer Evaluation of Scientific Communication in a Blended Introductory Physics Course
Presentation 5 Authors: Scott S. Douglas, Shih-Yin Lin, John M. Aiken, Edwin F. Greco, Michael F. Schatz
Georgia Institute of Technology
Presentation 5 Abstract: The Georgia Tech blended introductory calculus-based mechanics course emphasizes scientific communication as one of its learning goals, and to that end, we gave our students a series of five peer-evaluation assignments intended to develop their abilities to present and evaluate scientific arguments. Within these assignments, we also assessed students' evaluation abilities by comparing their evaluations to a set of expert evaluations. This poster summarizes our development efforts and describes the changes we observed in student evaluation behavior.
Presentation 6 Title: Using the Tools of Online Analytics and Big Data in the On-­Campus Classroom
Presentation 6 Authors: John M. Aiken, Shih-Yin Lin, Scott S. Douglas, Brian D. Thoms, Marcos D. Caballero, Michael F. Schatz (Georgia Institute of Technology)
Presentation 6 Abstract: Online environments produce large corpuses of Big Data which researchers can use to analyze user interaction. In MOOCs, students' use of videos, written text (forums, assignments, etc.), social interactions, quizzes, and exams are all instantly recorded and can be used to provide real-time feedback to instructors. On-­campus instructors using MOOC materials in their courses can also use these analytics tools to inform instruction in their own classrooms. At Georgia Tech, we have taken an in-­depth look at how students engage video lectures in a flipped/blended introductory physics course. We describe the physics content students appear to attend to based on their play, pause, and seeking behavior while watching videos.
Presentation 7 Title: From Reformed Blended Course to MOOC
Presentation 7 Authors: Saif Rayyan, Colin Fredericks, Kim Colvin, Alwina Liu, Raluca Teodorescu, Analia Barrantes, Andrew Pawl, Daniel Seaton and David E. Pritchard
Massachusetts Institute of Technology
Presentation 7 Abstract: We describe the development of an introductory mechanics MOOC originating from content and pedagogy developed for a blended classroom. The content was created to support the implementation of MAPs pedagogy : Modeling Applied to Problem Solving. Using MAPS, students work in groups on multi concept problems during class,while online content is used to provide pre-requisite knowledge of MAPs before class, and to build problem solving skills after class where students choose their own path through homework presented in increasing levels of difficulty. The courses evolved to a MOOC that is advertised as a "Re-View" for people with some background in introductory mechanics, attracting 20,000 registrants over the 3 offering from Spring 2012-Summer 2013. We describe the similarities and differences between the residential course and the MOOC offerings, including demographics, use of resources and student behaviour and engagement.
Presentation 8 Title: Using MOOCs for Professional Training of In-­service Teachers
Presentation 8 Authors: Dave Cormier (UPEI), Piotr Mitros (edX), and David E. Pritchard (MIT)
Presentation 8 Abstract: We report on two projects. First, the 8.MReV xMOOC is a course in mechanics, covering the same material as the MIT freshman physics course. Over it's past iterations, over 25% of the "students" have been teachers.  A special discussion section allows teachers to discuss pedagogies for teaching each chapter's material, and CEU credits are given. Second, we report on a recent short pilot of a hybrid cMOOC/xMOOC, called Maker Physics. It introduced participants to specific points of pedagogy, developed their comfort level with the EdX.org platform and encouraged the creation of physics content. Two working groups showed community style interactions during the creation of over 50 educational resources, although the pilot did not develop a course­-wide community. The course revealed a lack of shared premises and vocabulary between different areas of the educational community and began work on a shared discourse that could be the foundation of future collaborative models. Second, we found several places where both the technology and the pedagogy of the course needed smoother on-­ramps for students.