Case Study 3 Ian Smith, Napier University

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Case Study 3Ian Smith, Napier University

• Motivating Students through Group Project and
  Open-Notes Examination
• ia.smith_at_napier.ac.uk

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Variations

• Advanced Digital Media
• Level 4
• Semester 1, 2003/2004
• Object-Oriented Oriented Design Development
• Level 5
• Semester 2, 2002/2003
• Semester 2, 2003/2004
• Human Computer Interaction -
• Level 2
• Semester 2, 2003/2004

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Starting Point

• Endeavour to picture the gestalt or organic
  whole.
• All aspects of Learning, Teaching and Assessment
  are
• interrelated and should not be considered in
  isolation.

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Enthuse

• inspire
• infectious enthusiasm for subject domain
  (lecturer)
• esprit de corps
• motivate
• encourage
• sell the assessment
• skills, jobs, interviews etc
• portfolio artefact
• challenge
• assessment that pushes the students
• personal fulfilment/achievement (student)

5
Engage

• be part of the student learning experience
• the guide by their side NOT the sage on the stage
• involve students in lectures tutorials
• be approachable contactable
• get to know the students
• speak F2F with each one at least once a week
• provide regular formative feedback (weekly)
• show you care
• make a point of acknowledging contribution and
  attendance
• keep discreet notes of attendance, track students
  on VLE and provide counselling for those who have
  disengaged
• but most of all have fun

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Support

• all learning, assessment support materials
  available on-line
• ensure reading lists are available in library
• encourage collaborative learning
• computer-mediated conferencing
• self-study groups
• transparent assessment
• be specific about elements that are assessed
• open-notes examination
• marking/feedback forms available to encourage
  self-assessment
• schedule lecture and tutorials to support
  development of assessment
• get good teaching assistants

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Assessment Strategy
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Assessment

• Module descriptor establishes a direct mapping of
  the module learning outcomes to the assessment
  strategy.
• to encourage deeper learning
• Assessment for the module comprises both a
  coursework and an examination.
• coursework assessment is developed as a group
  project and produces homogeneous results
• an examination is included to allow the student
  to demonstrate individual learning.
• Lectures (and Tutorials) are scheduled to support
  coursework development

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Group work

• The students form themselves into groups of three
  in week 1.
• Tutor meets each student group for 15 minutes
  every one to two weeks to provide formative
  feedback on the progress of their projects.
• The meetings are scheduled to meet the needs of
  the students and a record is kept with
  counselling given to any group or individual that
  fails to attend.
• Small group activity brings the students
  together, encouraging peer support and
  engendering engagement.
• On completion of their projects, feedback on the
  coursework is provided via a feedback sheet and
  discussed during individual group conferences
  timetabled to facilitate exam preparation.

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Coursework

• The students are tasked to design develop an
  artefact in a manner that allows a degree of self
  expression
• encourage ownership of the assessment and
  learning process
• enhance employability skills such as teamwork,
  leadership, creative problem solving, design,
  communication and management.
• deep learning is encouraged, as the student is
  required to engage in active learning and student
  interaction in addition to taking responsibility
  for their own learning and assessment.
• also required to write a critical report
• develops employability skills such as
  communication, organizational and presentation.
• deep Learning is encouraged, as the student is
  required to demonstrate a range of higher
  cognitive abilities that in turn encourages the
  student to become a reflective practitioner.

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Variations

• Advanced Digital Media
• Develop a DVD WWW Game - tight specification
  but opportunity for creative expression
• Loose specification for design artefacts -
  encourage creativity and critical thought
• Very challenging - but utilises prior learning
• Critical Report
• Object-Oriented Oriented Design Development
• Develop a game - loose specification
• Detailed specification for design model - focus
  of assessment
• Critical Report
• Human Computer Interaction
• Develop a prototype - a range of choices to suit
  programme stream
• Very precise and detailed coursework
  specification
• Demonstration

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Open Notes Examination

• An examination is included to allow the student
  to demonstrate individual learning.
• a secure method that minimises cheating
• open book examinations assess critical thinking
  as opposed to memory
• deep learning is encouraged, as the student is
  required to demonstrate a range of higher
  cognitive abilities.
• Many students perceive examinations as stressful,
  therefore
• appropriate preparation is provided via an exam
  briefing
• very specific brief for directed study
• access to previous papers with worked solutions.
• exam extended from 2 to 3 hours to ensure that
  adequate time is available.

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Variations

• Advanced Digital Media
• open-notes
• 6 topics of directed study (literature review -
  not taught)
• 3 compulsory questions on directed study
• Object-Oriented Oriented Design Development
• open-notes
• 3 topics of directed study (literature review -
  not taught)
• 1 compulsory question on directed study
• 2 compulsory questions on analysis design
• Human Computer Interaction
• computer-assisted assessment
• closed book
• direct mapping to lectures tutorials

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Review Reflection
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Object-Oriented Multimedia Design Development
(OOMDD)

• Students from liberal arts backgrounds learning
  software engineering on
• MSc Multimedia Interactive Systems
• (2002/2003)

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Comparison of individual student performance in
second semester software engineering modules
No significant difference
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Comparison of individual student performance in
second semester examination assessments
No significant difference
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Achievement of students on MSc Multimedia
Interactive Systems (n41)
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Comparison of individual student achievement in
second semester software engineering modules.
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Key Points

• No evidence that individual student performance
  was improved overall.
• Evidence of a higher overall pass rate when
  compared to similar modules.
• can be attributed to a caring and supportive
  environment, developed to nurture and encourage
  achievement.
• regular feedback allows students to measure their
  progress, and the tutor to identify gaps in their
  knowledge.
• student disengagement readily identified and
  prompt remedial action can be taken.
• ensuring focus of the module is relevant
  engenders engagement.
• collaborative learning and peer support
  encourages the students to assist and take care
  of each other.
• approach would be appropriate for any discipline
  where students are experiencing difficulties with
  subject matter and are disengaging from the
  learning process.

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Advanced Digital Media (ADM)

• First Semester, 4th Year
• 2003/2004
• BEng Multimedia Systems
• BSc Multimedia Technology (Direct Entrant Year 3)

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Module Ranking (n45) level 4 modules studied
first semester
BEng only BSc only Source student feedback
survey, semester 1 2003/04
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Comparison of individual student performance in
first semester examination assessments
No significant difference
n27 r0.59
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Comparison of individual student performance in
modules with similar assessment mechanisms
No significant difference ?
n27 r0.56
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Comparison of module statistics
No significant difference ?
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Key Points

• The module ranked very highly (top 6) by students
  across all criteria.
• Perceived to be an enhanced learning experience
• Second only to the honours project for personal
  contribution
• Indication that individual student performance
  may have been improved compared to similar module
  - maybe ?