Keynote given at the King's College London Excellence in Teaching Conference, June 2014

1. The Anatomy of a
21st Century Educator
Simon Bates
simon.bates@ubc.ca
@simonpbates
bit.ly/batestalks

2. Overview
Drivers of change
!
Body parts
!
Examples
CC-BY 2.0 https://flic.kr/p/8PhF4g

3. Drivers of change - example
CC BY-NC-SA 2.0 https://flic.kr/p/2ZdABF

4. Technology - scale and pace
Slide credit: Eric Grimson (MIT)

5. Technology - scale and pace
Slide credit: Eric Grimson (MIT)

6. Technology - reach and unbundling
https://www.youtube.com/watch?v=QWEq3xifCDw

7. Technology - reach and unbundling
https://www.youtube.com/watch?v=QWEq3xifCDw

8. Technology - disruptions
Graph extracted from http://vikparuchuri.com/blog/on-the-automated-scoring-of-essays/

9. Technology - implications
Changing the
!
!
!
!
of many aspects of life,
…and learning is included
what, where, when, how,
from whom and with whom

10. Body parts – the teachers’ anatomy

13. http://www.cwsei.ubc.ca

14. Communities of Practice
groups
whose
“members
share
a
passion
for
something
they
do
and
who
interact
regularly
to
learn
how
to
do
it
be7er”
(Wenger
2006)

15. http://diy.open.ubc.ca/

17. A bridge between research about
learning and implications for
teaching practice
!
!
Why certain approaches work (or fail)
!
Approaches that foster effective
learning in different contexts
!
Resources:
h7p://www.cmu.edu/teaching/principles/index.html
!
1page:
CM
U
website
h7p://goo.gl/eLSYYH
2page:
Brent
&
Felder
h7p://goo.gl/oUx6A9
5page:
Bates
&
Madhani
h7p://goo.gl/lqmSI
!
!

20. Freeman et al PNAS www.pnas.org/cgi/doi/10.1073/pnas.1319030111
Wieman commentary PNAS
http://www.pnas.org/cgi/doi/10.1073/pnas.1407304111
“This meta-analysis makes a powerful case that any college or university that is teaching its
STEM courses by traditional lectures is providing an inferior education to its students”

22. www.typeform.com

24. https://www.youtube.com/watch?v=AU8PId_6xec

25. https://www.youtube.com/watch?v=AU8PId_6xec

27. ~2010
~2006
2013
Three examples

28. ~2010
~2006
2013

29. Example - flipped classrooms

30. Example - flipped classrooms

31. Example - flipped classrooms
CC BY-NC 2.0 https://flic.kr/p/f3ynHx

32. Example - flipped classrooms
CC BY-NC 2.0 https://flic.kr/p/f3ynHx

33. Example - flipped classrooms
CC BY-NC 2.0 https://flic.kr/p/f3ynHx
Derek Bruff:
Class time reconsidered
http://prezi.com/donq036eunko/class-time-reconsidered/

34. Weekly rhythm for our 1A class

35. Weekly rhythm for our 1A class

36. Learning gains on PI

37. 1
2
3
A ball initially at rest is
thrown upwards, comes
back down & is caught
!
Which of the following is a
plausible graph of the
acceleration of the ball
with time?

38. 1
2
3
A ball initially at rest is
thrown upwards, comes
back down & is caught
!
Which of the following is a
plausible graph of the
acceleration of the ball
with time?

42. ~2010
~2006
2013

43. a"web&based"MCQ"repository"created"by"students"

44. Ins$tu$ons((signing(up(per(year:(
!
2009:! ! !22(
2010:! ! !66(
2011:! ! !204(
2012:! ! !266(
2013!(Jan,Jun):! !214(
Growing(content(repository:(
!
Courses:! !2,500(
Logins/month:! !75,000(
Ques<ons:! !600,000(
Answers:! !12,000,000(
Answers
(20,000,000)
Questions
(1,000,000)

45. Student'ownership'over'
learning'resource'
Student'familiarity'with'
social'so7ware'
Leveraging'student'
energy'and'crea9vity'

47. Badges' Points' Leaderboards'

48. Typical implementation
Minimum participation requirements for each
of two assessment exercises (PW1, PW2)
Write 1 Answer 5 Rate / comment 3
5% course credit
Physics 101, Energy & Waves
Winter Semester: 3 sections, 791 students

49. Design and Methodology
TOCCLT'.'
-
QestIsct
How 1o...
q/t4osTer
Submit ond onswer questions
on topics in lhe torget region,
just obove lhe physics
you hove olreody mostered.
Dislroclers
) l*"*"ò
rNrrltng
Ih s region corrk:ins llte
plrysics knowledgo ond colrco¡ls
you connol leorn yel
becouse the louncalions
crrc nol in plocc
PHYSICS TOPICS IN YOUR TARG T REGION
buo'5ot't1 'Den¡¡lu
B¿:ovvì 1 J
F:rcq - YOUR CHOSEN TOPIC
à..
auC'q^ x@
bôo'osro
pn ro, d logroo,
o 9tS
COMMON MISCONCEPÎIONS AND ERRORS
(Sec hHÞ:/jÞhy¡.udofo¡.cdu/CJP/trêconcoÞllo¡t.pdt
tor o llil ol common mhconcepllons)
¿K N(,qht %cce Açxs no exi¡þ
, c.rrrçrJ On oblec'-t 5 õÞYJrnr cìü?À
I in rtuiò. ü
lrh'brot4ont eprç,e .I¡1enÀs crq
den-s,{^ c>Ç c.,þ¡ec , cìo+ .*¿n:r
oÇ Çtu,8,
fr- btrrqon! $crCe c¿cs Àoc¡:'cr
fr¿lt{e- r *hcrn ú?
Trr¿e. $ììfifflsz hrrr: ¿lÕoolr-g lnnS
(**= tcpo þ/rnl
{otr-* qrÇ bq.:. 0" Ooz
Physics knowledge
ond conccpluol underslonding
you lrove olrcody
conslrucleC ¡n your heod
¡,<'t.lerJ rt)^,¿z! Þ.rrp r- rr't¡ ,l?
Chcck lhol yovr on3Íêr ¡t rêo!ànoblê ðnd potrlble
'f<,,cc
Photo by Seth Casteel
http://www.littlefriendsphoto.com
Permission to use agreed
Introduced in tutorials
!
Extensive scaffolding
exercises
!
Revisited in subsequent
tutorials
!
Tutorials delivered by 24 TAs

51. Question/Explanation Quality
Bloom’s Taxonomy of levels in the cognitive domain
Score Level Description
1 Remember Factual knowledge, trivial plugging in of numbers
2 Understand Basic understanding of content
3 Apply Implement, calculate / determine. Typically one-stage problem
4 Analyze Typical multi-step problem; requires identification of strategy
Evaluate Compare &assess various option possibilities; often conceptual
Synthesize
Ideas and topics from disparate course sections combined. Significantly
challenging problem.
Text

52. 1 2 3 4 1 2 3 4
0
20
40
60
Numberofquestions
Assessment 1 Assessment 2
Bloom's Taxonomy: Question Quality
Textp>0.05, NS
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
1 2 3 4 5 6
Taxonomic Category
PercentageofSubmittedQuestions
First semester N = 350
Second semester N = 252
Bates et al,
PRST PER, in press 2014
http://arxiv.org/abs/1308.2202

53. Question/Explanation Quality
Description of explanation quality
Score Level Description
0 Missing
No explanation provided or explanation incoherent/
irrelevant
1 Inadequate Wrong reasoning and/or answer; trivial or flippant
2 Minimal
Correct answer but with insufficient explanation/
justification/ Some aspects may be unclear/incorrect/
confused.
3 Good Clear and detailed exposition of correct method & ans
4 Excellent
Thorough description of relevant physics and solution
strategy. Plausibility of all answers considered. Beyond
normal expectation for a correct solution

54. 0 1 2 3 4 0 1 2 3 4
0
20
40
60
Numberofquestions
Assessment 1 Assessment 2
Explanation Quality
p=0.02

55. ~2010
~2006
2013

58. PHYS101:
Energy and Waves

59. PHYS101:
Energy and Waves

60. PHYS101:
Energy and Waves

61. PHYS101:
Energy and Waves

62. PHYS101:
Energy and Waves

63. Logistics
!
!
Cohort split into 4 groups
!
Each week one group tasked with creating LOs
!
Each submission counts for 2.5% of final grade
!
Repeat cycle twice per Semester
!
Students can submit >2 LOs & receive grade for best 2
!
Short survey on submission
!
Students encourage to apply CC licenses

64. Results: engagement
0 100 200 300
LO 1
LO 2
LO 3
LO 4
LO 5
LO 6
LO 7
LO 8
Number of students
Assigned
Optional

65. Results: types of Los
PPT
DOC
Prezi
Ted-Ed
PDF
Image
Other

66. Results: time on task
0 100 200 300 400
Less than 0.5h
0.5 to 1 h
1 to 2h
2 to 3h
3 to 4h
4 to 5h
More than 5h
Number of students

67. Results: self reported change in
understanding
0 200 400 600 800
None
Little
Moderate
Good
Excellent
Number of students
0200400600800
Number of students

68. PHYS101:
Energy and Waves
3. Successes
http://youtu.be/BObyt_NJYrE

69. Results: examples
3. Successes

72. simon.bates@ubc.ca @simonpbates bit.ly/batestalks

73. How Learning Works: icon credits

74. References
Student-facing system
http://peerwise.cs.auckland.ac.nz/
All the research studies referenced and scaffolding materials referred
to are accessible through the PeerWise community site http://
www.peerwise-community.org/