June 15, 2014
June 15, 2014
June 18, 2014
Division Experimentation & Lab-Oriented Studies
NSF Grantees Poster Session
24.833.1 - 24.833.14
JTF Web-Enabled Faculty and Student Tools for More Effective Teaching and Learning through Frequent Formative FeedbackA major goal of the NSF TUES Type 2 project, Just-in-Time-Teaching with Interactive FrequentFormative Feedback (JiTTIFFF or JTF) is to implement web-enabled tools and resources thatfacilitate strategies, practices, and assessments that use frequent formative feedback to improvestudent attitude, learning, and achievement. Over the last year various web-enabled tools andresources have been developed. One new instructor tool is "pencasts," which can be used fornote-taking, tutoring and "flipped-class" teaching. A smart pen can capture a person's writing onsynchronized with speech and converted into archivable "live" audio PDFs. Another instructorresource is Concept Warehouse (CW), cw.edudiv.org, a web site that has real-time feedback forover 1600 Conceptest questions and Muddiest Point student feedback. PDF output includes aword cloud and end-of-class Muddiest Point student responses. Resources for students include:Muddiest Point YouTube materials science videos at www.youtube.com/user/MaterialsConcepts;Quizlet.com, a vocabulary web-site at http://quizlet.com/MatSciASU that has e-flash cards formaterials terms and definitions, as well as challenging vocabulary games; and SlideShare, a slidesharing web site at http://www.slideshare.net/mseasuslides, where slide sets from materialsscience YouTube Muddiest Point videos are located. Because of ease of implementation and useof the web-enabled resources, application is growing. Nine instructors on the grant are using orare implementing various web-tools in their classrooms and six more are interested at ASU.Also, most of 28 participants of an ASEE 2013 JTF workshop were interested in using anautomated Muddiest Point feedback tool in their classes, especially if an "app" was created for it.Early impact of the JTF project can be assessed from web-resource usage, instructor change, andstudent attitude. To date, the CW Muddiest Point feedback is being used by six instructors andshould grow to more than a dozen during 2014. The YouTube Muddiest Point video site willhave over 100,000 views and 700 subscribers by the end of 2013. Faculty change a year into theproject was assessed with a survey. It showed that 8 or 9 out of 9 faculty agree or strongly agreewith the following. Being involved in the JTF project has: 1) made me a more reflective teacher;2) has motivated me to change my classroom practice; 3) has made my students more engaged asa result of the changes I am implementing in my classroom teaching practice; 4) helped me betterunderstand my students’ learning. The impact of JTF teaching strategies on student attitude wasvery positive at three diverse collaborating institutions. This was shown from results and analysisof a Student Value Survey regarding the usefulness of Muddiest Points to their learning. Thepositive results showed an average of 64% for Interest / Attainment Value, 85% average ofUtility Value, and 84% agreement that the personal cost of effort was low. At ASU, using JTFfor 6 terms has increased student attitude, achievement, and persistence. Overall, impact of theJTF project on participating instructors and students has been quite positive through the firstyear. Another positive indicator of effectiveness of JTF strategies is in dissemination. As a resultof discussions with Wiley Publishing, they will be using three types of JTF teaching and learningresources in their Wiley Plus e-Learning Student Resource in the next edition of two materialstextbooks. They include: 35 Muddiest Point Tutorial and Example Problem videos; a MuddiestPoint data collection tool; and an electronic vocabulary building e-flash card resource. The fullpaper will discuss in more detail, these and other results and developments from the JTF project.
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