1 / 44

An Inverted Classroom Model for a Mechanics of Materials Course

An Inverted Classroom Model for a Mechanics of Materials Course. Jeffery S. Thomas and Timothy A. Philpot Civil, Architectural & Environmental Engineering. Inverted Classes - watch videos outside of class - work homework during class - do experiments during class. Summary

fiona-buckley
Download Presentation

An Inverted Classroom Model for a Mechanics of Materials Course

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. An Inverted ClassroomModel for a Mechanics of Materials Course Jeffery S. Thomas and Timothy A. Philpot Civil, Architectural & Environmental Engineering

  2. Inverted Classes • - watch videos outside of class • - work homework during class • - do experiments during class

  3. Summary • 1. more flexibility • 2. lecture hall replaced by open/laboratory/computer space • 3. opportunity for learning analytics • 4. no significant change in student performance …yet

  4. Previous results • no significant difference between mean final exam scores • high GPA students do 5 pts better in inverted format • low GPA students do 2 pts worse in inverted format

  5. Effect of Instructor/Format

  6. Concepts Demonstrations Videos Problems Experiments

  7. Google Analytics

  8. Google Analytics

  9. 61 hours of measured • engagement per student • Does not include: • LMS • textbook • MecMovies • homework done • outside of class • etc

  10. Multiple-Choice Exams • 2031 Short open-response questions • 693 Processed into multiple choice • Variations • 220 Categories • 132 Enabling objectives • 12 Terminal objectives

  11. Multiple-Choice Exams

  12. Performance Index for Each Question

  13. Performance Index for Objectives

  14. Ranked Categories

  15. Student Performance Maps

  16. Student Performance Maps

  17. Questions? Acknowledgements Missouri S&T EdTech,many student assistants

  18. Google Analytics to track resource usage

  19. IDE 110 IDE 120 CivEng 217

  20. GA-IDE 120

  21. GA-IDE 120

  22. GA-IDE 120

  23. GA-IDE 120

  24. Effect of Video Effect of Ability

  25. Content Usage per Exam page views page views

  26. Comparing Semesters

  27. Navigation Patterns page views

  28. GA-IDE 110 Comparing Semesters

  29. A New Way of Grading

  30. Individual Question Performance

  31. Things I’ve been pondering…

  32. Does (optional) attendance matter?

  33. What about students that finish early?

  34. How much do students need to write down?

  35. What about gender and major?

  36. Class rank?

  37. How have textbooks changed?

  38. How have textbooks changed?

  39. How have textbooks changed?

  40. Conclusions • student performance • student/instructor flexibility • student/instructor satisfaction • ability to evaluate future innovations

More Related