Problem Based Learning in Econometrics with Supporting Technology

1. Problem Based Learning in Econometrics with Supporting Technology Steven C. Myers The University of Akron DyKnow User Group Meeting 2007 DePauw University June 14, 2007 Learnecon.blogspot.com GoZips.uakron.edu/~myers myers@uakron.edu

2. Primary References • Kennedy, P. (2003) Guide to Econometrics, 5th ed. • Savery and Duffy (1995) PBL: “An Instructional Model and its Constructivist Framework.” • Savery (2006) “Overview of PBL: Definitions and Distinctions,” IJPBL 1 (1). • Tuckman, B. (1965) “Development Sequence in Small Groups,” Psychological Bulletin (63). • Blanchard, et. Al (2000) The One Minute Manager Builds High Performance Teams. • Bob Hoffman & Donn Ritchie (1997) “Using Multimedia to overcome the problems with PBL,” Instructional Science (25).

3. History • Technology – CIO – DL – SMART – Tablet – • Kennedy – 5th edition – Applied Econometrics – Is this PBL? • Savery – SoTAL Fellow – PBL • Economics • Authentic Assessment • Electronic Portfolio • Undergrad Research • Graduate Program???

4. Graduate Econometrics Goals Students who will: • “Do Applied Econometric” analysis as well as any student in any other program. • Be economists first, programmers last, who can access and apply current knowledge • Think theory first, data mining last, but be competent in their use, interpretation and manipulation of data. • Learn how to learn and become continual learners • Have real problem solving skills. • Be able to work cooperatively with team mates. • To rise to the highest expectations. • Can evaluate and synthesize others work and create new knowledge. • Understand the latest technology, and • Be valuable and sought after employees.

5. Research Questions(Sample size is 8 graduate students) • Does access to digital pen technology and supportive software enhance students’ perception of learning? • Absolutely • Does this enhancement depend on the digital ink, or might laptops do just as well? • Fairly strong evidence for digital ink. • Will students report that they are learning more econometrics after technologically enhanced PBL? • Absolutely • Will students be more engaged and spend time on task with PBL and Tablet PCs? • Yes by self report and by observation. • Should we continue to offer Tablet PCs to students exclusively or is it sufficient to let them borrow them? • Exclusive

6. EconometricsTheoretically Pure vs. Applied and Dirty Theoretical Econometrics • Estimation • Statistical Inference Applied Econometrics (Kennedy) • Problem Articulation • Data Cleaning • Model Specification

7. Chalk/Talk (lecture) Mostly passive Case based learning Learn important elements Project on to others or future Project based learning Explicit outcome Correct process or solution Problem Based Learning Ill-defined, ill-structured big problem So much material Computing essential Tablet PCs DyKnow Collaboration essential Groups Group formation Learning Strategies

8. Problem Based Learning:Messy real-world and authentic problems with no single correct answer • “PBL is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. Critical to the success is the selection of ill-structured problems….” -- John Savery • If it weren’t for dirty data, economists would not have jobs -- Zvi Griliches, econometrician • Requires a “guide on the side rather than a sage on the stage.” • Scaffolding needed in both econometrics and group dynamics.

9. Ill-structured problems and free inquiry Student’s responsible for their own learning Integrated learning Collaboration is essential Self and peer assessments Authentic tasks Measurement of student progress in knowledge and process. Must be integral to the curriculum Problem Based Learning

10. Exclusive Use of Tablet PCs, DyKnow & SAS with Problem Based Learning(1:1 computing) • Authentic problems require access to real data, scholarly work and other resources. • Replication is assisted by computing power. • Computer gives time on task, equalizing the playing field and allows anywhere anytime work to overcome the initial discomfort of PBL and the sudden freedom of inquiry. • Computer gives 24/7 access to professor and other teammates and time to exercise the lack of skill even to know where to begin. • Computer gives greater flexibility when learning is not linear.

11. Exclusive Use of Tablet PCs, DyKnow & SAS with Problem Based Learning(1:1 computing) • Assessment both summative and formative is more difficult in PBL. Tablet PCs especially with DyKnow Vision allow minute papers, anonymous polls, monitoring of understanding, quizzes and replays. • PBL requires greater student time. Again Tablet PCs give 24/7 access while the student is learning to learn. • Collaboration is costly. Tablet PCs help reduce the cost and improve the group dynamics by assisting communication and the sharing of documents. • PBL requires the professor be a guide, not a sage. Nevertheless, the professor needs to provide scaffolding at which DyKnow Vision excels.

12. Stages of collaborative group formation and the role of the tutor. Blanchard, Tuckman, and others

13. Group Formation

14. Precis Two Variable Model Temporal sensitivity Vintage sensitivity Multivariate Modeling Short paper Team Based Empirical Project 9th week assessment Problem Based Learning Presentation Written Paper Job Market Paper Poster Competition Final Paper Final Exam 15th week assessment Formative and Summative Assessments

15. Computer Accesslimits learning Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

16. Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

17. Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

18. Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

19. Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

20. Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

21. Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

22. Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

23. Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

24. DyKnow Vision has a positive Impact on Learning Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

25. Tablet PCs & DyKnow make a difference. Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

26. What about the Tablet PCs vs. Laptops? And next year? Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.

27. Student’s final comments Biggest Advantages about DyKnow Vision • Focus on issues and not on writing down what the professor presents. Helps students pay attention and be more engaged. • Presented material easier to follow. • Having the professor notes with his comments and the student’s comments results in better notes for study. • More interaction between the students and the professor. • Can read notes from anywhere with any computer on the internet. Biggest Disadvantages with DyKnow Vision and Tablet PCs • The pen doesn’t work well on the M285E’s. (4+ comments) • Difficult to take neat and organized notes. (3 comments) • Hand writing is poor on the Tablet PC. (2 comments) • Slow server and wireless problems in classroom (2 comments) What would you like to see DyKnow add in the future? • Autosave feature (2 comments) • Voice record feature and passing control to students (1 comment)

28. Student’s final comments About Lecture • I don't need to write too much during the class so that I can concentrate more on listening • It is much easier to make notes, but the pen is really hard to use (and that is the only negative comment) • The tablet PC assisted me in studying econometrics a lot. Especially in class, it helps me concentrate more. It helps me pay attention in class better. • The Tablet PC has made learning more interactive especially during lecture. Reviewing Notes • The Tablet PC is very useful in that I could use DyKnow to reproduce notes and did learn better from seeing my hand written notes with the lecture notes. • Having all the notes accessible on DyKnow Vision was the most useful aspect. I made many references to DyKnow notes. • Note taking is enhanced through the ability to correct and move data easily.

29. Students’ final comments Mobile Computing • Having an electronic copy of all my notes as well as a portable computer increased my efficiency, desire to work, and number of locations where I am both physically and technologically capable of working and studying. This is especially true for SAS (our statistical software). • Mobile technology is a great advantage in and out of the classroom. • Having SAS on this computer saved much time avoiding trips back and forth to school. • Having the screen directly in front of me made the material much more accessible. • I can work at anytime. The Tablet PC reminds me to put more effort on econometrics because whenever I turn it on my assignments were shown instantly reminding me how much I had to finish. General Comments • I can communicate with the teacher more effectively. • The statistics (from the polls) in class let me know what others in class are thinking about the specific questions. • The Tablet PC is very interactive and I fell in love with it.