1. Why I Use Mastering Many Paths to Success Scott Hildreth - Chabot College

2. 2 Scott Hildreth - Chabot College - June 2010 So why use mastering? Start with the students….

3. 3 Scott Hildreth - Chabot College - June 2010 Today’s students….

4. 4 Scott Hildreth - Chabot College - June 2010 Today’s students…. Wireless hot spot? Wireless hot spot??

5. 5 Scott Hildreth - Chabot College - June 2010 Today’s students….

6. 6 Scott Hildreth - Chabot College - June 2010 Today’s Students Online, Mobile, Social, Hyper (linked) Online, Mobile, Social, Hyper (linked) Visual, Video-friendly Visual, Video-friendly Willing to learn, but…. Willing to learn, but…. Less time for homework? Less time for homework? Less patience for questions? Less patience for questions? Less comprehension for reading? Less comprehension for reading?

7. 7 Scott Hildreth - Chabot College - June 2010 But we also have… More classes, more students, less time… More classes, more students, less time… Lots of new technology Lots of new technology SLO’s ( Student Learning Outcomes ) & other req’s SLO’s ( Student Learning Outcomes ) & other req’s

8. 8 Scott Hildreth - Chabot College - June 2010 My Initial Reasons to Consider Mastering Automate Objective Homework Automate Objective Homework Record and reward student effort on additional media Record and reward student effort on additional media

9. 9 Scott Hildreth - Chabot College - June 2010 The Homework Dilemma We know HW can help students learn We know HW can help students learn We know it takes effort to succeed We know it takes effort to succeed We want to get feedback to students quickly We want to get feedback to students quickly But… But… Grading is incredibly time consuming, and of questionable value if students don’t learn from it

10. 10 Scott Hildreth - Chabot College - June 2010 Prior to Mastering: The Homework Dilemma Coping Strategies… Coping Strategies… Assign “odd” problems with answers Assign “odd” problems with answers Assign many, grade a few Assign many, grade a few Assign, but collect and examine occasionally Assign, but collect and examine occasionally Don’t assign very many Don’t assign very many Use graders & TA’s if you have $ Use graders & TA’s if you have $

11. 11 Scott Hildreth - Chabot College - June 2010 Prior to Mastering: The Homework Dilemma And with any of these… And with any of these… What students miss isn’t always clear when you collect the assignment; What students miss isn’t always clear when you collect the assignment; Why they miss the problems isn’t easily known; Why they miss the problems isn’t easily known; By the time you can learn these, days/weeks may have passed. By the time you can learn these, days/weeks may have passed.

12. 12 Scott Hildreth - Chabot College - June 2010 An “Aha” moment

13. 13 Scott Hildreth - Chabot College - June 2010 #1 Benefit of Mastering: Access Anywhere, anytime availability 24/7 Anywhere, anytime availability 24/7 Encourages collaboration & spontaneous help Encourages collaboration & spontaneous help Instantaneous Feedback Instantaneous Feedback For Students For Students For Faculty – what students miss, what errors they make, how long they take, how much they do For Faculty – what students miss, what errors they make, how long they take, how much they do

14. 14 Scott Hildreth - Chabot College - June 2010 Why I Use Mastering Instant Access  Increase students’ time on task Instant Access  Increase students’ time on task Actual Results: Students spend more time on physics…

15. 15 Scott Hildreth - Chabot College - June 2010 Data at our fingertips…

16. 16 Scott Hildreth - Chabot College - June 2010 Mastering Captures Data

17. 17 Scott Hildreth - Chabot College - June 2010 #2 Benefit of Mastering: Data Examine submissions quickly by Examine submissions quickly by Hardest problem (& most common errors) Hardest problem (& most common errors) Time (caveat: not necessarily valid measure) Time (caveat: not necessarily valid measure) Names Names Change lecture/discussion to focus on errors Change lecture/discussion to focus on errors Re-assign key problems (with variables!) Re-assign key problems (with variables!)

18. 18 Scott Hildreth - Chabot College - June 2010 Using Results

19. 19 Scott Hildreth - Chabot College - June 2010 Why I Use Mastering Instant Access  Increase time on task Instant Access  Increase time on task Results Database  Better teaching Results Database  Better teaching Actual Results: greater attendance at lectures, improved retention.

20. 20 Scott Hildreth - Chabot College - June 2010 Grading Customized for assignment types Customized for assignment types Homework (no hint “penalty”, multiple chances, late work % declines by hour, etc.) Homework (no hint “penalty”, multiple chances, late work % declines by hour, etc.) Tutorials (credit for trying, 50% credit late) Tutorials (credit for trying, 50% credit late) Export to Excel Export to Excel

21. 21 Scott Hildreth - Chabot College - June 2010

22. 22 Scott Hildreth - Chabot College - June 2010 #3 Benefit of Mastering: Time Re-allocate grading time Improving lectures & labs, targeting key concepts we now know they DID miss; Improving lectures & labs, targeting key concepts we now know they DID miss; Amending/editing problems we now know WHY they miss Amending/editing problems we now know WHY they miss Adding relevancy through links to new research Adding relevancy through links to new research Doing research! Doing research!

23. 23 Scott Hildreth - Chabot College - June 2010 Why I Use Mastering Instant Access  Increase time on task Instant Access  Increase time on task Results Database  Better teaching Results Database  Better teaching Less Grading  More time for teaching/research Less Grading  More time for teaching/research Actual Results: Time to re-write my lab manuals in the last 5 years

24. 24 Scott Hildreth - Chabot College - June 2010

25. 25 Scott Hildreth - Chabot College - June 2010 #4 Benefit of Mastering: Pedagogy Scaffolding Tutorial Problems Scaffolding Tutorial Problems Multiple Types of Hints Multiple Types of Hints Feedback based on actual student errors Feedback based on actual student errors Rich Databases Rich Databases Assignable problems Assignable problems Enhanced Media Enhanced Media Comparable Results across class & all users Comparable Results across class & all users

26. 26 Scott Hildreth - Chabot College - June 2010 Outstanding Pedagogy Sort Problems by difficulty, type, title Sort Problems by difficulty, type, title Customize credit based on time or difficulty Customize credit based on time or difficulty Track total estimate time & difficulty Track total estimate time & difficulty Add messages to enhance instructions Add messages to enhance instructions

27. 27 Scott Hildreth - Chabot College - June 2010 Why I Use Mastering Instant Access  Increase time on task Instant Access  Increase time on task Results Database  Better teaching Results Database  Better teaching Less Grading  More time teaching Less Grading  More time teaching Great pedagogy  Better student success Great pedagogy  Better student success Actual Results: Improvements in FCI scores for Physics

28. 28 Scott Hildreth - Chabot College - June 2010 Responding to Students Change credit, extend due date - instantly Change credit, extend due date - instantly

29. 29 Scott Hildreth - Chabot College - June 2010 #5 Benefit of Mastering: Individualized Help Permanent Record of student work Permanent Record of student work Time, Effort, Problems all accessible Time, Effort, Problems all accessible Customized grading exceptions Customized grading exceptions

30. 30 Scott Hildreth - Chabot College - June 2010 Why I Use Mastering Instant Access  Increase time on task Instant Access  Increase time on task Results Database  Better teaching Results Database  Better teaching Less Grading  More time teaching Less Grading  More time teaching Great pedagogy  Better student success Great pedagogy  Better student success Individual Help  Better student attitude Individual Help  Better student attitude Actual Results: Improved Retention

31. 31 Scott Hildreth - Chabot College - June 2010 #6 Benefit of Mastering: Flexibility! Homework Homework In-class Group/Lab Work In-class Group/Lab Work Lecture! Lecture! Extra Credit Extra Credit Quizzes Quizzes Study & Remediation Study & Remediation

32. 32 Scott Hildreth - Chabot College - June 2010 Why I Use Mastering Instant Access  Increase time on task Instant Access  Increase time on task Results Database  Better teaching Results Database  Better teaching Less Grading  More time teaching Less Grading  More time teaching Great pedagogy  Better student success Great pedagogy  Better student success Individualized Help  Better student attitude Individualized Help  Better student attitude Flexibility in usage  Increases participation Flexibility in usage  Increases participation

33. 33 Scott Hildreth - Chabot College - June 2010 Annotating Assignments

34. 34 Scott Hildreth - Chabot College - June 2010 Adding Hyperlinks

35. 35 Scott Hildreth - Chabot College - June 2010 #7 Benefit of Mastering: Easy to Enhance! Simple editor Simple editor Add Annotations Add Annotations Add hyperlinks Add hyperlinks Rephrase or emphasize Rephrase or emphasize Advanced editor Advanced editor Expanded hints Expanded hints More correct/incorrect answer feedback More correct/incorrect answer feedback

36. 36 Scott Hildreth - Chabot College - June 2010 Why I Use Mastering Instant Access  Increase time on task Instant Access  Increase time on task Results Database  Better teaching Results Database  Better teaching Less Grading  More time teaching Less Grading  More time teaching Great pedagogy  Better student success Great pedagogy  Better student success Individualized Help  Better student attitude Individualized Help  Better student attitude Flexibility in usage  Increase participation Flexibility in usage  Increase participation Easy to Enhance  increased involvement Easy to Enhance  increased involvement

37. 37 Scott Hildreth - Chabot College - June 2010 Caveats, Gotchas, Gremlins

38. 38 Scott Hildreth - Chabot College - June 2010 Incorrect Answers can occur Incorrect Answers can occur Java Plug-in’s need updating Java Plug-in’s need updating Pay attention to Units (esp. radians vs. degrees), Significant Figures, Tolerances Pay attention to Units (esp. radians vs. degrees), Significant Figures, Tolerances (Current) gradebook can be improved (Current) gradebook can be improved Groups feature not as powerful Groups feature not as powerful Caveats, Gotchas, Gremlins

39. 39 Scott Hildreth - Chabot College - June 2010 Online is not for Everyone

40. 40 Scott Hildreth - Chabot College - June 2010 Concerns How much time is required to LEARN the tool on our side…. And, How much time is required to LEARN the tool on our side…. And, How much time away from key concepts is really required to teach the tool to the student? How much time away from key concepts is really required to teach the tool to the student? What about teaching students to diagram problems, or explain steps of a solution? What about teaching students to diagram problems, or explain steps of a solution? What about Cheating? What about Cheating?

41. 41 Scott Hildreth - Chabot College - June 2010 Concerns & Criticisms

42. 42 Scott Hildreth - Chabot College - June 2010 “You won’t really know what they are doing wrong without looking at paper HW” “You won’t really know what they are doing wrong without looking at paper HW” “Some problems don’t lend themselves to computer mediation” “Some problems don’t lend themselves to computer mediation” “You spend too much time teaching the tool, not the concepts.” “You spend too much time teaching the tool, not the concepts.” “The tool is too complex.” “The tool is too complex.” “The grading system makes errors.” “The grading system makes errors.” Concerns & Criticisms

43. 43 Scott Hildreth - Chabot College - June 2010 But on the plus side… More time to focus on teaching More time to focus on teaching More information to use More information to use More flexibility than textbooks alone More flexibility than textbooks alone More accessibility More accessibility More help for our students More help for our students

44. 44 Scott Hildreth - Chabot College - June 2010 Fearing the future?

45. 45 Scott Hildreth - Chabot College - June 2010 Or enjoying it…

46. 46 Scott Hildreth - Chabot College - June 2010 Questions? Discussion? Check out the resource list and current research Check out the resource list and current research http://www.chabotcollege.edu/faculty/shildreth/mastering http://www.chabotcollege.edu/faculty/shildreth/mastering http://www.chabotcollege.edu/faculty/shildreth/mastering Login to my classes to look around Login to my classes to look around Email me with questions! Email me with questions! Images reprinted in the online presentation and available online were borrowed with permission from "e-mail.this.book", The Cartoon Bank, Alfred A. Knopf, NY, 1996. “The Far Side” comics by Gary Larson cannot be distributed online. Images reprinted in the online presentation and available online were borrowed with permission from "e-mail.this.book", The Cartoon Bank, Alfred A. Knopf, NY, 1996. “The Far Side” comics by Gary Larson cannot be distributed online.