Involving teaching assistants in the design of large courses

The use of teaching assistants in the execution of large courses is common practice across universities worldwide. However, this task is mostly conducted disjoint, where the course responsible sketch out the teaching assistants specific tasks, such as to assist during practical or theoretical exercises and correction of homework, reports etc. which then is being conducted in a no questions asked fashion by the teaching assistants often in an environment where the course responsible is not present. It boils down to that one person (the course responsible) constructs the material, which then is thrown over the wall to the other person (the teaching assistant) who is going to try to turn this material into learning. The result of this is often, that the good learning intentions behind the material is lost in this line of communication, where the teaching assistant lack the exact idea of the exercise, or sufficient background knowledge for framing the context, and further, that the course responsible is out of sync with the students hurdles in achieving learning. On the other hand the teaching assistants belong to per see the brightest part of the student spectrum and as such posses a capacity beyond what is utilized in such a traditional setup. This project explores how to utilize teaching assistants in the process of designing a new course, and discusses the consequences of this involvement

Scaling Office Hours: Managing Live Q&A in Large Courses

Computer Science 50 (CS50) is Harvard University’s introductory course for majors and nonmajors alike. So that students have an adequate support structure with which to tackle the course’s weekly programming assignments, we offer weekly “office hours,” during which students can receive one-on-one help from teaching assistants. In Fall 2010 and years prior, office hours were held in a basement-level computer lab. However, this environment did not appeal to staff or students. Moreover, this format for office hours suffered from logistical inefficiencies, repetition of questions among students, and lack of communication among staff, which led to high wait times for students. We relocated office hours in Fall 2011 to dining halls to create a more social and collaborative workspace, with more staff on duty at once. We also developed CS50 Queue, a web- and iPadbased system for managing office hours’ logistics. Overall, the new format proved a success. Attendance at office hours grew more than linearly, with an average of 120 students attending per night, up from 30 students in 2010 despite only a 23% increase in enrollment. Even though Queue enabled us to scale, new logistical challenges arose, and wait times for students still sometimes exceeded an hour. We intend to address those challenges in Fall 2012 in order to reduce wait times to 15 minutes at most.Engineering and Applied Science

Electronic peer review: a large cohort teaching themselves?

[Abstract]: Electronic peer review can empower lecturers of large courses to produce rapid feedback, promote social interaction and encourage higher order learning for students. But what are the payoffs to educators? Do students recognise the benefits of such a system? Foundation Computing is one of the largest courses at the University of Southern Queensland. A system of electronic submission and peer reviewing with instructor moderation is now being used in this course. This system is innovative and unique and delivers benefits to students, lecturers and the University. This system has been evaluated, proven successful and is being considered for wider use

Classtalk: A Classroom Communication System for Active Learning

This pdf file is an article describing the advantages of using Classtalk technology in the classroom to enhance classroom communication. Classtalk technology cab facilitate the presentation of questions for small group work, collec the student answers and then display histograms showing how the class answered. This new communication technology can help instructors create a more interactive, student centered classroom, especially when teaching large courses. The article describes Classtalk as a very useful tool not only for engaging students in active learning, but also for enhancing the overall communication within the classroom. This article is a selection from the electronic Journal for Computing in Higher Education. Educational levels: Graduate or professional

Does one size fit all? Using scholarship to enhance the student learning experience

This paper describes a recent scholarship project focusing on different student experiences of large courses used across several qualification pathways within the Childhood, Youth and Education Programme at the Open University. Using qualitative methods, the project sought to understand more about students’ (n = 20) experiences of learning, drawing on the richness of the ‘hybrid’ learning experience (Helyer, Lee & Evans, 2011) where learning is seen to take place both within a higher education institution and the work place. By locating the project within the broader Faculty framework for scholarship, this paper sets out the Faculty strategy and explains how changes are made to curriculum to enhance student learning as a direct result of scholarship

Cultivating a questioning mind: Student-led question composition in large courses

Asking a good question is not a trivial task. It requires deep comprehension and concept integration. To facilitate critical thinking and mastering of foundational concepts in a large Genetics course (~1200 students) at the second-year undergraduate level, we decided to actively engage students in question creation. We used “Quizzical”, an online platform developed by Prof. Dan Riggs (Riggs et al., 2020, https://doi.org/10.1187/cbe.19-09-0189). Via this platform, students are tasked with the creation of multiple-choice questions. For each of the suggested answer choices, students are required to provide a comprehensive justification. This includes justification for the correct answer as well as for each of the distractors. An added advantage of the platform is the generation of student-authored quiz banks that can be used for practice and participation marks. Since the questions are created by multiple authors, they included diverse point of views, which we learned the students greatly appreciated. To foster metacognition and encourage a shift from perceiving learning as memorization of information, students were encouraged to create application-based questions. Higher grades were granted to questions that creatively integrated multiple concepts or required knowledge application. In order to inform our teaching practices, pilot studies were conducted in Fall 2021 and Summer 2022, where students were asked to complete an anonymous survey regarding their experiences with Quizzical, and the feedback that we received was positive overall. We will discuss the learning outcomes achieved by engaging the students in question creation, and will share quantitative and formative feedback received from our students. This research was approved by our institutional research ethics board

Automata Tutor v3

Computer science class enrollments have rapidly risen in the past decade. With current class sizes, standard approaches to grading and providing personalized feedback are no longer possible and new techniques become both feasible and necessary. In this paper, we present the third version of Automata Tutor, a tool for helping teachers and students in large courses on automata and formal languages. The second version of Automata Tutor supported automatic grading and feedback for finite-automata constructions and has already been used by thousands of users in dozens of countries. This new version of Automata Tutor supports automated grading and feedback generation for a greatly extended variety of new problems, including problems that ask students to create regular expressions, context-free grammars, pushdown automata and Turing machines corresponding to a given description, and problems about converting between equivalent models - e.g., from regular expressions to nondeterministic finite automata. Moreover, for several problems, this new version also enables teachers and students to automatically generate new problem instances. We also present the results of a survey run on a class of 950 students, which shows very positive results about the usability and usefulness of the tool

2nd Workshop on Innovative Software Engineering Education

This workshop aims at presenting and discussing innovative teaching approaches in software engineering education, which are highly relevant for teaching at universities, colleges, and in online courses. The workshop focuses on three main topics: (1) project courses with industry, (2) active learning in large courses, and (3) digital teaching and online courses. © 2019 Gesellschaft fur Informatik (GI). All rights reserved