Motivating knowledge agents : can incentive pay overcome social distance?

This paper studies the interaction of incentive pay and social distance in the dissemination of information. We analyse theoretically as well as empirically the e ect of incentive pay when agents have pro-social objectives, but also preferences over dealing with one social group relative to another. In a randomised eld experiment undertaken across 151 villages in South India, local agents were hired to spread information about a public health insurance programme. Relative to at pay, incentive pay improves knowledge transmission to households that are socially distant from the agent, but not to households similar to the agent

IMPLEMENTING HEALTH INSURANCE FOR THE POOR: THE ROLLOUT OF RSBY IN KARNATAKA

The National Health Insurance Scheme (Rashtriya Swasthya Bima Yojana, RSBY) aims to improve poor people's access to quality health care in India. This paper looks at the implementation of the scheme in Karnataka, drawing on a large survey of eligible households and interviews with empanelled hospitals in the state. Six months after initiation, an impressive 85% of eligible households in the sample were aware of the scheme, and 68% had been enrolled. However, the scheme was hardly operational and utilisation was virtually zero. A large proportion of beneficiaries were yet to receive their cards, and many did not know how and where to obtain treatment under the scheme. Moreover, hospitals were not ready to treat RSBY patients. Surveyed hospitals complained of a lack of training and delays in the reimbursement of their expenses. Many were refusing to treat patients under the scheme until the issues were resolved, and others were asking cardholders to pay cash. As is typical for the implementation of a government scheme, many of the problems discussed can be related to a misalignment of incentives.

Teaching physics novices at university: A case for stronger scaffolding

In 2006 a new type of tutorial, called Map Meeting, was successfully trialled with novice first year physics students at the University of Sydney, Australia. Subsequently, in first semester 2007 a large-scale experiment was carried out with 262 students who were allocated either to the strongly scaffolding Map Meetings or to the less scaffolding Workshop Tutorials, which have been run at the University of Sydney since 1995. In this paper we describe what makes Map Meetings more scaffolding than Workshop Tutorials—where the level of scaffolding represents the main difference between the two tutorial types. Using a mixed methods approach to triangulate results, we compare the success of the two with respect to both student tutorial preference and examination performance. In summary, Map Meetings had a higher retention rate and received more positive feedback from students—students liked the strongly scaffolding environment and felt that it better helped them understand physics. A comparison of final examination performances of students who had attended at least 10 out of 12 tutorials revealed that only 11% of Map Meeting students received less than 30 out of 90 marks compared to 21% of Workshop Tutorial students, whereas there were no differences amongst high-achieving students. Map Meetings was therefore particularly successful in helping low-achieving novices learn physics

MODELLING WAVES: INTEGRATING TECHNOLOGY WITH MODELLING AND INQUIRY IN AN UNDERGRADUATE PHYSICS EXPERIMENT

This project focuses on the novel idea of integration of technologies with inquiry skills and modelling (Crook & Sharma, 2013; Cornish et al., 2019; Gilbert, 2004) and associates these with students’ cognitive engagement, behavioural engagement and emotional engagement (Muller, Sharma & Reimann, 2008; Kota, Cornish & Sharma, 2019). Using design-based research methodology, we integrated technology and inquiry to design an experiment on ‘modelling waves on a rope’, a standard topic in first-year undergraduate physics. Furthermore, we investigated how students engaged with the new experiment? It had three features; (1) qualitative description and kinaesthetic feel of waves being created on ropes, (2) taking measurements using video analysis software, and (3) a whole class comparison of experimental and theoretical values using a pre-designed EXCEL spreadsheet. The experiment was trialled in two tutor training sessions, and the final version was implemented in first year physics labs in 2018 and 2019. We used a survey (Barrie et al., 2015) that measures student experiences in labs by evaluating: how technology was integrated, how much inquiry skills are developed, and how well the students understand the modelling. We also collected observational notes and student logbooks and conducted interviews. Tutors were also surveyed. The sample size includes 406 students and 24 tutors. Findings show that students engaged in a hands-on experiment by creating waves on a rope, in using technology for data analysis and in developing ICT skills, and in understanding modelling using EXCEL spreadsheets. The experiment also fostered teamwork and required investment of an appropriate level of mental effort demonstrating that the experiment did engage students in a meaningful manner. The integration of digital technologies with ‘modelling waves on a rope’ resulted in higher overall enjoyment of the experiment and increased student engagement. REFERENCES Barrie, S. C., Bucat, R. B., Buntine, M. A., Burke da Silva, K., Crisp, G. T., George, A. V., & Yeung, A. (2015). Development, evaluation and use of a student experience survey in undergraduate science laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey. International Journal of Science Education, 37(11), 1795-1814. Cornish, S., Yeung, A., Kable, S. H., Orgill, M., & Sharma, M. D. (2019). Using teacher voices to develop the ASELL Schools professional development workshops. Teaching Science, 65(1), 4. Crook, S. J. & Sharma, M. D. (2013). Bloom-ing heck! The activities of Australian science teachers and students two years into a 1:1 laptop program across 14 high schools. International Journal of Innovation in Science and Mathematics Education, 21(1), 54-69. Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115–130. Kota, S. D., Cornish, S, & Sharma, M. D. (2019); Switched on! Student and teacher engagement in an electricity practical, Physics Education, 54(1), 1-9. Muller, D. A., Sharma, M. D., & Reimann P 2008 Raising cognitive load with linear multimedia to promote conceptual change, Science Education, 92, 278–296

The Achievement Emotions Questionnaire: Validation and implementation for undergraduate physics practicals

Physics is a discipline associated with diverse emotions; some enjoy it, others don’t. Yet, students’ emotions when studying physics are under researched. This study adapts the Achievement Emotions Questionnaire (AEQ) to measure the emotions of students with first year physics undergraduate practicals. The aims of this research are to validate the AEQ in our context and to probe students’ emotions towards two practicals; the control which is of standard format and the intervention which incorporates colour and historical aspects seeking to produce more positive emotions. Confirmatory Factor Analysis and descriptive statistics conducted with a sample of 320 students confirm the reliability and internal validity of the adapted AEQ (AEQ-PhysicsPrac) for the purposes of this study. Differences in emotions between the control and intervention are detected indicating that the AEQ-PhysicsPrac has utility in physics education

Innovative physics teaching spaces

There are often heated debates around teaching and learning spaces, from collaborative spaces for student centred learning to abolishing teacher centred lecture theatres. In both school and university contexts, economics and practicalities have led to designing multi-purpose learning spaces which can be used by different disciplines and for different purposes. Consequently, it is often a challenge to justify and advocate for dedicated discipline-based laboratory teaching and learning spaces.  In this workshop we will share a particular innovative space specifically designed as a physics laboratory, with the functionality of being used as a recitation/tutorial space, project space as well as for studio teaching with mini lectures.  We will also share our experience of running Physics labs in this space. We will show how particular demands:  to be ‘multipurpose’ across different modes of physics teaching allowing for in-depth learning of physics, be able to accommodate various level of experimental classes, provide ability of skills development including open-ended projects, grant effective teaching technical support, could be implemented in design solutions. We will discuss how features of teaching space influenced teaching modes. Participants are requested to bring designs of their teaching and learning spaces, share experiences of fit-for-purpose learning spaces as well as pick up some tips if designing new learning spaces. In particular, the space could be welcoming, has a pleasant ambience and has been well received by both staff and students. Given the current context of ‘going online’, physical learning spaces need to be something extra special as we move into the future. Bring along your future-looking extra special learning space designs! Intended Audience: University and Secondary-School Physics Educator

IMPACT OF COVID-19: STUDENTS’ EMOTIONAL ENGAGEMENT WITH FACE-TO-FACE LABS TRANSITING TO ONLINE MODE

During semester 1 of 2020, which was disrupted by COVID-19, first year physics students at The University of Sydney undertook three face-to-face labs, followed by a 3-week break, and 4 totally online labs. Using the Achievement Emotions Questionnaire, AEQ- PhysicsPrac (Pekrun, Goetz, & Perry, 2005; Bhansali & Sharma, 2019) we probed students’ emotions towards Physics labs during this time of pandemic and compared them to emotions measured previously in the regular face-to-face labs. Our sample consisted of 100 students who were given the survey towards the end of semester 1 of 2020. Comparison with regular electricity experiments in semester 2 of 2018 with 117 students showed that students’ anxiety increased during COVID-19. We also compared students’ emotions with 2 experiments from semester 1 of 2018; a control experiment with black and white lab notes which was perceived by 133 students as quite negatively emotionally engaging, and an intervention practical with a short, colourful, historical story which was perceived by 187 students as positively emotionally engaging (Bhansali & Sharma, 2019). Intriguingly, our comparison showed that the emotions reported during COVID-19 were somewhere in between those reported for the control and intervention. The COVID-19 labs had decreased enjoyment, and increased anxiety and hopelessness when compared with the intervention; while COVID-19 labs had increased pride and anxiety, and decreased boredom when compared with the control. This paper focuses on the implications of our findings in terms of the influence of the reported emotions on students’ attention, focus and the will to continue studies