Glenn P. Downing

ude.saxetu.sc@gninwod
2019-20


Perusall

Wed, 15 Jan 2020

In a followup to the last blog entry, through the work of Eric Mazur, I discovered a very interesting tool that he and his team have built: Perusall.

Persuall is a collaborative annotation tool for technical papers. It's free.

You upload a PDF or a Web page and send the Persuall URL to your students.

Your students then read and electronically markup the article.

Perusall's AI will then grade the annotations based on amount, distribution, and quality!

Furthermore, it will produce a confusion report, highlighting the three parts of the paper that have led to the most confusion together with the three annotations that convinced the AI of that conclusion.


Two-Stage Exams

Sat, 9 Nov 2019
If you ask someone else for help on a problem in an exam you are cheating, but if you don’t ask someone for help on a problem in the real world, you are a fool.

-- Dan Schwartz Stanford Graduate School of Education

Eric Mazur, a physics professor at Harvard, since '90, is credited with popularizing the flipped classroom with the publication of his book Peer Instruction in '97.

Watch this: Peer Instruction for Active Learning.

Carl Wieman, Nobel Laureate in physics in '01, furthered Mazur's work with the creation of the Carl Wieman Science Education Initiative (CSWEI) at the University of British Columbia (UBC) in '97.

Watch this: How to Teach Science?.

One of the concrete pedagogical tools to come out of that work in '09 is a relatively simple way to introduce collaborative learning and formative assessment into an exam.

Two-stage exams consist of:

  1. Individual, between 2/3 and 3/4 of the examination time; a standard formal examination that students complete working alone. [85-90%]
  2. After students turn in their individual exams, small groups solve similar or identical problems during the remainder of the examination time. [15-10%]

Students’ response to the use of two-stage exams is overwhelmingly positive. In response to a survey, 87% of the students recommended their continued use.


Copyright © Glenn P. Downing, 1995-2020