soft guided classroom

Guided Soft Classroom A new model for integrating online learning into conventional courses

2016/2/22,

MOOCs

2013Coursera725,0001,500

MOOCs

2015MOOCsMOOCs

https://triangulations.wordpress.com/2011/12/26/was-jesus-a-great-teacher/Education 1.0 Instructor

Education 2.0 Classroom

Education 3.0 Tech+Interaction

+Education 4.0 Network+Mobile+Social+Data

Flip Classroom

Soft Classroom

Guided Soft Classroom

Physical Classroom

2013

before 2013

2014

2015

Learning EnvironmentStudent Computer Projector Broadcast System

Learning EnvironmentStudent Computer Projector Broadcast System

Difficulties in teaching softwarehard to follow individual differences repetitive demonstration

Learning environmentStudent Computer Projector Broadcast System

hard to follow individual differences repetitive demonstration

Flipped classroomvideo instructions in-class practices

Difficulties in teaching software

Studio 403

CAD/BIM Specialization2015 June 15th

Online

Physical

Autocad fundamentals

Online

Physical

Assignment 2Tai-Chi(2D geometry)

Assignment 3Isometric Projection(3D drawing)

Online

Physical

Technical drawingsPlane view and elevation view of a 5-story apartment

Online

Physical

Online

Physical

Professional 3D Models

Online

Physical

redudancy principles

Flip Classroom

Soft Classroom


Physical Classroom

2013

before 2013

2014

2015

Online

Physical

Option Soft ClassroomHybrid

ClassroomHard

Classroom

Attendance of physical class flexible flexible required

Learning progress checked

flexible required required

Soft

Online

2015, soft classroom Gender: 29 male and 7 female

Year: 32 freshman, 1 junior and 3 senior

Major: 32 civil r, 3 bioenvironmental, 1 Electronic

The majority of students prefer hybrid (18) and soft (15) classroom.

After some discussions, the soft classroom was selected as the official learning environment.

Soft

Online

Soft classroom SoftOnline

Soft

Online

2015@323

Soft classroom

Three times (after two midterm exams and final exam)

Seven students before final exam; with three students from each group (hard, hybrid, and soft, accordingly).

10-Likert question items, following open-ended questions

Open questions of learning experiences and reflections

Purpose: Students ratings of the favorability and effectiveness of the soft classroom.

Purpose:Further understand students perceptions and effectiveness of the soft classroom.

Soft

Online

Survey were distributed three times in

the week of 6th, 10th, and 18th N1=N2=N3=36, 100% returned rate Five parts:

(1) students efforts put in this course(2) the favorability over soft classroom(3) the effectiveness of soft classroom(4) learning strategies (5) students reflections

Soft

Online

in 1st 6th and 10th week

Soft

Online

Gender Dept/Grade 1st week 6th week 10th week

M Bioenvironmental/Senior Hybrid Soft Soft

F Civil/Freshman Soft Soft Hybrid F Civil Freshman Soft Soft Soft F Civil Freshman Soft Hard Hard M Civil Freshman Hybrid Hard Hard M Civil Freshman Soft Soft Soft M Civil Freshman Hard Soft Soft

Focused on students preferences, reflections and other effective learning strategies they developed.

Seven interviewees

Soft

Online

Code Gender Dept./Grade 1st week 6th week 10th weekA M Bioenvironmental System Engineering/Senior Hybrid Soft Soft B F Civil Engineering/Freshman Soft Soft Hybrid C F Civil Engineering/Freshman Soft Soft Soft D F Civil Engineering/Freshman Soft Hard Hard E M Civil Engineering/Freshman Hybrid Hard Hard F M Civil Engineering/Freshman Soft Soft Soft G M Civil Engineering/Freshman Hard Soft Soft

Soft

Online

Keep Soft: The Soft is very flexible, I could arrange my learning time, plan and space by myself. And it is really helpful to use the odd moments. (Student C) I had attended the online course in summer, which was similar with the Soft classroom. The experience helps me no suffer to be used to learning in this course. (Student F)

C

F SoftOnline

From Hybrid / Hard to Soft: I chose the Hybrid at first, due to the lack of understanding of Soft classroom. However, Soft let me control my learning schedule which helps me learning well. (Student A) Once the course started by Soft classroom, this learning method is easy for me, that I could finish all the lectures online one week before the exam. (Student G)

A

G

Soft

Online

From Soft to Hybrid / Hard: I would not follow the syllabus without regular check by teachers. Weekly check could force me to complete the course step by step. (Student B)The Soft gave me excuse to postpone the priority of this course. I am lack of self-management ability; therefore, I need Hard classroom to follow. (Student D)

B

D

Soft

Online

From Hybrid to Hard: The Soft does not force me to learn and the Hard is too strict to me; therefore, I chose the Hybrid first. After second midterm, I could not complete all courses online by time, I always start to learn three days before exam. I think the students who like me need the Hard classroom to learn by time. (Student E)

E

Soft

Online

2014

0%

10%

20%

30%

40%

71.4%

5/5 4/5 3/5 2/5 1/5 0/5

(2D CAD)

21 7 8 5 0 0 0

16 2 7 3 3 1 0

Total 37 9 15 8 3 1 0

week1 week2 week3 week4 week5

2115(71.4%)

Soft

Online

76.2%

3/3 2/3 1/3 0/3

(2D CAD)

21 7 9 5 0

16 1 8 6 1

Total 37 8 17 11 1

week7 week8 week9

2116(76.2%)

Soft

Online

41

... I would not follow the syllabus myself without regular check by teachers. Weekly check could force me to complete the course step by step.

No checks gave me the excuses to postpone the priority of this course.

After second midterm, I could not complete all courses online by time. I always started the learning progress three days before the exam, which was a heavy loading. I think those students who like me without the ability of self-management would need the Hard classroom to follow.

Soft

Online

Flip Classroom

Soft Classroom


Physical Classroom

2013

before 2013

2014

2015

Soft

Online

2016

Year 2014 fall 2015 fall 2016 fall

Option Flipped ClassroomSoft

ClassroomGuided Soft Classroom

Attendance of physical class required flexible

required (guided students)

Learning progress checked

required flexible required(data-monitoring)

Guided

Soft

45

Gender: 30 male and 11 female

Year: 33 freshman, 2 sophomore, 4 juniors and 2 senior

33 major and 6 double-major or minor in Civil Engineering, 1 Architecture, and 1 Material Science

Guided

Soft

2016, guided soft classroom

Guided

Soft

-

Guided session on Nov. 2, 2016 at Computer classroom, NTU

Guided

Soft

-

Data


Guided

Soft

-

D-V-J Model

Guided

Soft

Data-Visualization-Judgement

Course Content

52

Who should be guided?

How to guide?

LPM Diagram

Data Model Construction

Data Model Visual Explorer Human Judgment

OnlineLearning Database

Student Information

Course Information

Course Progress

D-V-J ModelGuided

Soft

53

Data model-V-JStudent information

student_id taiwan_user_id name gender year major grades

Course progress

taiwan_user_id course_id course_item_id course_progress_

state_type_id course_progress_ts

Course information

course_name course_week course_lesson_id course_item_id course_lesson_name course_item_name

student_id course_progress_

state_type_id course_progress_ts course_name course_week course_lesson_name course_item_name

Guided

Soft

54Learning Progress Matrix(LPM) Diagram

D-Visual Explorer-J (LPM)

Guided

Soft

55


Behind progress?

Yes

No

How many weeks behind?

No guidingEnd of loop

Guided last week?

Learning progress this week?

no match Guidingmatch

Match the criteria of guided indicators?

End of loop

D-V-Human Judgement

Guided

Soft

56


How to guide?

Behind progress?

Yes

No

How many weeks behind?

No guidingEnd of loop

Guided last week?

Learning progress this week?

no match match

Match the criteria of guided indicators?

End of loop

Expressing the individual data Probing the reasons of progress behind

Understanding Resources Suggestions

Guiding

D-V-Human Judgement

Guided

Soft

57LPM of Engineering Graphic Course in week8

(D-V-J)Guided

Soft


(D-V-J)Guided

Soft

I. 21, 19

2


(D-V-J)Guided

Soft

I. 21, 19

II. 1.5 2, 10, 11, 13, 15, 17, 24, 27, 28, 33, 34, 38 and 39

1.5

I. 21, 19

II. 1.5 2, 10, 11, 13, 15, 17, 24, 27, 28, 33, 34, 38 and 39


Guided

Soft

(D-V-J)2. 1.5

1. (week8)


(D-V-J)Guided

Soft

I. 21, 19

II. 1.510, 15, 24 and 34

86

60.00

65.00

70.00

75.00

80.00

85.00

90.00

95.00

midterm1(A) midterm2(B) final(C)

2015AVG 2016AVG

intake interview

62

Guided Phase

Guided

Soft

2015

2015Soft classroom2016Guided soft classroom

63

1) Intake interview 2) SurveyOne time for all students (before first midterm)

Three times for all students (after two midterm and final exam)

Briefly understand the learning goal and learning behaviours of students. Students assign the contracts(commitment).

Students rating of the favourability and effectiveness of guided soft classroom

Guided

Soft

3) Guided phase 4) Focus group interview

Guided students Special or successful cases in both guided and non-guided experiences

Document the reasons of progress behind and the guiding suggestions

Further understand students perceptions and experiences of guided soft classroom

0

5

10

15

20

25

30

35

40

SoftClassroom GuidedSoftClassroom HardClassroom Novote

6th week 10th week 18th week64

Voting from survey 6th week 10th week 18th weekSoft Classroom 0 5 1

Guided Soft Classroom 36 30 36Hard Classroom 3 5 3

No vote 1 0 0

Guided

Soft

2016Guided soft classroom

90-100 32% 80-90

37%

70-80 22%

60-70 7%

60 2%

65

The reasons of the unsatisfied : I should practice more and more. I should improve my skill of time management.

Guided

Soft


The feedback from students among guided sessions Reason of progress-behind is inefficient management of time

66


I join the school team which took me too much time; therefore, I dont have time to learn online.Heavy loading in the midterm period, we had 7 midterms in 2 weeks. I chosen to study the subject which was more urgent.

Guided

Soft


The feedback from students among guided sessions Guided soft classroom delivered an appropriate learning

model for university students


67

The guided soft classroom gave me a remedy for the delayed issue when I was behind progressI could learn as many times as I want to clarify the ambiguous or misunderstanding course content in the learning platform.The guided session gave me minor pressure to catch up with the learning progress

Guided

Soft


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