Coherently Organised Digital Exercises and Expositions

Sangwin, Chris; Kinnear, George

doi:10.31219/osf.io/jhngw

Cited by 4 publications

(5 citation statements)

References 16 publications

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“…The course is optional for incoming students, has run since 2018, and is taught completely online. The central idea behind the implementation of FAC is to take the book and put the academic content inside a sequence of interactive online quizzes, an idea we discuss in detail in [3]. That is, there are short blocks of text, worked examples, interactive diagrams, and short focused video clips embedded within the sequence of exercises and questions.…”

Section: Background: Fac Online Coursementioning

confidence: 99%

“…The original HELM project was a major collaborative effort which has earned respect for the quality of the original materials, and remained popular for many years. Our short-term goal was to collaboratively create online workbooks in a style similar to that of other successful courses at the University of Edinburgh, see [3]. The medium-term plan is to make a general release in early 2022, once materials have been tested for at least one academic cycle.…”

Section: Next Stepsmentioning

confidence: 99%

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Rejuvenating the HELM Workbooks as Online STACK Quizzes in 2020

Zerva

Sangwin

Jones

et al. 2022

Int. J. Emerg. Technol. Learn.

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HELM (Helping Engineers Learn Mathematics) was a three-year project undertaken by a consortium of five English universities between 2002 and 2005. HELM released a range of workbooks and online resources, designed to enhance the mathematical education of engineering undergraduates, which were well received, and widely used. All that remained in 2020 from HELM were PDFs of “student workbooks” which could not be edited. Since 2018, the University of Edinburgh has developed and taught fully online courses for university mathematics in which all materials form part of coherently organised digital exercises and expositions. The work reported in this paper combines the two approaches: we take a similar approach to the existing successful Edinburgh course and rejuvenate the static HELM materials by creating online resources designed to support the mathematical education of engineering undergraduates. The paper describes the rationale, educational design, practical execution and preliminary analysis of the workbooks’ usage at the University of Edinburgh. HELM (Helping Engineers Learn Mathematics) was a three-year project undertaken by a consortium of five English universities between 2002 and 2005. HELM released a range of workbooks and online resources, designed to enhance the mathematical education of engineering undergraduates, which were well received, and widely used. All that remained in 2020 from HELM were PDFs of “student workbooks” which could not be edited. Since 2018, the University of Edinburgh has developed and taught fully online courses for university mathematics in which all materials form part of coherently organised digital exercises and expositions. The work reported in this paper combines the two approaches: we take a similar approach to the existing successful Edinburgh course and rejuvenate the static HELM materials by creating online resources designed to support the mathematical education of engineering undergraduates. The paper describes the rationale, educational design, practical execution and preliminary analysis of the workbooks’ usage at the University of Edinburgh.

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Section: Background: Fac Online Coursementioning

confidence: 99%

Section: Next Stepsmentioning

confidence: 99%

Rejuvenating the HELM Workbooks as Online STACK Quizzes in 2020

Zerva

Sangwin

Jones

et al. 2022

Int. J. Emerg. Technol. Learn.

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show abstract

“…Thus, Question 27 is concerned with identifying ways that e-assessment can be employed formatively to best effect. Summative e-assessments can range from a small portion of the course grade, through to forming the basis of the entire course (e.g., Sangwin and Kinnear, 2021). Question 28 asks how such uses can support learning, and the suggested outcome is a collection of case studies of different models, together with some evaluation of their effectiveness.…”

Section: What Are the Relations Between The Mode Of Course Instruction And Students' Performance And Activity In Eassessment?mentioning

confidence: 99%

“…There is also the social experience of the "event" when turning up at a traditional examination venue en-mass with peers, indeed perhaps even a right of passage. There are efforts to replicate traditional exams online (e.g., Sangwin and Köcher, 2016), and it is important to understand how these relate to traditional exams (notwithstanding criticism of traditional examinations). Some of the issues associated with examinations have nothing to do with mathematics as a particular subject, but these questions focus on the issues that are mathematics-specific.…”

Section: What Developments At the Forefront Of E-assessment (Such As Artificial Intelligence) Can We Apply To University Mathematics?mentioning

confidence: 99%

A collaboratively-derived research agenda for e-assessment in university mathematics

Kinnear¹,

Jones²,

Sangwin³

et al. 2021

Preprint

Self Cite

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This paper describes the collaborative development of an agenda for research on e-assessment in university mathematics. We adapted an established approach to develop the agenda from the contributions of 22 mathematics education researchers, university teachers and learning technologists interested in this topic. The resulting set of 55 questions are grouped into 5 broad themes: errors and feedback, students, design and implementation, affordances, and mathematical skills. This agenda gives the framework for a programme of research aligned with practical concerns, that will contribute to both theoretical and practical development.

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“…In particular, we use the metaphor of "putting the book inside the quiz" and used online STACK quizzes to organize the course materials, including numerous short video clips containing the substantive course content. This approach is described more fully in [8].…”

Section: Background To Introduction To Linear Algebramentioning

confidence: 99%

Running an Online Mathematics Examination with STACK

Sangwin

2023

Int. J. Emerg. Technol. Learn.

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In this paper I discuss running an online examination with STACK for a year 1 "Introduction to Linear Algebra" course. The COVID pandemic has continued to disrupt teaching during 2021-22, and were are still not able to return to the examination hall for a traditional exam. Instead, our examinations were still "take home". Under these circumstances we wrote a fully automatically marked final test for the course. With over 800 students on the course in 2021-22, the paper-based examination was estimated to cost about 50 person-days to mark. Clearly, reducing this cost is an attractive prospect. However, important questions remain. To what extent can we write questions which cover the learning objectives of the course? How did the students do with the test? What recommendations can we offer for similar courses, and future years? In particular, do we need to return to the exam hall?

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Coherently Organised Digital Exercises and Expositions

Cited by 4 publications

References 16 publications

Rejuvenating the HELM Workbooks as Online STACK Quizzes in 2020

Rejuvenating the HELM Workbooks as Online STACK Quizzes in 2020

A collaboratively-derived research agenda for e-assessment in university mathematics

Running an Online Mathematics Examination with STACK

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