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Active learning in lectures

Dr Lloyd Cawthorne�Physics & Astronomy

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lloyd.cawthorne@manchester.ac.uk SETA Showcase 07/04/22

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My courses

  • PHYS20161, Introduction to Programming for Physicists
    • Year 2, semester 1, 10 credits
    • Core, ~310 enrolled
    • Python from scratch to 2D optimisation, continuously assessed.
    • Started teaching in 18/19
  • PHYS30121, Introduction to Nuclear & Particle Physics
    • Year 3, semester 1, 10 credits
    • Core, ~300 enrolled
    • Half nuclear, half particle
    • Started teaching in 19/20
  • PHYS10352, Properties of Matter
    • Year 1, semester 2, 10 credits
    • Core, ~370 enrolled
    • Half Classical Thermodynamics; half solids, liquids and gasses.
    • Started teaching in 21/22

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lloyd.cawthorne@manchester.ac.uk SETA Showcase 07/04/22

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PHYS20161, Introduction to Programming for Physicists

Rewrote course in 2019 due to larger cohort.

Blended delivery:

  • ~50 mins of 5-10 min videos per week (tapers towards end of term).
  • 1h per week interactive session where students answer polls�(TurningPoint, Staffnet information on setting up).

Assessment:

  • 5 quizzes in weeks 1-3, 7 & 8 worth 7% each. Practice versions of each available.
  • 2 assignments due in weeks 4 and 12 worth 15% & 50% respectively.

Support:

  • 6h per week computing labs facilitated by many GTAs
  • Piazza discussion board

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lloyd.cawthorne@manchester.ac.uk SETA Showcase 07/04/22

Cawthorne, L. J Mater Sci 56, 16183–16194 (2021).

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  • Basic debugging;�understanding syntax
  • Logic & iteration;�Following code

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Feedback / my impression

Pros:

  • Vocational courses are well suited to blended learning.
    • Students very much learn by doing, they gain very little from watching me do passively.
  • Poll results show me where I need to spend time going through content.

Cons:

  • Difficult to ask useful poll questions towards the end of the course.
    • Limited on what is reasonable for students to answer in a few minutes.
    • Students fall behind.
    • Will add purpose-first programming questions.

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lloyd.cawthorne@manchester.ac.uk SETA Showcase 07/04/22

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PHYS30121, Introduction to Nuclear & Particle Physics

Blended delivery:

  • ~60 minutes of videos per week
  • Typed notes
  • 2h block:
    • 1st hour polls and examples (Pingo: https://trypingo.com/, guidance on setting up)
    • 2nd hour Q&A (Google slides)

Assessment:

  • 1h 30 min exam in January

Support:

  • 1h examples classes delivered every two weeks
  • Piazza discussion board

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lloyd.cawthorne@manchester.ac.uk SETA Showcase 07/04/22

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  • Using formula;�common misconception
  • Applying method;�underlying principles
  • Highlighting important aspect

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Feedback / my impression

Pros:

  • More time for examples.
  • Polls allow me to highlight common misconceptions and subtleties.

Cons:

  • This year students did not like the blended approach.
    • Remotely this was popular, UEQ>4. This year UEQ~3.6.
    • This year it reminded them of lockdown.
  • They do not like unstructured Q&As.
    • Difficult to conduct a seminar with 300 students.
    • This can be done more inclusively on discussion boards (Piazza).
  • Students do not like the polls if they have not watched the videos beforehand.
    • Students do not like compulsory videos.
  • In future, will remove Q&A in favour of time spent reviewing the material before polls.

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PHYS10352, Properties of Matter

Hybrid delivery:

  • ~50 minutes of videos per week
  • Typed notes
  • 1h review/introduction, Tuesdays.
  • 1h interactive polls, Fridays (Pingo).

Assessment:

  • 1h 30 min exam (90%) and tutorial participation (10%)

Support:

  • Weekly tutorials: example sheet and ~30 minutes with GTA.
  • Piazza discussion board.

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lloyd.cawthorne@manchester.ac.uk SETA Showcase 07/04/22

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  • Use of machinery;�Drilling question
  • Use demonstration to support question;�cement idea
  • Practice underlying principles;�prepare for upcoming content

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Feedback / my impression

  • This is perhaps the most challenging core course that semester.
    • Other courses build on concepts seen in S1 or A-level.
    • Thermodynamics can easily be a course in itself.

Pros:

  • Over a cycle students review content 4 times.
  • I can tailor the interactive session in response to questions raised earlier in the week.
  • Have time to include demonstrations.

Cons:

  • Hybrid approach is hard to deliver.
    • Can say everything quickly, or skip parts.
    • Students do not like being taught at pace.
    • Current feedback suggests I will need to revert back to something more traditional next year.
  • Other courses are taught differently.

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Summary

  • Active learning for large cohorts is fun!
    • I like seeing how well students have understood the content.
    • Students enjoy answering the questions.
  • There are a number of technologies and question types that can support active learning. [Questioning technique pocketbook; Pope, G.]
  • There are still challenges:
    • A significant number of students still fall behind.
    • Traditional delivery is easier.
  • Interactive sessions take a long time to prepare (5-6h) and require time for reflection.
  • What is expected from students for each course is inconsistent and hence unclear.

​

Thank you for listening! Any questions?

  • I am a TF lecturer on my 4th fixed term contract.
    • I am expected to try new things.
    • UEQ scores affect my job security.

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Is the reaction likely?

  • Yes
  • No
  • Need more information
  • Not sure

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https://pingo.coactum.de/051970

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What is the ground state spin & parity of ?

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https://pingo.coactum.de/051970

Cannot be determined.

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Which cluster decay will be the most likely?

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https://pingo.coactum.de/051970

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Given the Helmholtz free energy is defined as

and , which relationships are correct?

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https://pingo.coactum.de/215009

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Why does it rotate slower on the cold heat bath?

  1. Because it is rotating in the opposite direction
  2. Because
  3. Because
  4. Because
  5. Because of friction

​

​

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https://pingo.coactum.de/215009

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Consider the system displayed in the diagram. Select all statements that are true.

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https://pingo.coactum.de/215009

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PHYS10352 student poll on course format (370 enrolled)

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lloyd.cawthorne@manchester.ac.uk SETA Showcase 07/04/22