diff --git a/TeachingExamples/01_Demonstrations.ipynb b/TeachingExamples/01_Demonstrations.ipynb index aae6cbb..1418022 100644 --- a/TeachingExamples/01_Demonstrations.ipynb +++ b/TeachingExamples/01_Demonstrations.ipynb @@ -1,155 +1,155 @@ { "cells": [ { "cell_type": "markdown", "metadata": {}, "source": [ "# Virtual demonstrations - Using digital artefacts to illustrate explanations\n", "\n", "Classroom demonstrations, i.e. showing phenomena in class, make great illustrations that stimulate students’ interest and motivation. \n", "Jupyter Notebooks allow you to design very easily *virtual demonstrations* to show students *things that you could not demonstrate in real life*.\n", "\n", "But how to make sure that your demonstrations are **more than just entertainment**?\n", "\n", "A few simple ingredients can transform your virtual demonstrations into *powerful teaching and learning tools*. On this page, we summarize briefly some of the [ideas from research on the impact of demonstrations on students learning](#Ingredients-for-effective-virtual-demonstrations-in-class) and share with you [example notebooks](#Examples) which implement these ideas in practice.\n" ] }, { "cell_type": "markdown", "metadata": {}, "source": [ "## Ingredients for effective virtual demonstrations in class\n", "\n", "### Questions\n", "\n", "Questions can really help students engage actively with your demonstration: \n", "* Catherine Crouch and her colleagues from Harvard University have shown that having students **predict the outcome of a demonstration before observing it** makes an essential difference in terms of what students remember and understand from a demonstration [(Crouch et al., 2004)](https://aapt.scitation.org/doi/10.1119/1.1707018). This result has been reproduced in a number of other studies, and the reason why this technique works so well seems to be fundamentally linked to how our brain works, according to relatively recent models [(Dehaene, 2011)](https://www.college-de-france.fr/site/en-stanislas-dehaene/course-2011-2012.htm). \n", "* When observing a demonstration, it can be hard for students to focus their attention at the right place at the right time. Asking them **questions that drive them to observe specific features** of what you are showing can greatly help them see what you want them to see. \n", "* Very often, students have a hard time identifying what they need to remember from a demonstration. Asking them **questions at the end of a demonstration to reflect on the important points** which have been illustrated is a very effective way to draw their attention to the right elements.\n", "\n", "

\n", "Key points:
\n", " For a maximized impact on learning, ask students questions before (prediction questions), during (observation questions) and after (reflection questions) your demonstrations with notebooks.\n", "

" ] }, { "cell_type": "markdown", "metadata": {}, "source": [ - "### Discussions with peers\n", + "### Multiple representations\n", "\n", - "Usually, the \"why\" things happen is more important than the \"what\" happens in a demonstration. However, it is very difficult for students with a prior misconception to really change their understanding if they do not realize that they have a misconception.\n", - "A key to effective demonstrations is therefore to give students an opportunity to **formulate** why they think things happen that way, as a mean for them to clarify their own thinking before hearing your own explanation.\n", + "Presenting students with multiple representations of concepts has been shown to have positive effects on learning [(Mayer, 2009)](http://dx.doi.org/10.1017/CBO9780511811678). Graphical visualizations play an important role in this, but it has been shown that it is the combination of the representations which actually is efficient, which means that *text, equations, tables, videos* or other types of embedded media also are important.\n", + "\n", + "Two key elements are worth considering particularly in virtual demonstrations:\n", + "* Showing explicitely (through visual cues, text, arrows, etc.) **how the different representations relate to each other** is a great way to illustrate different ways of modeling the same reality, which is essential for students to develop their modeling skills.\n", + "* Presenting students with the **type of representations that they need to use** when they solve problems in your discipline (for instance when they need to analyze the situation, when they need to choose a model or when they need to check their solution) can help your students develop their problem solving skills \n", "\n", - "A simple tool to do this is peer discussion. By encouraging students to **discuss the \"why\" with others**, you give them a chance to put words on the implicit model they have in mind and to confront it to the reasoning of others. After verbalizing their understanding of the concepts, students will be better able to assess it against your own explanations, which will then have much more impact.\n", "\n", "

\n", "Key points:
\n", - " To help students develop their reasoning, have them discuss \"why\" things happen this way in the virtual demonstration with their peers before presenting your own explanation.\n", + " Virtual demonstrations can serve as a bridge to develop problem solving skills if you design your notebooks with multiple connected representations, which match the representations you want students to use when solving problems.\n", "

\n" ] }, { "cell_type": "markdown", "metadata": {}, "source": [ - "### Multiple representations\n", - "\n", - "Presenting students with multiple representations of concepts has been shown to have positive effects on learning [(Mayer, 2009)](http://dx.doi.org/10.1017/CBO9780511811678). Graphical visualizations play an important role in this, but it has been shown that it is the combination of the representations which actually is efficient, which means that *text, equations, tables, videos* or other types of embedded media also are important.\n", + "### Discussions with peers\n", "\n", - "Two key elements are worth considering particularly in virtual demonstrations:\n", - "* Showing explicitely (through visual cues, text, arrows, etc.) **how the different representations relate to each other** is a great way to illustrate different ways of modeling the same reality, which is essential for students to develop their modeling skills.\n", - "* Presenting students with the **type of representations that they need to use** when they solve problems in your discipline (for instance when they need to analyze the situation, when they need to choose a model or when they need to check their solution) can help your students develop their problem solving skills \n", + "Usually, the \"why\" things happen is more important than the \"what\" happens in a demonstration. However, it is very difficult for students with a prior misconception to really change their understanding if they do not realize that they have a misconception.\n", + "A key to effective demonstrations is therefore to give students an opportunity to **formulate** why they think things happen that way, as a mean for them to clarify their own thinking before hearing your own explanation.\n", "\n", + "A simple tool to do this is peer discussion. By encouraging students to **discuss the \"why\" with others**, you give them a chance to put words on the implicit model they have in mind and to confront it to the reasoning of others. After verbalizing their understanding of the concepts, students will be better able to assess it against your own explanations, which will then have much more impact.\n", "\n", "

\n", "Key points:
\n", - " Virtual demonstrations can serve as a bridge to develop problem solving skills if you design your notebooks with multiple connected representations, which match the representations you want students to use when solving problems.\n", + " To help students develop their reasoning, have them discuss \"why\" things happen this way in the virtual demonstration with their peers before presenting your own explanation.\n", "

\n" ] }, { "cell_type": "markdown", "metadata": {}, "source": [ " \n", "\n", "## Examples\n", "\n", "The following examples show how using the above elements in demonstrations can look like, in different formats:\n", "\n", "\n", " \n", " \n", " \n", " \n", " \n", " \n", " \n", " \n", " \n", " \n", " \n", " \n", " \n", " \n", " \n", "
What is involved?Show me an example
\"Low tech\"Ask students questions which they have to answer on a piece of paper.

Show visualizations that you want students to use when they solve problems.		Have a look at the falling objects demo
Interactive questionsUse the notebook to poll students using interactive questions where students vote for the answer of their choice.

Combine and synchronize interactively a diagram and different function plots.		[WORK IN PROGRESS]
Have a look at the suspended objects demo
" ] }, { "cell_type": "markdown", "metadata": {}, "source": [ " \n", "\n", "## Sharing your demonstration notebooks with students\n", "\n", "Making the virtual demonstrations available to the students can be a good idea. But how will students know (or remember) which parameters to change and what to observe? \n", "By **including questions and instructions** into the notebook together with the virtual demonstration, you will ensure that students can use them effectively in autonomy.\n", "\n", "Have a look at the examples of notebooks for exercises or assignements.\n" ] }, { "cell_type": "markdown", "metadata": {}, "source": [ " \n", "\n", "## Bibliography\n", "\n", "Crouch, C., Fagen, A. P., Callan, J. P., & Mazur, E. (2004). Classroom demonstrations: Learning tools or entertainment? American Journal of Physics, 72(6), 835–838. \n", "https://aapt.scitation.org/doi/10.1119/1.1707018\n", "\n", "Dehaen, S. (2011). The Statistician Brain: The Bayesian Revolution in Cognitive Sciences. Lectures at Collège de France. \n", "https://www.college-de-france.fr/site/en-stanislas-dehaene/course-2011-2012.htm\n", "\n", "Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. \n", "http://dx.doi.org/10.1017/CBO9780511811678\n" ] } ], "metadata": { "kernelspec": { "display_name": "Python 3", "language": "python", "name": "python3" }, "language_info": { "codemirror_mode": { "name": "ipython", "version": 3 }, "file_extension": ".py", "mimetype": "text/x-python", "name": "python", "nbconvert_exporter": "python", "pygments_lexer": "ipython3", "version": "3.6.8" } }, "nbformat": 4, "nbformat_minor": 4 } diff --git a/TeachingHowTos/EmbedQuizQuestions.ipynb b/TeachingHowTos/EmbedQuizQuestions.ipynb index 319acb1..fdce7bf 100644 --- a/TeachingHowTos/EmbedQuizQuestions.ipynb +++ b/TeachingHowTos/EmbedQuizQuestions.ipynb @@ -1,188 +1,196 @@ { "cells": [ { "cell_type": "markdown", "metadata": {}, "source": [ "# How to add auto-corrected quiz questions to my notebooks?\n", "\n", "\n", "
\n", "\"Moodle\n", "\"Moodle\n", "
\n", "\n", "Interactive quiz questions are a great way to engage students with the content of the notebook and to help them check their understanding. \n", "In this notebook, we present how to **create quiz questions in moodle** (using the H5P plugin) and **embed the questions into your notebooks**. \n", "\n", "The figure on the righ shows an example of what it can look like, before and after a student submits an answer.\n", "\n", "
 
\n", "\n", "\n", "\n", "## Why use moodle?\n", "\n", "

There are other ways to integrate quiz questions into notebooks but the solution we suggest here has a very important characteristic: the data collected on students' responses is stored on the EPFL moodle server.
\n", "This is extremely important in order to be consistent with the data protection and professional confidentiality provisions of Swiss law.

\n", "\n", "In addition, using moodle to create quiz questions has **a number of advantages**:\n", "* The moodle H5P plugin for creating quiz questions offers a [wide range of question types](https://h5p.org/content-types-and-applications) with multiple options to customize them ;\n", "* You don't need to write code to correct the quiz questions, the moodle H5P plugin has multiple options that allow you to give feedback automatically to students when they answer the quiz ;\n", "* In your moodle page, you will be able to see how people answer your quiz question, which can give you useful feedback ;\n", "* The quiz questions that you create in moodle can be reused for different purposes (e.g. learning activities in moodle) and they can also be exported / imported.\n", "\n", - "However, this solution (as any other) also has some limitations.\n", + "However, this solution (as any other) has some limitations.\n", "\n", "## Limitations\n", "\n", "You need to **have a moodle course page** for creating the quiz questions and you need to have the \"teacher\" (or \"manager\") role on this page to be able to edit it. \n", "We suggest you use the moodle page of one of your courses. In case this is not possible or not adapted for your project, don't hesitate to [contact us](mailto:noto-support@groupes.epfl.ch) to discuss other options.\n", "\n", "One important limitation of this is that the quiz questions will be **visible only to**:\n", "* **persons who have access to the EPFL moodle server** (i.e. EPFL students and staff) \n", "* and, depending on how registrations are set up on your moodle page, persons who are **registered as participants on your moodle course**. \n", "\n", "Please [check below](#Step-0:-check-who-will-have-access-to-your-quiz-questions) who will have access to your quiz questions before anything else. \n", "This solution is **not adequate if you want the general public to use the quiz questions in your notebooks**. \n", "Don't hesitate to [contact us](mailto:noto-support@groupes.epfl.ch) to discuss other options. \n", "\n", + " \n", "\n", "## Step 0: check who will have access to your quiz questions \n", "\n", "In your moodle course, go to the \"Participants\" page. Check the \"Enrolment methods\" which are activated on your course:\n", "* \"External database\": this means all students who are registered on your course on IS-Academia have access to your quiz questions - this is the option recommanded so that your students can use your quiz questions\n", "* \"Manual enrolment\": this means that you will have to add manually the persons you want to have access to your quiz questions\n", - "* \"Self enrolment\": this means anyone can register to your course and have access to your quiz questions - this is the option recommanded so that all EPFL students and staff can use your quiz questions\n" + "* \"Self enrolment\": this means anyone (with a GASPAR account) can register to your course and have access to your quiz questions - this is the option recommanded so that all EPFL students and staff can use your quiz questions\n", + "\n", + "Here is what the persons who are not registered to your course will see in place of the quiz question:\n", + "\n", + "\"No\n", + "\n", + "\n", + " \n" ] }, { "cell_type": "markdown", "metadata": {}, "source": [ "## Step 1: create a quiz question in moodle\n", "\n", "\n", "You need to *turn editing on* your moodle page before proceeding to the next steps.\n", "\n", "

Add a hidden section to your moodle page

\n", "\n", "We suggest that you create an additional section (\"topic\") in your moodle course page, which will serve as a container for your quiz questions. \n", "To add a section, then go at the bottom of the moodle page and click on \"Add topics\".\n", "\n", "We also suggest that you hide this section from your moodle page so that the quiz question are visible only in the notebooks - of course, if you want your students to see the questions in your moodle page then skip this step. \n", "At the top of the section, select \"Edit\" then \"Hide topic\". A blue tage should appear just below the title of the section saying `Hidden from students`.\n", "\n", "\n", "

Create a question

\n", "To create a new quiz question, use the \"Add an activity\" dropdown menu and then choose \"Interactive content\" as shown on the figure below. \n", "Attention: do not select the \"quiz\" option in the dropdown menu (this type of quiz cannot be embedded in a notebook).\n", "\n", "\"Interactive\n", "\n", "Select the type of question that you want in the list and click on it.\n", "\n", "\"Content\n", "\n", "Fill out the form to create your question, then choose \"Save and return to course\".\n", "\n", "

Make the question available

\n", "\n", "You have to make the quiz question available outside of moodle (i.e. in your notebooks). On the right side of the activity, select the \"Edit\" menu and then click on \"Make available\", as shown on the image below.\n", "\n", "\"Make\n", "\n", "Once this is done, a blue tag saying `Available but not shown on course page` should appear right below your quiz question.\n", "\n", " " ] }, { "cell_type": "markdown", "metadata": {}, "source": [ "## Step 2: embed the question into a notebook\n", "\n", "

Get the URL of your question

\n", "\n", "From your moodle page, click on your new question. This will open your question and show you how it will look like for students. \n", "Click on the \"<> Embed\" link at the bottom of the question, as shown on the figure below. Copy the code which appears in the \"Embed\" popup.\n", "\n", "\"Embed\"\n", "\n", "Paste the code into your favorite text editor and find the URL of the question, which should appear between quotes after `src=` (just after the `iframe` tag), as shown below. Copy this URL.\n", "\n", "\"Embed\"\n", "\n", "\n", "

Add your quiz question to your notebook

\n", "\n", "In your notebook, add a Python cell where you want the question to appear. Copy paste the following code snipped, which creates an iFrame in which your question will be embedded, and replace `URLOFYOURQUESTION` by the URL of your question.\n", "\n", "```python\n", "from IPython.display import IFrame\n", "IFrame('URLOFYOURQUESTION', 800, 600)\n", "```\n", "\n", "You can customize the size of the iFrame by changing the `800` (width) and `600` (height) values. \n", "\n", "You might also want to add a short line of text just before the cell to indicate to students that they have to execute the cell to see the quiz. \n", "The first time students use your notebooks, you need to explain that they also have to be logged on moodle to see the quiz - after one use, they will easily get the trick. \n", "\n", "Have a look at the demo below!" ] }, { "cell_type": "markdown", "metadata": {}, "source": [ "# Demo\n", "\n", "To be able to see the demo quiz question, you need to be registered as participant on our moodle course (this is one important limitation of this solution, please see the [Limitations section](#Limitations)). \n", "Please open a new tab or window, **log on [moodle](https://moodle.epfl.ch/enrol/index.php?id=15917)** and **register yourself on the [Noto Community moodle page](https://moodle.epfl.ch/enrol/index.php?id=15917)**.\n", "\n", "Then execute the cell below to activate the interactive quiz. \n", "\n", "" ] }, { "cell_type": "code", "execution_count": null, "metadata": {}, "outputs": [], "source": [ "from IPython.display import IFrame\n", "IFrame('https://moodle.epfl.ch/mod/hvp/embed.php?id=1028285', 800, 600)" ] }, { "cell_type": "markdown", "metadata": {}, "source": [ "If you see the message `Vous n'avez pas accès à ce contenu. Essayez de vous connecter.`, check that you are logged on [moodle](https://moodle.epfl.ch/) using your GASPAR account and that you are registered as participant on the [Noto Community moodle page](https://moodle.epfl.ch/enrol/index.php?id=15917)." ] } ], "metadata": { "kernelspec": { "display_name": "Python 3", "language": "python", "name": "python3" }, "language_info": { "codemirror_mode": { "name": "ipython", "version": 3 }, "file_extension": ".py", "mimetype": "text/x-python", "name": "python", "nbconvert_exporter": "python", "pygments_lexer": "ipython3", "version": "3.6.8" } }, "nbformat": 4, "nbformat_minor": 4 } diff --git a/TeachingHowTos/Images/MoodleQuizQuestionNoAccess.png b/TeachingHowTos/Images/MoodleQuizQuestionNoAccess.png new file mode 100644 index 0000000..d7c02fd Binary files /dev/null and b/TeachingHowTos/Images/MoodleQuizQuestionNoAccess.png differ