Big Data in Education: Pedagogy and Research by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9783030768416
Publisher: Springer International Publishing

Before the beginning of the trimester, the unit-coordinator uploaded a study schedule that guided the students with weekly instructions about the expected readings from the set textbook, the video recordings they were expected to watch, and the tasks they were expected to perform.

Moreover, the unit co-ordinator ran a two-hour Zoom session every week to provide guidance students during their engagement with solving mathematical problems with or without the use of technological tools. After solving those problems, a discussion followed about the integration of those mathematical exercises in teaching practices and how they fit into educational taxonomies (e.g., the taxonomy of educational objectives of Bloom et al., 1956; the taxonomy for learning, teaching, and assessing; Bloom’s Taxonomy Revised by Anderson & Krathwohl, 2001; Six Facets of Understanding, Wiggins & McTighe, 1998; the SOLO [Structure of Observed Learning Outcomes] taxonomy by Biggs & Collis, 1982; and Cooperative Learning Principles of Mills & Cottell, 1998), and practical classroom techniques (e.g., use of hands-on activities).

There were four forums on the Moodle online learning platform. One forum, titled “general discussion”, was for students to discuss any topics of general interest that were related to the students’ study of the unit. Two forums, “Forum questions about assignment one” and “Forum questions of assignment two”, provided students with opportunities to post their questions and discuss with peers and the unit co-ordinator specific aspects of the assignments. The fourth forum was the virtual space where students could solve their weekly tutorial activities, receive feedback on their work, and provide constructive feedback to the workings of their peers.

The students were required to complete two assignments and submit them via Moodle. In week 6, students were required to submit assignment one, and in week 11 students were required to submit assignment two. Both assignments were due by the end of the day, Monday, and both were written tasks of 2000 words’ length. The first assignment had a probability and statistics focus and was concerned with statistical literacy. The second focused on number, which is taught the last two years of primary school, as well as patterns and algebra. Although the two assignments counted 50% towards the overall mark of the unit, all students were required to attend and participate in at least 80% of the online weekly tutorial activities by their forum postings. Students not meeting the latter requirement received an NC (Compulsory Fail) grade for the unit.

Completion of the mathematical exercises of the diagnostic quizzes did not count towards the overall grade of the unit. It simply provided students with feedback about their understanding, conceptual gaps, and difficulties with certain mathematical concepts.

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