Beyond Polls: Using Science and Student Data to Stimulate Learning

Loepp, Eric

doi:10.1080/15512169.2017.1359094

Cited by 8 publications

(3 citation statements)

References 48 publications

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“…The instructor can use the data to illustrate important course concepts and refer back to the project throughout the class. Because the course material draws on students' contributions, it is more likely to seem personally relevant to students [45], and the students should feel more qualified to contribute to discussion, share their experiences, and recognize sources of confusion; 3.…”

Section: Description Of the Data Projectsmentioning

confidence: 99%

Learning through Collaborative Data Projects: Engaging Students and Building Rapport

Pietryka

Glazier

2022

Education Sciences

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Many instructors strive to make students more active participants in their own learning. Yet recommended methods for this purpose, such as project-based learning or providing personalized feedback, are impractical in larger classes or virtual classrooms. To overcome these barriers, we designed a series of collaborative data projects to engage students even in large, online classes. Our goal is to describe and evaluate the efficacy of these projects. The projects offer two major benefits. First, the collective nature of the projects helps students to see how their individual efforts contribute to a larger outcome. Second, the instructor can aggregate the student input and provide personalized feedback using free software, thus, reducing the grading and contact burden while simultaneously building rapport. We examine survey data from about 120 students from four classes during Spring and Fall 2021. The students report that they tend to learn more and find these collaborative assignments more enjoyable compared to a typical college assignment. They also report that receiving individualized feedback increases their interest in the material and makes them feel like the instructor is invested in their learning. We include assignment examples and programming recommendations to help instructors adapt this collaborative engagement method for their own courses.

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Section: Description Of the Data Projectsmentioning

confidence: 99%

Learning through Collaborative Data Projects: Engaging Students and Building Rapport

Pietryka

Glazier

2022

Education Sciences

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“…Combining ways of knowing enables students to move from a position in which research is 'perceived to be a mediated experience that was done by others' (Clark and Hordosy 2019, 418) to one in which it becomes 'something that they do themselves for their own academic and everyday purposes' (Clark and Hordosy 2019, 421). This can be facilitated with the use of data that they create (Loepp 2018), with a 'throughline' of integrated research activities, and with 'ipsative assessment' in which students' development is considered by comparing current with past work (Hughes 2019).…”

Section: Teaching To Transgressmentioning

confidence: 99%

Teaching facts or teaching thinking? The potential of hooks’ ‘engaged pedagogy’ for teaching politics in a ‘post-truth’ moment

Greenwood-Hau

2021

Teaching in Higher Education

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The rise of populism has sparked a debate about the role of facts in public discourse. How should higher education teachers respond? This article reviews the literature on approaches to teaching and identifies and problematises a tension between emphases on facts and thinking. It then outlines the current 'post-truth' challenge, which suggests reasserting the importance of facts. The institutional, disciplinary and personal context of the article are considered before it proposes hooks' (1994) 'engaged pedagogy' as a prescient response to the current posttruth moment. That approach provides an anti-authoritarianism that has the potential to break down barriers between teachers (experts) and students (trainee experts), accommodate different ways of knowing, and promote collective science. This is illustrated with an example of teaching practice from a first-year undergraduate seminar on politics in ethnically divided societies, which highlights how, despite its limitations, engaged pedagogy can facilitate incorporation of facts within thinking.

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“…I recently developed a pedagogical approach that introduces politics and governing using data collected from students as a primary resource. Formally, I define this data-driven classroom as a family of pedagogical strategies in which original data from students are analyzed to illustrate and explore course content (Loepp 2018). This is how it works: an extensive set of student-generated data are collected at the beginning of the term via a mandatory course survey; results are then integrated into lectures and activities throughout the term.…”

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confidence: 99%

Data-Based Teaching: An Introduction and Call for Collaboration

Loepp

2019

APSC

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Political science instructors increasingly use interactive pedagogies that emphasize active learning over traditional lecture formats. I contribute to this effort by developing a data-based teaching method that relies on student-generated data to illustrate course concepts and to serve as a foundation for a variety of activities in political science classrooms. This article summarizes the technique based on my experience in an introductory course in American government. However, given that this method is not intrinsically limited to any topic or area, I also provide examples of how the basic framework may be applied to other subfields in political science. I conclude by calling for the creation of a network of teacher–scholars interested in developing, sharing, and refining best practices related to data-based teaching.

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Beyond Polls: Using Science and Student Data to Stimulate Learning

Cited by 8 publications

References 48 publications

Learning through Collaborative Data Projects: Engaging Students and Building Rapport

Learning through Collaborative Data Projects: Engaging Students and Building Rapport

Teaching facts or teaching thinking? The potential of hooks’ ‘engaged pedagogy’ for teaching politics in a ‘post-truth’ moment

Data-Based Teaching: An Introduction and Call for Collaboration

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