Module Team Records
Template:Font color Authors - Dalia, Helen, Dhruv
Assessment
Summary:
- 6 ILOs were based on last year’s + a few changes
- Different ways we could assess, or activities related to the ILOs were proposed
- Table was made to vote on what should be assessed in the end or not
- Decision taken on how to distribute the marks
Detailed achievements:
The learning outcomes of the module were relooked at and changed to allow for the final mark to be equally graded on group and personal involvement. The assessment was also made more wholistic to accommodate for different goals, pace, and paths that individuals and groups may choose. This meant having reflection and output-based assessments which allow for an individual to get a good grade should they not be able to do either of them.
The marking scheme was also done in a way to maximise fairness in the case of group work that has gone badly or in the case of individuals that have done no work.
Learning:
We learnt that it is important to always go back to decisions made and evaluate whether any change needs to be made. We noticed that we had initially decided asynchronous worked shouldn’t be assessed but then when “mapping out” all the different unfair scenarios that could happen to a group, we realised it would actually be best to assess it.
What we didn’t do:
- Give a well/exemplary mapped sample of a finished project involving feedback, reflections, thought process, and the journey.
- Yet to finish what to look for when marking a portfolio, how marks are given.
Next step:
Make clearer criteria for each of the components of the assessment so that whoever will be marking will know what to look for.
Progress that has been made so far can be seen here:
Miro Board Assessment and ILOs
Platforms/Software for the Module:
Summary:
- We investigated and researched the best tools for time-management and blended learning, with the aim to promote better group working between students on the module.
(Add to scope at the end).
- Caroline (module lead) explained that she wanted groups to learn to work better together, so we decided that time-management and blended tools would be best placed to allow this.
Detailed achievements:
- The main software options we researched into and tested are as follows:
- Microsoft Teams
- Discord
Output:
- The main software options we researched into and tested are as follows:
- Microsoft Teams
- Discord
- GatherTown
- Miro
- Airtable
- The information we gathered and our opinions on the best possible option can be found at this link: Learning Tools Comparison
Items I meant to do but did not do:
We investigated Teams ChatBots, such as ScrumGenius and their potential to be integrated into our chosen learning tool/software. However, we did not take this forward due to lack of time, and inability to request access to these.
Learning:
We realised that certain tools, specifically Miro, are most effective when used synchronously. From this, we gathered that effective scaffolding and prompting is necessary to ensure for equal participation within groups. We were able to demonstrate this within our own meetings as a module team, and when requesting for feedback from our wider Student Shaper group. Using Miro, we were able to receive feedback instantly from all members of our group.
What we didn’t do:
- Decide on what platform we will be using ie, discord or teams and how will it be monitored.
Reflections
Summary:
- Two different types of reflections were deemed important: self and group
- Lists of questions were prepared for each
- The group reflections were tested out on the student shapers team
- Dhruv and Dalia tested out the self-reflections
- Templates were made for the group reflections but still debating whether they will be just for TA use or shown to students too
Detailed achievements:
The reflection component of the module was restructured to go hand in hand with the revised learning outcomes of the module. With students now not giving themselves a grade, we had to design a reflection that allowed examiners to assess the quality of reflections and level of engagement with the module and thus the progress an individual has made during the module. We were able to create templates for group and personal reflections that allowed individuals to set goals for themselves, reflect on the goals, reflect on their group, and give feedback to each other.
Output:
- Group reflection: 3 times during the entire module
- Self-reflection: Every two weeks
- Final reflection
Most of our reflections were based off the work and journey we had and not an accurate representation of what the students taking up the module would face. A limitation was that we did not have feedback from the people who were taking up the module.
Learning:
By making the StudentShapers participants take the group reflections, we learnt a lot about what can be improved. We concluded that having the reflection done anonymously would be much more beneficial and effective than doing it on a Miro board while everyone can see. That was because we would be influenced by what others have said.
We also realised that, if taken seriously, the reflection can be really helpful in terms of improving group work and it adds some intentionality into what we are doing.
What we didn’t do:
- Sample of filled personal reflections?
Next step:
Making the finalised google doc forms or the alternative way that we will be doing this.
Progress that has been made so far can be seen here:
Visualisation resource scaffolding
Summary of scope of project area:
- We introduced this as a new component of group work, to be assessed as pass/fail (carrying no weighting), to be included in the group portfolio.
- We decided this, after generating our own example projects and realising that a resource was necessary for the visualisation topic to be understood by members of our group who had no prior knowledge of the topic.
- Whilst we did not produce a finalised version of the resource scaffold (partly due to lack of time),
- We think that including a visualisation resource will benefit all students by helping them to better understand their visualisation topics, especially those with less familiarity with it.
- Through the design of our own resources, we identified the following benefits:
- Students gain a more thorough understanding of their topic since they must carefully plan and carry out in-depth background research around it.
- Allows students to design more useful ILOs, due to the thorough research they have carried out.
Output:
- Visualisation resource for ‘Heat Transport Visualisation’ example:
- Note that this resource does not follow a scaffold, but is an in-depth background research into the topic, including calculations.
- Link to pdf: Heat_Transport_Visualisation_v4.pdf (link accessible to Imperial students only).
- Visualisation resource for ‘Surfactant Concentration and Surface Tension’ example:
- This resource followed a more scaffolded approach.
- Link to Miro Board: Surfactant_Conc_Resource (link accessible to anyone).
Learning:
A lot of learning happened while making the visualisation resource scaffold, and it is still happening as we have not yet finalised it. It has proved to be quite a challenging task because there are many ways to go about this and we do not want to be hindering the student's creativity, but we also do not want to leave them with too much uncertainty and too many decisions to make that might be a waste of time or deviating from the main project.
- Didn’t have time to meet with Caroline about this – didn’t get further than taking feedback.
Module Timeline
Summary:
- Rough module timeline was made
- Divided based on the different reflections and feedback sessions
- Didn’t have time to discuss with module team
- All the team contributed to an analogous timeline for the whole process
Detailed achievements:
The module timeline is vague and not much time was dedicated on perfecting it as other things were more important at the time such as the assessment and reflections.
Learning:
We learnt that experience and specifically sharing experiences is important in order to get a complete and comprehensive view. This was obvious when creating the timeline of the project as everyone had to pitch in their ideas.
Also learnt that missing the expertise can make it quite difficult to plan what would happen in the sessions.
Next step:
Still need to think up ideas for workshops and how each session will be run.
Need to contact people who can help lead that and have more expertise in design and coding.
Progress that has been made so far can be seen here:
Group formation:
Summary:
- Two scenarios were proposed: A (groups work on one project from start to end), B (groups can start from the middle of a project or start and finish wherever deemed sensible)
- Pros and cons for each were written out in a table
- Criteria was made based of that and added into a table to vote on which scenario fits it best
- After voting, it was concluded that scenario B was more favourable
Detailed achievements:
Once it was decided that scenario B would be best, all the cons that it had were evaluated and a table was made with all the issues it has and with ways to mitigate those and action required.
Most of the unfairness was fixed when the assessment was made. However, there still are some things to do.
Learning:
We learned the significance of thoroughly thinking through different scenarios and evaluating each criterion individually before coming to a unanimous decision on what would be the best thing to do. We also learnt that even once we concluded that scenario B would be better, there still were some cons we had previously mentioned that had to be dealt with.
What we didn’t do:
- How the groups may be formed? Using the skills matrix?
Next step:
- Need to create a list of all possible skill sets that students would want to work on, and the list of all the possible projects they can work on.
- Provide a flow chart to help with choosing the topic.
- Making the form that students will need to fill to have fairly distributed groups.