St. Lawrence College
A design professor at St. Lawrence College was not satisfied with how his students consumed his content and lack of their pre-class preparation. He used to publish his videos on YouTube, thus, did not know critical insights. For example, Did they even watch the videos? Did they achieve the learning outcomes?
SharpScholar allowed him to solve these problems. First, by publishing his videos on SharpScholar he gathered valuable insights such as student completion rate and understanding of the material. Secondly, by providing a pedagogically proven learning tool to the students, he now had them engaged and well prepared for class!.
The results were:
Personalized Lectures - From student insights, the professor was able to deliver customized lectures.
Peer-to-Peer Instruction - Students were able to help each other by asking and answering questions.
Saved Time - By focusing on what is important to students.
Student Questions and Discussions
Sharpscholar allows students to engage it active learning by asking questions and giving comments. These comments are shared anonymously among peers to encourage participation.
A distinguished professor at Canada's Top Business School wanted a tool to better prepare his students to solve case studies. As a pedagogically driven professor, he emphasized the need for immediate feedback and reflective questioning during case preparation. To date, he was unable to find a software that will allow him to do that.
He used SharpScholar to provide his students the tools for reflective questioning and immediate feedback. In a world of ever-increasing use of digital technology to solve everyday business problems, it was important for him that his students embrace the power of technology.
Preparation: His students reviewed business case studies and answered critical questions before coming to class - just how they would do so before going to a meeting at their future jobs.
Effective Teaching: It helped him manage his course more efficiently with real-time data on what is being learned, missed, and why!
He utilized the practice question to train the mindset of his students. The practice question prompted students to solve a problem and upon answering gave them immediate feedback. The feedback allowed them to self reflect where they stood and how should they should improve themselves.
The end result was the 6% increase in individual student performance due to this pedagogy.
End of Lesson Questions
After reading the business case study, students were asked questions at the end of the lesson that related back to the case. This questioning pedagogy, prompted them to write concise and effective responses to complex business problems. Furthermore, it challenges them to skim through the information and eliminate the noise.
The end result was improvement in the students ability to make decisions with finite information and propose clear but effective solutions to their team.
Calculus is one of toughest and largest first year University course. An innovative professors at Queen's University makes this journey easier for the students by delivering lectures through youtube videos. While the youtube videos helped, there was no way for Queen's to assess its impact.
With SharpScholar, the professor was able to not only get student insights but also add interactivity and engagement to enhance student experience.
The results were:
Interactive Pedagogically Driven Lessons - Concept Check Questions and Example Walkthroughs.
Empowering Students - Students now can indicated which videos they had difficulty.
Often when moving from a basic topic to a more advanced topic, its important to perform concept checks and assess whether the fundamentals were understood. The idea behind Concept Check Questions is to ask simple Multiple Choice or Short Answer questions that gauge whether the underlying principle is understood. For example when teaching the concept of implicit differentiation, a teacher will often first teach what implicit functions are. In order to test the students understanding of implicit functions teachers can ask simple yes/no questions.
By asking these question before start of a class, students’ concept retention is checked as well the students and reassess whether they are ready for this lesson or not.
A common teaching method is the use of examples to help students think through the application of a concept. With SharpScholar you can teach with simple examples that help students grasp the key idea or with complex and long examples that help students understand the process.
In Calculus there are some basic applications of techniques which are best taught by example. For instance, we can teach the technique of integral substitution through a simple example. However instead of simply providing the students with the answers, with SharpScholar you can ask simple Multiple Choice question to force the students to think about the problem on their own.
After the student the answered the question, the video can provide the solution thus reinforcing the concepts for the student.
But what if the examples are not simple and require many steps to solve? This where SharpScholar can really shine. You can now break down complex examples into steps and get the students to think about each step and answer intermediary questions. An example of this would be a complex Calculus word problem. There are many steps to such a problem and to help students understand the process, you can simply ask timely questions as you walk through the example.
University of Toronto
At graduate and small undergraduate level courses much of the learning happens out of class through readings. Most of these readings are tough and dense. The problem is that students go through readings passively without reflecting on what they are reading.
With SharpScholar all this changes as teachers can guide their students throughout the reading and get them to engage with the reading.
Students are able to be more engaged in the readings through questions and annotations.
Reading Based Questions
In order to have students think about the readings more critically, teachers can add questions specific to pages, paragraphs, sentences and even specific words. In this example, the professors wants to assess the student's thoughts on the author's meaning about the word "originality". The short answers are then summarized into easy to digest word cloud for the teachers.
Guide Students Through Readings
Professors can use SharpScholar to add highlights, notes, and drawings to supplement the readings. For example, for graduate students reading about format of research papers professors can add notes to indicate what they should pay attention to.
University of Toronto
Metacognitive Learning is a proven learning method which can dramatic improve student outcomes. SharpScholar has in built metacongnitive learning tools. Throughout the lessons students are forced to monitor their own learning and evaluate themselves on how well they get the material.
Self evaluating is a critical skill for students. As students go through the lesson, they evaluate themselves thorough the understanding meter. The understanding meter starts off at "All is Cool". Students at any point can indicate whether they are confused or whether they really get it. The student data is then aggregated and professors can pinpoint the where exactly they have the largest drops in understanding.
All the tools provided by SharpScholar cumulate into to rich analytics that help teachers teach better. However, data does not equate into actionable insight unless presented correctly. SharpScholar not only takes the data but also presents in a way that makes it easy for teachers to act. Teachers get various easy information such as average times spent by the class on the lesson, heatmaps for their content, summary of assessments and explicit steps they should take to enhance student learning.