Transcript LEARNING ECONOMETRICS IN A PROBLEM BASED LEARNING
Problem Based Learning in Econometrics with Supporting Technology Steven C. Myers
The University of Akron DyKnow User Group Meeting 2007 DePauw University June 14, 2007 Learnecon.blogspot.com
GoZips.uakron.edu/~myers [email protected]
Primary References
Kennedy, P. (2003) Guide to Econometrics, 5th ed.
Savery and Duffy (1995) PBL: “An Instructional Model and its Constructivist Framework.” Savery (2006) “Overview of PBL: Definitions and Distinctions,” IJPBL 1 (1).
Tuckman, B. (1965) “Development Sequence in Small Groups,” Psychological Bulletin (63).
Blanchard, et. Al (2000) The One Minute Manager Builds High Performance Teams.
Bob Hoffman & Donn Ritchie (1997) “Using Multimedia to overcome the problems with PBL,” Instructional Science (25).
History
Technology – CIO – DL – SMART – Tablet – Kennedy – 5th edition – Applied Econometrics – Is this PBL?
Savery – SoTAL Fellow – PBL
Economics
Authentic Assessment Electronic Portfolio Undergrad Research Graduate Program???
Graduate Econometrics Goals
Students who will: “Do Applied Econometric” analysis as well as any student in any other program. Be economists first, programmers last, who can access and apply current knowledge Think theory first, data mining last, but be competent in their use, interpretation and manipulation of data.
Learn how to learn and become continual learners Have real problem solving skills.
Be able to work cooperatively with team mates.
To rise to the highest expectations.
Can evaluate and synthesize others work and create new knowledge.
Understand the latest technology, and Be valuable and sought after employees.
Research Questions (Sample size is 8 graduate students)
Does access to digital pen technology and supportive software enhance students’ perception of learning?
Absolutely Does this enhancement depend on the digital ink, or might laptops do just as well?
Fairly strong evidence for digital ink.
Will students report that they are learning more econometrics after technologically enhanced PBL?
Absolutely Will students be more engaged and spend time on task with PBL and Tablet PCs?
Yes by self report and by observation.
Should we continue to offer Tablet PCs to students exclusively or is it sufficient to let them borrow them?
Exclusive
Econometrics Theoretically Pure vs. Applied and Dirty Theoretical Econometrics
Estimation
Statistical Inference Applied Econometrics (Kennedy)
Problem Articulation
Data Cleaning
Model Specification
Learning Strategies
Chalk/Talk (lecture) Mostly passive Case based learning Learn important elements Project on to others or future Project based learning Explicit outcome Correct process or solution
Problem Based Learning
Ill-defined, ill-structured big problem So much material Computing essential Tablet PCs DyKnow Collaboration essential Groups Group formation
Problem Based Learning: Messy real-world and authentic problems with no single correct answer
“PBL is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. Critical to the success is the selection of ill-structured problems….” -- John Savery If it weren’t for dirty data, economists would not have jobs -- Zvi Griliches, econometrician Requires a “guide on the side rather than a sage on the stage.” Scaffolding needed in both econometrics and group dynamics.
Problem Based Learning
Ill-structured problems and free inquiry Student’s responsible for their own learning Integrated learning Collaboration is essential
Self and peer assessments Authentic tasks Measurement of student progress in knowledge and process.
Must be integral to the curriculum
Exclusive Use of Tablet PCs, DyKnow & SAS with Problem Based Learning (1:1 computing)
Authentic problems require access to real data, scholarly work and other resources.
Replication is assisted by computing power.
Computer gives time on task, equalizing the playing field and allows anywhere anytime work to overcome the initial discomfort of PBL and the sudden freedom of inquiry.
Computer gives 24/7 access to professor and other teammates and time to exercise the lack of skill even to know where to begin.
Computer gives greater flexibility when learning is not linear.
Exclusive Use of Tablet PCs, DyKnow & SAS with Problem Based Learning (1:1 computing)
Assessment both summative and formative is more difficult in PBL. Tablet PCs especially with DyKnow Vision allow minute papers, anonymous polls, monitoring of understanding, quizzes and replays.
PBL requires greater student time. Again Tablet PCs give 24/7 access while the student is learning to learn. Collaboration is costly. Tablet PCs help reduce the cost and improve the group dynamics by assisting communication and the sharing of documents.
PBL requires the professor be a guide, not a sage. Nevertheless, the professor needs to provide scaffolding at which DyKnow Vision excels.
Stages of collaborative group formation and the role of the tutor.
Stages
Forming Storming Norming Performing
Commitment / Enthusiasm
High Low Variable High
Competency / Skill level
Low Low Moderate+ High
Tutor Style
Directing Coaching Supporting Delegating
Blanchard, Tuckman, and others
Group Formation
Formative and Summative Assessments
Precis Two Variable Model Temporal sensitivity Vintage sensitivity Multivariate Modeling Short paper Team Based Empirical Project 9 th week assessment Problem Based Learning Presentation Written Paper Job Market Paper Poster Competition Final Paper Final Exam 15 th week assessment
Computer Access limits learning
Distribution of Computer Access for Learning Econometrics
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
9th week 0 Lab & graduate office Home desktop compute Borrow a laptop compute Your own laptop 15th week 0.34
0.08
0.22
0.04
0 0 Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
0.39
0.05
Tablet PC 0.04
0.83
other 0.01
0 Q32 Q33.
Q34.
Q35.
Q36.
Q37.
Q38.
9 th Week Mean Std I feel limited in my ability to work outside of this class because of lack of computer resources I feel limited in my ability to work outside of this class because of lack of time that computer resources are available
My learning would be enhanced if I had a laptop computer My learning would be enhanced if I had a Tablet PC If you were provided a laptop to use freely, do you think this would enhance your ability to learn econometrics?
If you were provided a Tablet PC to use freely, do you think this would enhance your ability to learn econometrics?
Do you wish you had a tablet?
2.63
(1.77) 2.25
(1.16)
3.75
(0.89) 3.50
(0.76) 4.00
(0.76) 4.00
(0.76) 3.88
(0.83)
Q41. I believe that having each student and the professor having Tablet PCs has enhanced my learning in a way not otherwise possible.
5 4.5
4 3.5
3 2.5
2 1.5
1 0.5
0 strongly disagree Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
Q41 15 th week
disagree
Mean Std.
4.38
(1.06)
neutral 15th w eek agree strongly agree
Q1. I learn best w hen the instructor uses a Tablet PC to illustrate the lecture m aterial
4 3.5
3 2.5
2 1.5
1 0.5
0
Q1 9 th week 15 th week mean 4.38
4.25
t-diff (sig) -0.27
ns
strongly disagree Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
disagree neutral 9th w eek agree 15th w eek strongly agree
Q2. I am more engaged in the lecture when the instructor uses a Tablet PC
4 3 6 5
Q2 9 th week 15 th week mean 4.50
4.63
t-diff (sig) 0.31
ns
2 1 0 strongly disagree Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
disagree neutral 9th w eek agree 15th w eek strongly agree
Q39a. Learning to use a Tablet PC (would be) (has been) costly
5 4.5
4 3.5
3 2.5
2 1.5
1 0.5
0 strongly disagree Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
disagree neutral 9th w eek
Q39 Q39a 9 th week 15 th week mean 2.63
1.38
agree 15th w eek
t-diff (sig) -2.66
0.01
strongly agree
Q40a. Once I learn(ed) to use a Tablet PC I believe my learning will be (was) more efficient
5 4.5
4 3.5
3 2.5
2 1.5
1 0.5
0
Q40 Q40a 9 th week 15 th week mean 4.00
4.38
strongly disagree Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
disagree
t-diff (sig) 0.92
ns
neutral 9th w eek agree 15th w eek strongly agree
Q21. I feel I am learning how to do econometrics mean 9 th
6
week
5
15 th
4
week
3 2 1 0 strongly disagree
4.13
4.75
disagree
t-diff (sig) 2.40
0.02
neutral agree strongly agree 9th w eek 15th w eek
Q24. I have confidence in my ability to collect and clean data Q24
8
9 th
7
mean 4.00
t-diff (sig) 2.70
15 th
5
week
4 3 2 1 0 strongly
4.63
disagree
0.01
neutral agree strongly agree other findings herein are meant to be suggestive and are neither rigorous or robust.
9th w eek 15th w eek
Q23. I have the ability to articulate a problem clearly
7
Q23
6
9 th
5
week 15 th
4
week
3 2 1 0 strongly disagree
mean 3.75
4.88
disagree
t-diff (sig) 3.18
0.00+
neutral agree strongly agree 9th w eek 15th w eek
Q25. I understand classical hypothesis testing Q25
5 4.5
9 th
4
week
3.5
15 th
3
week
2.5
2 1.5
1 0.5
0 strongly disagree
mean 3.88
4.50
disagree
t-diff (sig) 1.67
.06
neutral agree strongly agree 9th w eek 15th w eek
Q28. I believe I am capable of learning new econometric methods on my own
6 2 1 5 4 3
9 th 15 th
0 strongly disagree disagree
9
9th w eek 15th w eek
15 th Q26 th
neutral
week week mean 3.75
4.50
agree
t-diff (sig) 1.33
0.11
strongly agree 5 4.5
4 3.5
3 2.5
2 1.5
1 0.5
0 Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
strongly disagree
Q28 week week Q26. I communicate well
disagree
mean 3.38
4.63
neutral
t-diff (sig) 2.66
0.01
agree 9th w eek 15th w eek strongly agree
Q29. I work and learn collaboratively with fellow students
6 3 2 5 4 1 0 strongly disagree disagree neutral agree 9th w eek 15th w eek strongly agree
Q30 9 th week 15 th week
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
mean 4.38
4.75
t-diff (sig) 1.21
0.12
Q29 9 th week 15 th week mean 4.38
4.75
t-diff (sig) 1.21
0.12
Q30. I am responsible for my own learning
6 3 2 5 4 1 0 strongly disagree disagree neutral agree 9th w eek 15th w eek strongly agree
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
Q51 Q52 Q53 Q54 Q55 Q58 Q59 Q60
DyKnow Vision has a positive Impact on Learning
Using DyKnow Vision is enjoyable.
Using DyKnow Vision is stressful.
mean 4.00 1.88 std 0.53 0.64 Using DyKnow Vision enhances my understanding of the course material.
Using DyKnow Vision provides me with a better set of notes.
I am more attentive during class because DyKnow Vision is used.
I prefer class days when we use DyKnow Vision as compared to class days when we do not use DyKnow Vision.
I learn more on class days when we use DyKnow Vision as compared to those days when we do not use DyKnow Vision.
I am more confident during exams when I have studied material from my DyKnow Vision notes as compared to when I have studied from paper notes.
4.13 4.75 4.25 4.63 4.50 0.64 0.46 0.89 0.52 0.53 3.88 0.83
Tablet PCs & DyKnow make a difference.
Rate the Importance of of a Tablet PC for Learning Econometrics
4 3.5
3 2.5
2 1.5
1 0.5
0 Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
Last question 15 th week mean 4.25
F D C B A
15th w eek -- anonymous poll in DyKnow on last day.
Disclaimer: n=8. This and other findings herein are meant to be suggestive and are neither rigorous or robust.
What about the Tablet PCs vs.
49 48 47 46 45 44 43 42
Laptops? And next year?
mean I think having a laptop would add to my learning of econometrics just as much as a Tablet PC.
3.75 I had significant problems with the Tablet PC from a hardware basis.
2.13 Tablet PCs for students should be used in Fall in Statistics for Econometrics.
4.38 Tablet PCs for students should be used next Spring for Econometrics.
4.63 Future students to this graduate program should have to buy Tablet PCs.
2.38 I used my Tablet PC to support my other classes.
4.13 To benefit from use of Tablet PCs and DyKnow students have to have exclusive use of a Tablet PC like we did this term.
4.38 If the Tablet PCs were not assigned to you exclusively, but shared with other students in other classes, and you had to check out the Tablet from the front office each day you wanted to use it, you would have benefited from the use of the Tablet PC as much.
2.00 std.
1.28 0.83 0.74 0.52 0.74 0.99 0.74 1.31
Student’s final comments
Biggest Advantages about DyKnow Vision
Focus on issues and not on writing down what the professor presents. Helps students pay attention and be more engaged.
Presented material easier to follow.
Having the professor notes with his comments and the student’s comments results in better notes for study.
More interaction between the students and the professor.
Can read notes from anywhere with any computer on the internet.
Biggest Disadvantages with DyKnow Vision and Tablet PCs
The pen doesn’t work well on the M285E’s. (4+ comments) Difficult to take neat and organized notes. (3 comments) Hand writing is poor on the Tablet PC. (2 comments) Slow server and wireless problems in classroom (2 comments)
What would you like to see DyKnow add in the future?
Autosave feature (2 comments) Voice record feature and passing control to students (1 comment)
Student’s final comments
About Lecture
I don't need to write too much during the class so that I can concentrate more on listening It is much easier to make notes, but the pen is really hard to use (and that is the only negative comment) The tablet PC assisted me in studying econometrics a lot. Especially in class, it helps me concentrate more. It helps me pay attention in class better. The Tablet PC has made learning more interactive especially during lecture.
Reviewing Notes
The Tablet PC is very useful in that I could use DyKnow to reproduce notes and did learn better from seeing my hand written notes with the lecture notes.
Having all the notes accessible on DyKnow Vision was the most useful aspect. I made many references to DyKnow notes.
Note taking is enhanced through the ability to correct and move data easily.
Students’ final comments
Mobile Computing
Having an electronic copy of all my notes as well as a portable computer increased my efficiency, desire to work, and number of locations where I am both physically and technologically capable of working and studying. This is especially true for SAS (our statistical software).
Mobile technology is a great advantage in and out of the classroom.
Having SAS on this computer saved much time avoiding trips back and forth to school.
Having the screen directly in front of me made the material much more accessible.
I can work at anytime. The Tablet PC reminds me to put more effort on econometrics because whenever I turn it on my assignments were shown instantly reminding me how much I had to finish.
General Comments
I can communicate with the teacher more effectively.
The statistics (from the polls) in class let me know what others in class are thinking about the specific questions.
The Tablet PC is very interactive and I fell in love with it.