Reflect on Learning from Failure (Framework)

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__NOTOC__
 
__NOTOC__
  
{| border="1"
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{{Learning Activity Overview
|-
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|title=
|'''Title''' || Framework Reflection on Learning from Failure
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Reflect on Learning from Failure (Framework)
|-
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|overview=
|'''Overview''' || We want students to understand how much they are learning from their failures during the course instead of getting frustrated over it
+
We want students to understand how much they learn from their failures during the course instead of getting frustrated over it.
|-
+
|prerequisites=
|'''Prerequisite Knowledge''' || This framework can potentially be integrated for any of the courses using FOSS continuously.
+
This framework can potentially be integrated for any of the courses using FOSS continuously.
|-
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|objectives=
|'''Learning Objectives''' || Reflect on their progress in a project or course.
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Reflect on their progress in a project or course.
|}
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|process skills=
 +
[[:Category:Assessment|Assessment]]
 +
}}
  
 
== Background ==
 
== Background ==
=== Readings===
 
 
* Roger Von Oech - A Whack on the Side of the Head: How You Can Be More Creative - http://courses.washington.edu/art166sp/documents/Spring2012/readings/week_3/AWhackOnTheSideOfTheHead.pdf
 
  
 
=== Rationale ===
 
=== Rationale ===
  
 +
Our framework is motivated by the following:
 
* Students will get critiqued in the world they'll enter into. They need to learn how to deal with that in a constructive way.
 
* Students will get critiqued in the world they'll enter into. They need to learn how to deal with that in a constructive way.
* Go look at someone else's code - can you understand it? If yes, students will start feeling more confident. Also, it reinforces how important code documentation is.
+
* Students often presume others are doing better than them.  
* Model behavior for students in the classroom and have students suggest what to put in there, then discuss them. How can that be scaffolded?
+
* Students associate being “productively lost” with failure.
* Here’s some code that’s not working, do a quick quiz in class and let them find out why. Then put up “this is what most people think why it doesn’t work. Now go try fix it.
+
* Underrepresented groups in CS can be challenged by a lack of confidence (including, but not limited to issues of stereotype threat).
  
 +
=== Readings===
 +
 +
* Barker, Lecia J., Charlie McDowell, and Kimberly Kalahar. "Exploring factors that influence computer science introductory course students to persist in the major." ACM SIGCSE Bulletin. Vol. 41. No. 1. ACM, 2009.
 +
* Dryburgh, Heather. "Underrepresentation of girls and women in computer science: Classification of 1990s research." Journal of Educational Computing Research 23.2 (2000): 181-202.
 +
* Margolis, Jane, and Allan Fisher. Unlocking the clubhouse: Women in computing. MIT press, 2003 | https://pdfs.semanticscholar.org/c814/d8d066e64095e03d3193786b2fdd15243cac.pdf
 +
* Roger Von Oech - A Whack on the Side of the Head: How You Can Be More Creative - http://courses.washington.edu/art166sp/documents/Spring2012/readings/week_3/AWhackOnTheSideOfTheHead.pdf
  
 
== Directions & deliverables ==
 
== Directions & deliverables ==
 
   
 
   
* Micro-reflections
+
=== Micro-reflections ===
** Regular interval during class, e.g. every 30 minutes in class
+
 
** Prompt: Submit a commit message where students state their current stage of thought/problem-solving process, snapshot of where they’re at. If collecting them in a different place is preferred, a shared doc is an option.
+
''Extremely short "Tweet-sized", scheduled, in-class reflections asking the student to step out of their current activity, think about their current mindset, then return to the activity.''
** Index card / Post-its if computers aren’t in use (and public, can optionally be categorized), but would have to be written up / redistributed / photographed if they are supposed to be available to the students for macro reflections.
+
* Regular interval during class, e.g. every 30 minutes in class
** There is a social aspect to sharing them as tangible artifacts help students to relate and see the social skills for a moment instead of the technology. Color coded notes/notecards could be used for various categories (technical, communication, big picture, etc.)
+
* There is a social aspect to sharing them as tangible artifacts that help students step out of the technical details to see the social skills for a moment. Color-coded notes/notecards could be used for various categories (technical, communication, big picture, etc.)
* Mini-reflections (weekly; outside of class):
+
* Some ways to think about implementing micro-reflections:
 +
** Commit messages where students state their current stage of thought/problem-solving process, snapshot of where they’re at. If collecting them in a different place is preferred, a shared doc is an option.
 +
** Index cards / Post-its if computers aren’t in use (and public, can optionally be categorized), but would have to be written up / redistributed / photographed if they are supposed to be available to the students for macro reflections.
 +
 
 +
=== Mini-reflections ===
 +
 
 +
''(weekly; outside of class) - longer reflections (e.g., 2-3 paragraphs) with prompted topics.''
 +
* Some ways to think about implementing mini-reflections:
 +
** Summarization of micro-reflections
 
** Blog
 
** Blog
 
** Wiki
 
** Wiki
** Prompt a different category every week: soft skills, technical aspect, communication, organization
+
* Prompt a different category every week: soft skills, technical aspect, communication, organization
* Final/macro/meta Reflections (1-3 at milestones/checkpoints; outside of class):
+
 
** Milestones: start of the semester (survey), middle of semester (survey), end of semester (survey and essay)
+
=== Final/macro/meta Reflections ===
 +
 
 +
''(1-3 at milestones/checkpoints; outside of class) - Summative reflection, asking the students to re-explore their process from a previous period/project.''
 +
* Suggested milestones: start of the semester (survey), middle of semester (survey), end of semester (survey and essay)
 +
*Some ways to think about implementing Final/macro/meta Reflections (more than one may be appropriate):
 
** Surveys: use existing FOSS surveys and maybe add a couple of questions
 
** Surveys: use existing FOSS surveys and maybe add a couple of questions
 
** Short essay with reflection at the end (using their micro reflections) and the prompt to reflect on how they learned from failure.
 
** Short essay with reflection at the end (using their micro reflections) and the prompt to reflect on how they learned from failure.
* Progress visualization over an academic term...
+
 
** How can we (help students) visualize progress? Charting on the following fronts:
+
=== ''Progress visualization over an academic term...'' ===
** Let students set a goal - may be unrealistic but they engage more if they can contribute creatively
+
 
** Level of frustration, just for giggles, hoping it goes down over the semester ;)
+
* How can we (help students) visualize progress? Charting on the following fronts:
** Learning goals / objectives (for the course, as determined by instructor)
+
* Let students set a goal - may be unrealistic but they engage more if they can contribute creatively
** Data collection via Moodle/BlackBoard/whatever your course is already using
+
* Level of frustration, just for giggles, hoping it goes down over the semester ;)
 +
* Learning goals / objectives (for the course, as determined by instructor)
 +
* Data collection via Moodle/BlackBoard/whatever your course is already using
 +
 
  
 
= Notes for Instructors =
 
= Notes for Instructors =
Line 52: Line 73:
  
 
=== Assessment ===
 
=== Assessment ===
 +
 
'''How will the activity be graded?''' The larger the reflection, the more weight it gets assigned.
 
'''How will the activity be graded?''' The larger the reflection, the more weight it gets assigned.
 
* The micro reflections are not graded on content, just on process (which basically means whether students did them or not).
 
* The micro reflections are not graded on content, just on process (which basically means whether students did them or not).
Line 59: Line 81:
 
   
 
   
 
How will learning will be measured? Ideally, there should be a way to measure each of the objectives described above.  
 
How will learning will be measured? Ideally, there should be a way to measure each of the objectives described above.  
 
  
 
How will feedback to the student be determined?  
 
How will feedback to the student be determined?  
 
  
 
Include sample assessment questions/rubrics. Feel free to indicate that the activity itself is not graded, however it would be helpful to include any questions that might be used at a later date to interpret learning, for example on a quiz or exam.  
 
Include sample assessment questions/rubrics. Feel free to indicate that the activity itself is not graded, however it would be helpful to include any questions that might be used at a later date to interpret learning, for example on a quiz or exam.  
  
 
The form of the assessment is expected to vary by assignment. One possible format is the table:
 
The form of the assessment is expected to vary by assignment. One possible format is the table:
{| border="1" class="wikitable"
+
{| class="wikitable"
 
! Criteria
 
! Criteria
 
! Level 1 (fail)
 
! Level 1 (fail)
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|-
 
|-
 
| '''Did they describe their observations well?'''
 
| '''Did they describe their observations well?'''
|  
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| X
 
| X
 
| X
 
|  
 
|  
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|-
 
|-
 
| '''Did they draw conclusions from their observations?'''
 
| '''Did they draw conclusions from their observations?'''
|  
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| X
|  
+
| X
 
| X
 
| X
 
|  
 
|  
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|-
 
|-
 
| '''Did they conclude lessons learned?'''
 
| '''Did they conclude lessons learned?'''
|  
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| X
|  
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| X
|  
+
| X
 
| X
 
| X
  
|-
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|}
| '''Criterion'''
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|
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|
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|
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|
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|-
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=== Comments ===
| '''Criterion'''
+
|
+
|
+
|
+
|
+
  
|-
 
| '''Criterion'''
 
|
 
|
 
|
 
|
 
 
|-
 
| '''Criterion'''
 
|
 
|
 
|
 
|
 
 
|}
 
 
=== Comments: ===
 
 
What should the instructor know before using this activity?
 
What should the instructor know before using this activity?
  
 
What are some likely difficulties that an instructor may encounter using this activity?
 
What are some likely difficulties that an instructor may encounter using this activity?
  
=== Additional Information: ===
+
{{Learning Activity Info
{| border="1"
+
|acm unit=
|-
+
|acm topic=
|'''ACM Knowledge Area/Knowledge Unit''' || Depends on the activity this framework is used in [[ACM_Body_of_Knowledge]]
+
Soft skills: Reflection (not in ACM but it's the topic)
|-
+
|difficulty=
|'''ACM Topic''' || Soft skills: Reflection (not in ACM but it's the topic)
+
Carrying out the writing tasks is easy, doing a good reflection is medium.
|-
+
|time=
|'''Level of Difficulty''' || Carrying out the writing tasks is easy, doing a good reflection is medium.
+
Micro: 30 seconds, Mini: 10-30 minutes, Macro: 2 hours
|-
+
|environment=
|'''Estimated Time to Completion''' ||  Micro: 30 seconds, Mini: 10-30 minutes, Macro: 2 hours
+
Internet access if done on blog.
|-
+
|author=
|'''Materials/Environment''' || Internet access if carried out on blog.
+
Birgit Penzenstadler, Emily Lovell, Mario Nakazawa, Scott Heggen, Matt Jadud
|-
+
|source=
|'''Author(s)''' || Birgit Penzenstadler, Emily Lovell, Mario Nakazawa, Scott Heggen, Matt Jadud
+
|license=
|-
+
{{License CC BY SA}}
|'''Source''' || n.a.
+
}}
|-
+
 
|'''License''' || This learning activity is available for use under the [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Attribution-ShareAlike 4.0 International License].  Attribution need not include a link back to this site.
+
=== Suggestions for Open Source Community ===
|}
+
  
=== Suggestions for Open Source Community: ===
 
 
This framework seems to be more about reflection in any course context where students can fail than specifically OSS. We are not sure what suggestions may arise from that for the open source community.
 
This framework seems to be more about reflection in any course context where students can fail than specifically OSS. We are not sure what suggestions may arise from that for the open source community.
  
[[File:CC-BY.png]]
+
[[Category:Learning Activity]]
 
+
[[Category:Learning Frameworks]]
[[Category: Framework]]
+
[[Category: Ready to Use]]

Latest revision as of 17:37, 8 March 2017


Title

Reflect on Learning from Failure (Framework)

Overview

We want students to understand how much they learn from their failures during the course instead of getting frustrated over it.

Prerequisites

This framework can potentially be integrated for any of the courses using FOSS continuously.

Learning Objectives After successfully completing this activity, the learner should be able to:

Reflect on their progress in a project or course.

Process Skills Practiced

Assessment


Background

Rationale

Our framework is motivated by the following:

  • Students will get critiqued in the world they'll enter into. They need to learn how to deal with that in a constructive way.
  • Students often presume others are doing better than them.
  • Students associate being “productively lost” with failure.
  • Underrepresented groups in CS can be challenged by a lack of confidence (including, but not limited to issues of stereotype threat).

Readings

Directions & deliverables

Micro-reflections

Extremely short "Tweet-sized", scheduled, in-class reflections asking the student to step out of their current activity, think about their current mindset, then return to the activity.

  • Regular interval during class, e.g. every 30 minutes in class
  • There is a social aspect to sharing them as tangible artifacts that help students step out of the technical details to see the social skills for a moment. Color-coded notes/notecards could be used for various categories (technical, communication, big picture, etc.)
  • Some ways to think about implementing micro-reflections:
    • Commit messages where students state their current stage of thought/problem-solving process, snapshot of where they’re at. If collecting them in a different place is preferred, a shared doc is an option.
    • Index cards / Post-its if computers aren’t in use (and public, can optionally be categorized), but would have to be written up / redistributed / photographed if they are supposed to be available to the students for macro reflections.

Mini-reflections

(weekly; outside of class) - longer reflections (e.g., 2-3 paragraphs) with prompted topics.

  • Some ways to think about implementing mini-reflections:
    • Summarization of micro-reflections
    • Blog
    • Wiki
  • Prompt a different category every week: soft skills, technical aspect, communication, organization

Final/macro/meta Reflections

(1-3 at milestones/checkpoints; outside of class) - Summative reflection, asking the students to re-explore their process from a previous period/project.

  • Suggested milestones: start of the semester (survey), middle of semester (survey), end of semester (survey and essay)
  • Some ways to think about implementing Final/macro/meta Reflections (more than one may be appropriate):
    • Surveys: use existing FOSS surveys and maybe add a couple of questions
    • Short essay with reflection at the end (using their micro reflections) and the prompt to reflect on how they learned from failure.

Progress visualization over an academic term...

  • How can we (help students) visualize progress? Charting on the following fronts:
  • Let students set a goal - may be unrealistic but they engage more if they can contribute creatively
  • Level of frustration, just for giggles, hoping it goes down over the semester ;)
  • Learning goals / objectives (for the course, as determined by instructor)
  • Data collection via Moodle/BlackBoard/whatever your course is already using


Notes for Instructors

The remaining sections of this document are intended for the instructor. They are not part of the learning activity that would be given to students.

Assessment

How will the activity be graded? The larger the reflection, the more weight it gets assigned.

  • The micro reflections are not graded on content, just on process (which basically means whether students did them or not).
  • The mini reflections can be graded using questions below.
  • The macro reflection can be graded using same and further questions.
  • The data tracking is graded on process - did they submit their numbers or not.

How will learning will be measured? Ideally, there should be a way to measure each of the objectives described above.

How will feedback to the student be determined?

Include sample assessment questions/rubrics. Feel free to indicate that the activity itself is not graded, however it would be helpful to include any questions that might be used at a later date to interpret learning, for example on a quiz or exam.

The form of the assessment is expected to vary by assignment. One possible format is the table:

Criteria Level 1 (fail) Level 2 (pass) Level 3 (good) Level 4 (exceptional)
How well did they follow the prompt on what to write about? X
Did they describe their observations well? X X
Did they draw conclusions from their observations? X X X
Did they conclude lessons learned? X X X X

Comments

What should the instructor know before using this activity?

What are some likely difficulties that an instructor may encounter using this activity?

ACM Body of Knowledge
Area & Unit(s)
ACM Topic(s)

Soft skills: Reflection (not in ACM but it's the topic)

Level of Difficulty

Carrying out the writing tasks is easy, doing a good reflection is medium.

Estimated Completion Time

Micro: 30 seconds, Mini: 10-30 minutes, Macro: 2 hours

Environment / Materials

Internet access if done on blog.

Author(s)

Birgit Penzenstadler, Emily Lovell, Mario Nakazawa, Scott Heggen, Matt Jadud

Source
License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

CC license.png


Suggestions for Open Source Community

This framework seems to be more about reflection in any course context where students can fail than specifically OSS. We are not sure what suggestions may arise from that for the open source community.

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