Propose an active blended learning plan, based on the principles of constructive alignment which includes an aligned class learning outcome, activities, and assessment .
- Learning Outcome.
Students will be able to correctly identify Newton’s third law force pairs for forces including gravity and contact forces.
- Who are the learners.
First year undergraduate engineering students, in the Aero, Mech and Civil dgree programs.
- Pre Class Independent Activity
Students will read the relevant chapter of their textbook, and watch an existing online video on Newton’s laws, for example a Kahn academy video.
They will then do a short online quiz.
- In-Class Collaborative Activity.
Students will work in small groups on a set of questions involving identifying Newton’s third law pairs, and drawing free body diagrams. The questions will include a hands-on activity where students use a set of bathroom scales with one student standing on them and other students pushing and pulling on them. The aim is to help them recognise that gravity and the nromal force are not a Newton’s third law pair, a misconception held by around 90% of students entering engineering.
- Post-Class Activity
Students will do an online quiz in which they identify force pairs. This include a series of questions working from the common misconception that gravity and normal are a Newton’s third pair on Earth to the absurd proposition (typically accepted by around 20% pre-instruction) that the moon experiences a normal (contact) force by the Earth.
Formative assessment via quizzes will be used at 3 points:
- pre-instruction, at the beginning of semester.
- post-online instruction, after reading text and watching videos
- post face to face instruction after the workshop.
Summative assessment of the same concept will be included on the next summative quiz and/or on the end of semester exam.
- Evaluation / reflection
Three aspects will be evaluated:
- Learning gains from pre-instruction to post online instruction to post face to face instruction using data from quizzes. These give information on immediate learning gains from each type of instruction, and the late summative assessment gives an indication of how well these gains are retained.
- Student experience – minute papers or surveys. Identify whether the myExperience evaluation results will be negatievly impacted – this is now an important metric at UNSW so cannot be ignored even when good learning gains can be demonstrated.
- Cost-benefit analysis: identify how effective each component of instruction was, compare it to previously used instruction, and decide whether to continue with each component.