Thesis - An evidence-based teaching model for lectures: from data to practice

  • The broad goal of my thesis is to propose and establish a new data type and design and evaluate an evidence-based teaching model for lectures (classroom or online video lectures) to inform instructional practice.

  • We have proposed and established a new data type, i.e., anonymous experience sampling of students’ voluntary (as and when they want to report without any prompt) and real-time self-reports of their cognitive-affective states, e.g., engaging, difficult, or boring (and reasons behind them), during the lecture.

  • Using this new data type, we have conceptualized and designed an evidence-based teaching model for classroom and video lectures (Tcherly) through iterative design involving teachers, students, and designers. The model includes a feedback system that captures students’ real-time feedback during the lecture and a Teacher Dashboard that presents the aggregate class feedback to the teachers to inform their instructional actions and decisions, such as revising instructional materials or adapting pedagogy.

Tcherly: An evidence-based teaching model for lectures

Students can provide real-time feedback on four cognitive-affective states, namely, Difficult, Easy, Boring, and Engaging, named as DEBE (pronounced as Debbie) feedback

After clicking a feedback button, students can provide reasons behind the reported cognitive-affective states

  • The design and evaluation of Tcherly involved various stakeholders in different phases of the research, such as teachers in needs analysis, students in usability and usefulness evaluations of the student feedback interface, and teachers and designers in the iterative design process and evaluation of the teacher dashboard.

  • Through a range of research studies, we have evaluated the proposed data's affordances, strengths, and weaknesses and also established its validity and reliability.

  • The ability of the teacher dashboard to assist instructors in understanding students’ learning experiences, evaluating lecture materials, and supporting instructional decision-making has also been established (Some guidelines for instructors).

Teacher Dashboard (Aggregated class feedback)

Example: The dashboard could assist instructors in evaluating the elements of lecture materials
(Schematics and animations generated engagement and made it easy to understand)

Watch the Tcherly explainer video below

StereoChem: An Augmented Reality (AR) app conceptualized & designed by me & my colleague Narasimha Swamy K L

An augmented reality (AR) app, StereoChem: Designed for visualizing augmented 3D molecular models and enhancing the spatial perception of 3D molecules to aid in teaching and learning of stereochemistry concepts.