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Learning_Methods.html
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<!doctype html>
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<section align=left data-markdown>###MAT013
</section><section align=left data-markdown>###Robert Lee Moore (1882-1972):
> "That student is taught the best who is told the least."
</section><section align=left data-markdown>###Flipped Classroom
</section><section align=left data-markdown>###Moore Method
**Inquiry Based Learning**
In general student led learning through:
- Problems
- Presentations
**Requires student buy in!**
</section><section align=left data-markdown>###The Plan
Class schedule:
- 0900 - 0920: Group presents solution to challenge (R)
- 0920 - 0940: Class discussion (R)
- 0940 - 1040: Lab session (R)
- 1040 - 1100: Break
- 1100 - 1120: Group presents solution to challenge (SAS)
- 1120 - 1140: Class discussion (SAS)
- 1140 - 1240: Lab session (SAS)
</section><section align=left data-markdown>###Incentives
Recall:
- Class Test: 40%;
- Individual Coursework: 30%; **I'm giving you 25% of this.**
- Participate in discussion
- Group Coursework: 30%; **I'm giving you 25% of this.**
- Present solutions to challenge.
</section><section align=left data-markdown>###Example R Challenge
The data set `Data_for_Analysis.csv` contains data of simulated game play for the game "shut the box" (for info see this [blog post](http://goo.gl/zViSX)). Rows of the file correspond to instances of play. Columns correspond to variables corresponding to each of the 4 strategies:
- The score for each strategy
- The number of turns for each strategy
Which strategy seems to be the best?
</section><section align=left data-markdown>###Example Challenge Solution
<div align="center">
<iframe src="Example_Challenge_Solution.html" width="700" height="500"></iframe>
</div>
</section><section align=left data-markdown>###Course Materials
[www.vincent-knight.com](www.vincent-knight.com)
</section><section align=left data-markdown>###Group work "issues"
</section><section align=left data-markdown>###Group work "issues"
- A lot of literature on the subject:
Lejk, M., Wyvill, M., & Farrow, S. (1996). A Survey of Methods of Deriving Individual Grades from Group Assessments. Assessment & Evaluation in Higher Education, 21(3).
- We will use a game theoretical approach.
</section><section align=left data-markdown>###Summary
- Flipped classroom approach;
- IBL approach;
- Needs your buy in to work.
</section>
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