arXiv subjects

Mathew "Sandy" Martinuk

Publications and source records attributed to Mathew "Sandy" Martinuk.

3 recordsLinked to original sources

arXiv2017

Personas as a Powerful Methodology to Design Targeted Professional Development Resources

Scaling and sustaining educational innovations is a common problem in the learning sciences. Professional development resources around educational innovations that are personalized to appeal to the needs and motivations of different types of faculty offer a possible solution. The method of developing personas to represent key types of users is commonly employed in user-interface design and can be used to produce personalized resources. Personas are fictional named archetypes of users encompassing generalizations of their key characteristics and goals that emerge from interviews. This method is especially powerful because personas succinctly package information into the form of a person, who is easily understood and reasoned about. Herein we describe the creation of a set of personas focusing on the needs and motivations of physics faculty around assessment and teaching. We present the personas, a discussion of how they inform our design and how the method can be used more broadly.

physics.ed-ph↗

arXiv2015

Research-based assessment affordances and constraints: Perceptions of physics faculty

To help faculty use research-based materials in a more significant way, we learn about their perceived needs and desires and use this information to suggest ways for the Physics Education Research community to address these needs. When research-based resources are well aligned with the perceived needs of faculty, faculty members will more readily take them up. We used phenomenographic interviews of ordinary physics faculty and department chairs to identify four families of issues that faculty have around research-based assessments (RBA). First, many faculty are interested in using RBAs but have practical needs around how to do so: how to find them, which ones there are, and how to administer them. They want help addressing these needs. Second, at the same time, many faculty think that RBAs are limited and don't measure many of the things they care about, or aren't applicable in their classes. They want assessments to measure skills, perceptions, and specific concepts. Third, many faculty want to turn to communities of other faculty and experts to help them interpret their assessment results and suggest other ways to do assessment. They want to norm their assessment results by comparing to others and interacting with faculty from other schools to learn about how they do assessment. Fourth, many faculty consider their courses in the broader contexts of accountability and their departments. They want help with assessment in these broader contexts. We also discuss how faculty members role in their department and type of institution influence their perceived wants and needs around assessment.

physics.ed-ph↗

arXiv2011

Do Prescribed Prompts Prime Sensemaking During Group Problem Solving?

Many researchers and textbooks have promoted the use of rigid prescribed strategies for encouraging development of expert-like problem-solving behavior in novice students. The University of British Columbia's introductory algebra-based course for non-physics majors uses Context-Rich problems with a prescribed six-step strategy. We have coded audio recordings of group problem-solving sessions to analyze students' epistemological framing based on the implicit goal of their discussions. By treating the goal of "understanding the physics of the situation" as sensemaking, we argue that prescribed problem-solving prompts are not sufficient to induce subsequent sensemaking discussion.

physics.ed-ph↗