In the previous blog post (Part 1), we covered the limitations and shortcomings of traditional lessons and how Möbius, our modern active learning platform, meets the requirements for teaching maths-based STEM subjects.
In this second article of the series, Nihad Subasic, Electrical Engineering Lecturer at KTH Royal Institute of Technology, Sweden, shares his experience with Möbius and how the platform can adapt to student needs as well as providing a simple solution to the challenge of non-invasive proctoring.
At KTH, academic integrity is of utmost importance, and we have a strong tradition of having exams on campus in an old-fashioned way with exam guards, and most of my exams were in proctored rooms on campus. Using Möbius helps maintain the student’s academic integrity within the online environment. It can generate many different combinations of the variables for a question, whether during classwork or online tests.
A bonus for me is that with Möbius, I have nothing to grade after the exam, as students get results seconds after submitting the exam.
I often discuss the exam and their results with my students in the corridor shortly after completing the exam.
Having the time and the opportunity to interact more often with my students is another benefit I’ve found using the platform. After I started using Möbius, I reduced the number of scheduled lessons but increased my online presence. In practice, I am available for my students 24/7 through discussion forums in our LMS Canvas. I respond there when it suits me, usually in the evening, but always on the same day. I often respond to my students immediately if I’m not in a lecture or meeting.
Another important feature for me is adaptive assignments; students can get a specific question depending on demonstrated knowledge from previous questions.
I believe in the individualization of education and like that Möbius can adapt to each student’s needs.
One of my next projects is to create questions for practice and exams using adaptive assignments adapted to each student’s knowledge. I want to be able to say that we have “smart learning” in our electro courses.
Möbius has changed the way I work as a teacher. Before, in the classroom, it was often one-way communication with my students. Surprisingly, Möbius, an online platform, has provided my students and me with the opportunity to interact with each other in a more meaningful way.
- Become a digital assistant who helps me help my students.
- Provided my students with quality course materials they are excited to interact with.
- Enabled me to monitor the learning process and helped me improve the way I teach.
This is part 2 of the Designing Effective STEM Course Blog Series. Read the next post.