Lesson Plan 2021-11-19
Fractional Factorial Design
Peer reviewed
TEACHING SESSION PLAN
Module: Design and Analysis of Experiments Level / Stage (6,7,8) - 9
Year: 1
Title of session/ topic:
Length of session: 1h
Mark the type of session:
Lecture ☐ Tutorial ☐ Lab ☐ Studio ☐ Workshop ☐
Module Outcome (What module outcome(s) is the class/session aligned to):
3. Design, analyse and interpret the results of the fractional factorial design
Class/Session Outcomes: Upon completion of this session, you should be able to:
1. Know how to construct 2(k-p) fractional factorial design
2. Know how to analyse 2(k-p) fractional factorial design
3. Know how the analysis of variance can be extended to fractional factorial experiments.
4. Know how to check model assumptions in a fractional factorial experiment.
5. Understand the benefits of using fractional factorial experiments.
Select & Prioritise Your Content:
For the session, decide what material is used in class and what material the students should study
independently and/or online. To do this, think about the material and its relative importance and
prioritise and list in the appropriate quadrant.
In Class or in a Live Online Class Independent Learning
(Support Learning) (student completes on their
own)
Priority 1 2
(Need to know) Definition of fractional factorial Practice code presented in the
design, model assumptions in a lecture to design and analyse
factorial experiment and benefit of fractional factorial design.
using.
Supplementary 3 4
Learning (Nice Sample size decisions for fractional Read supplementary literature and
to know) factorial experiments research papers
Material in quadrants 1 and 3 typically become the focus during classes. Quadrants 2
and 4 represent material students could study themselves and use the VLE/Moodle and
online learning objects to support this learning.
Think about how you might incorporate Technology Enhanced Learning Tools and Blended
Online/Digital Learning Objects, that will develop students learning and engagement with the
module.
Explanations:
RStudio is a cross-platform integrated development environment (IDE) for the R statistical
language.
Class materials are designed as an interactive html presentation.
Time/Lesson Teacher Activity Student Activity Resource Used
Stage
Stage 1 Welcome, ask if there Open/download Moodle, html
0 - 10 min are any questions materials, ask questions presentation
Stage 2 Revision of factorial Listen and ask questions MS Teams, html
10-25 design, its principles, presentation
advantages and
disadvantages.
Stage 2 Definition and basic Engage by giving MS Teams, RStudio
25 - 35 min principles of fractional examples and code
factorial design along
Stage 3 Practical assignment - Practice code presented RStudio
35-55 min construct 2(k-p) fractional in the lecture
factorial design
Stage 3 15 min break
55 – 70 min
Stage 4 Analysis of 2(k-p) Practice and ask MS Teams , Rstudio
70 – 90 min fractional factorial questions
design
Stage 4 Analysis of variance Application of model MS Teams , Rstudio
90 – 115 min and checking model assumptions checks to
assumptions fractional factorial
design
Stage 5 Adress any questions/ Ask questions (if any), MS Teams
115-120 min queries, difficulties potentially one on one.
Teacher Reflection:
What worked well?
This module runs in the evenings. It is specially designed to accomodate working students. They can
easily access and navigate all materials via dedicated website in their own time. All materials are
available well before the class to accomodate different needs. Many students watch it
asynchroniuosly hence group work is limited but it makes it easier to call all students by the names.
I start by recaping materials of the previous week by using a diagram which helps students to
structure their knowledge and relate to what they have already learned.
Because it is a small group students usually engage well and are not shy to speak on microphone and
express verbally their questions/concerns.
Link to the materials: https://lyashevska.nl/course-doe/2021/lectures/week8.html#1
What did not work well?
Limited opportunities to organise students in groups, since many students attend lectures
asynchroniously.
I fail to request ideas for future evaluations/assessments and do not use classroom aps which may
enhance students experience. For example, quick MS polls can be used more frequently to collect
answers.
To what extent did you address different domains of learning?
The lecture addressed to some extent all three domains of learning according to Bloom’s taxonomy:
cognitive domain (knowledge), psychomotor domain (skills) and affective (attitudes).
Cognittive domain:
Students applied knowledge from the previous lectures to the new material - e.g.
checking model assumptions and model validation used in factorial experimental
design were transferred to the fractional factorial experimental design. Live coding
along with me helped students to process information and understand and intepret
learned informations. Students demonstrated ability to apply learned material in new situation.
Psychomotor domain:
Students develop the ability to convert learned response into habitual actions through
regular coding practices. First I demonstrate what needs to be done so they can
observe and copy my actions by imitating.
Affective domain
This domain includes appreciation, enthusiasm, motivation, and attitude. Examples are:
students listened lecture and responded by asking questions and participating in
discussions or following directions when they are asked to do an exercise.
Image source: Fig 1 from M. Enamul Hoque, Three Domains of Learning: Cognitive, Affective and Psychomotor The Journal
of EFL Education and Research (JEFLER) Volume 2 Number 2 September 2016: ISSN-2520-5897
What would I do differently next time?
I would be more aware of offering students the opportunity to provide ideas for future evaluations
and assessments. I would use more classroom aps to enhance students experiences and diversify
tools. For example, quick MS polls can be used more frequently to collect answers.
I would also like to consider including all three learning domains at high level e.g. in affective domain
not just receiving and responding, but also valuing, organising and characterising. Students are
lifelong learners, diversity of levels helps to make this process more effective and enjoyable.
