Peer observation

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Peer observation

  1. 1. Asma Salim Al-Balushi SQU,COE,ILT Tech4102 course [email_address] Evaluating a computer-based instruction HYPER STUDIO
  2. 2. Aspects of evaluating computer-based instruction Section 1
  3. 3. Evaluation of Computer-Based Instruction <ul><li>Pedagogical aspects </li></ul><ul><li>goal; </li></ul><ul><li>underlying psychology; </li></ul><ul><li>learning strategy; </li></ul><ul><li>accuracy of content; </li></ul><ul><li>student role; </li></ul><ul><li>teacher role; </li></ul><ul><li>flexibility of integration; </li></ul><ul><li>motivation and reinforcement; </li></ul><ul><li>meeting individual differences; </li></ul><ul><li>interactivity; </li></ul><ul><li>assessment; </li></ul><ul><li>cultural sensitivity. </li></ul><ul><li>Technical aspects </li></ul><ul><li>navigation ; </li></ul><ul><li>standardization; </li></ul><ul><li>accessibility; </li></ul><ul><li>user-friendliness; </li></ul><ul><li>presentation; </li></ul><ul><li>documentation; </li></ul><ul><li>performance; </li></ul><ul><li>costs. </li></ul><ul><li>Ease of use </li></ul>
  4. 4. Ease of Use <ul><li>labels, buttons, menus, text, and general layout interface are consistent and visually distinct </li></ul><ul><li>the user get trapped in the material or not </li></ul><ul><li>the user can get lost easily in the material </li></ul><ul><li>provide feedback about the user's responses </li></ul><ul><li>appropriate flexibility in use </li></ul><ul><li>require a lot of documentation, technical support, and/or instruction for most students to successfully use the software </li></ul><ul><li>present information in ways that are familiar for students </li></ul><ul><li>present information in ways that would be attractive to students </li></ul>
  5. 5. Navigation <ul><li>Common Look and Feel; Simple Design </li></ul><ul><li>&quot;Skip To&quot; Links </li></ul><ul><li>Accessible Images </li></ul><ul><li>Adjustable Text Size </li></ul><ul><li>Effective Search Engine </li></ul><ul><li>Provide clear and consistent navigation mechanisms -- orientation information, navigation bars, a site map, etc. </li></ul>
  6. 6. Interactivity <ul><li>Allowing for reflection </li></ul><ul><li>Using a variety of interaction between teacher/student and student/student? </li></ul><ul><li>Using multimedia </li></ul><ul><li>Applying what has been taught </li></ul><ul><li>Allowing for learner response & providing feedback </li></ul><ul><li>the user always knows how to proceed </li></ul><ul><li>sufficient help is available to the user? </li></ul><ul><li>If discussion took place, how well did the instructor moderate it? </li></ul><ul><li>How did the instructor respond to students' questions and comments? </li></ul>
  7. 7. Teacher’s roles <ul><li>well prepared for the class </li></ul><ul><li>Knowledgeable about the subject matter </li></ul><ul><li>Speaks clearly , audibly and confidently </li></ul><ul><li>Uses a variety of illustrations & examples </li></ul><ul><li>asks simulating and challenging questions </li></ul><ul><li>Effectively holds class’s attention </li></ul><ul><li>Achieves active student engagement </li></ul><ul><li>Treats students with respect </li></ul><ul><li>guidance is available </li></ul><ul><li>recommended pedagogical techniques are available </li></ul><ul><li>Utilizes time well </li></ul><ul><li>Rewards or recognized students well </li></ul>
  8. 8. Perspectives on Teaching and Learning with an instructional software Section 2
  9. 9. Hyper Studio <ul><li>Type : a multimedia authoring tool </li></ul>An effective learning tool which is useful in creating interactive multimedia presentations for different instructional purposes.
  10. 10. Screen shots
  11. 11. Screen shots
  12. 12. Flexibility of Hyper Studio with instruction <ul><li>allows the user to create sparkling full-color pictures , lively animation and authentic sounds along with text. </li></ul><ul><li>learners can exercise critical thinking skills, planning, and collaborative team work. </li></ul><ul><li>user interaction is accomplished via the click of the mouse on on-screen buttons that are navigational and may launch other applications. </li></ul><ul><li>Ability to switch from topic to topic and media to media easily </li></ul><ul><li>Everything from multimedia reports, yearbooks, and presentations can be created </li></ul>
  13. 13. Learning perspectives with Hyper studio <ul><li>With the immediate feedback from computers and powerful collaborative benefits, students learn to make decisions about what to do next on the computer, gaining the confidence needed to work independently. </li></ul><ul><li>Student motivation and self-esteem are high due to the small group interaction and unlimited access to technology tools </li></ul><ul><li>reinforce constructivism, meta-cognition, and use of curriculum that allows students to learn with respect to their own learning styles and strengths </li></ul>
  14. 14. Constructivist Approach with Hyper Studio <ul><li>cooperatively working in groups to create maps, compose research papers, paint murals, and construct Hyper Studio information stacks on the subject matter </li></ul><ul><li>Students used animation, sound, video images, and buttons to help the user find related topics in a non-linear format </li></ul><ul><li>collect, organize, analyze, and present the information gathered collectively </li></ul><ul><li>the process of gathering and assembling information, and learning how to share the results with others </li></ul>
  15. 15. Multiple intelligence with Hyper Studio <ul><li>Interpersonal: Collaborating and Engaging in teams work </li></ul><ul><li>Intrapersonal: group presentations </li></ul><ul><li>Logical/Mathematical: Understanding navigation through hypermedia design , Engaging in problem solving, showing results, animating </li></ul><ul><li>Musical/Rhythmic: creating presentations that require recording of sounds </li></ul><ul><li>Verbal/linguistic : ( the text aspects) incorporate writing and creating with words </li></ul><ul><li>Visual/spatial : illustrating the project, identifying the visuals and creating the storyboard for the project </li></ul>
  16. 16. Evaluation strategy Section 3
  17. 17. The instrument Type: Peer observation Why this instrument?! An excellent way to have a close eye on the teaching quality and effectiveness. It’s like a checkup whether instructors ,or even students, have any particular issues or not . The main goals of this instrument are to evaluate the range of instructor’s roles and how they support students’ understanding, and investigate the level of interaction . Another important point to be evaluated, is the software itself by checking some technical features to assess the flexibility of using within instruction .
  18. 18. References: <ul><li>Criteria for Peer-Review of Engineering Courseware on the NEEDS Database . Accessed online on 14/3/2010: </li></ul><ul><li>http://www.engineeringpathway.com/smete/public/about_smete/publications/IEEE96.eibeck/criteria.html;jsessionid=RVZ2BYQEBVKBZABAVRSSFEQ </li></ul><ul><li>Evaluation Criteria for Peer Reviews. Accessed online on 14/3/2010 : </li></ul><ul><li>http://taste.merlot.org/evaluationcriteria.html </li></ul><ul><li>observation_of_teaching. Accessed online on 14/3/2010 : http://www.admin.susx.ac.uk/tldu/documents/peer_obs_policy.doc </li></ul><ul><li>Peer Observation of Teaching Scheme . Accessed online on 14/3/2010 : </li></ul><ul><li>http://www.londonmet.ac.uk/londonmet/library/h32724_3.pdf </li></ul><ul><li>teacher to teacher . Accessed online on 14/3/2010 : </li></ul><ul><li>http://www.teacher2teacher.com/samples/HyperStudio_42_CA_SampleWelcome.pdf </li></ul><ul><li>technology and multiple intelligence. Accessed online on 14/3/2010 : </li></ul><ul><li>http://daretodifferentiate.wikispaces.com/file/view/MI+for+Think+TAC+TOE.doc </li></ul><ul><li>Integration of Technology Observation Instrument . Accessed online on 14/3/2010 : </li></ul><ul><li>http://www.west.asu.edu/pt3/assessment/documents/ASUWObservation.pdf </li></ul><ul><li>using hyper studio in the classroom. Accessed online on 14/3/2010 : </li></ul><ul><li>http://www.sunburst.com/documents/Hyperstudio_4.5_and_earlier/library/UsingHS.pdf </li></ul>

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