Three case studies in University
teaching
Paolo Oprandi
Professional Doctorate in Education
Analytical capacity
Criticality
Independence
Inquisitiveness
Dr Traditional Science Tutor
Influences on Dr Traditional
Administrative
support
Student
expectations
Departmental
expectations
Tutor’s
educational
exp...
Dr Traditional’s approach to
teaching & assessment
Teaching
● Dominance of lectures
● Procedural laboratory tasks
Assessme...
Moodle Tools
Quiz
Assignment
Dr Traditional’s assumptions
● Students need to know facts
● Students can consume facts by listening,
reading and answerin...
Miss Dependent Student
Influences on Miss Dependent
Procedural writing
and lab tasks
No space for
group-work
Limited formal
teaching space for
di...
Miss Dependent says:
“The teacher will tell me what I need to know”
“I will always need feedback to tell me how
good I am”...
Dr Tech Teacher
Influences on Dr Tech
Departmental
expectations
Disciplinary
expectations
VLE tools
Wants to:
● Encourage students to plan
● Focus student on meeting specification
Sets up
● Anonymous peer assessments
● Stu...
Moodle Tools
Workshop
● Similar task for all
● Set assessment criteria
● Anonymous marking and feedback
Dr Tech’s assumptions
● Students need to know what they will be
assessed on
● On understanding assessment criteria
student...
Mr Cue-conscious Learner
Influences on Mr Cue-conscious
Must follow
assessment
criteria
Can’t discuss
assessment with
peers
Can anonymously
critici...
Mr Cue-conscious says:
“I am only interested in getting a good grade”
“I am not interested what my peers think”
“Actually ...
Prof. Peer Engagement
Influences on Prof. Engagement
Belief teaching and
assessment method
influences student
learning
Belief learning is
improv...
Teaching
● Seminars
● Personal focus
● Group games
Prof. Engagement teaching
Portfolio
● Essay
● Peer review
● Presentations
● Module participation record
Prof. Engagement assessment
Moodle Tools
Forum
Journal
Mr Personal Journey
Influences on Mr Journey
My interests
matter
Peers can learn
from me
I am responsible for
my learning
I can learn from
my ...
Mr Personal Journey
“I was really motivated to shape and develop
my area of interest and present it to my
peers”
“The modu...
Analytical capacity
Criticality
Independence
Inquisitiveness
Multiple choice questions
a + b =
1. c
2. d
3. e
Workshop
Journal
Forum
Addictive interfaces
Teaching we want to avoid
Narrow conformative
development
Tutor feedback
Assessment criteria
Learning we want to encourage
Expansive
development Analytical capacity
Criticality
Independence
Inquisitiveness
Any questions
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Three case studies of formative assessments in Moodle - Paulo Oprandi

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Three case studies of formative assessments in Moodle - Paulo Oprandi, (University of Sussex)

Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie/

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Three case studies of formative assessments in Moodle - Paulo Oprandi

  1. 1. Three case studies in University teaching Paolo Oprandi Professional Doctorate in Education
  2. 2. Analytical capacity Criticality Independence Inquisitiveness
  3. 3. Dr Traditional Science Tutor
  4. 4. Influences on Dr Traditional Administrative support Student expectations Departmental expectations Tutor’s educational experiences Disciplinary expectations
  5. 5. Dr Traditional’s approach to teaching & assessment Teaching ● Dominance of lectures ● Procedural laboratory tasks Assessment ● Multiple choice questions ● Written reports
  6. 6. Moodle Tools Quiz Assignment
  7. 7. Dr Traditional’s assumptions ● Students need to know facts ● Students can consume facts by listening, reading and answering short questions ● Written feedback can tells student what they need to improve ● Knowledge comes from tutors and books, nott peers ● Student collusion is bad
  8. 8. Miss Dependent Student
  9. 9. Influences on Miss Dependent Procedural writing and lab tasks No space for group-work Limited formal teaching space for discussion Facts, facts, facts Ability to answer MCQs constitutes knowledge
  10. 10. Miss Dependent says: “The teacher will tell me what I need to know” “I will always need feedback to tell me how good I am” “I will never be able to assess the quality of my own work” “All I need to do is remember facts” “Online quizzes make me paranoid. The stress stops me from learning.”
  11. 11. Dr Tech Teacher
  12. 12. Influences on Dr Tech Departmental expectations Disciplinary expectations VLE tools
  13. 13. Wants to: ● Encourage students to plan ● Focus student on meeting specification Sets up ● Anonymous peer assessments ● Students grade and leave feedback anonymously Dr Tech’s objectives
  14. 14. Moodle Tools Workshop ● Similar task for all ● Set assessment criteria ● Anonymous marking and feedback
  15. 15. Dr Tech’s assumptions ● Students need to know what they will be assessed on ● On understanding assessment criteria students will learn to meet project objectives ● Group-work only important for practical reasons ● VLE tools likely to be pedagogically sound
  16. 16. Mr Cue-conscious Learner
  17. 17. Influences on Mr Cue-conscious Must follow assessment criteria Can’t discuss assessment with peers Can anonymously criticize peer work After 3-weeks can grade peer work
  18. 18. Mr Cue-conscious says: “I am only interested in getting a good grade” “I am not interested what my peers think” “Actually understanding the content is not essential to doing well in the course and that is fine by me”
  19. 19. Prof. Peer Engagement
  20. 20. Influences on Prof. Engagement Belief teaching and assessment method influences student learning Belief learning is improved when communicated in social settings Belief learning is improved when personal
  21. 21. Teaching ● Seminars ● Personal focus ● Group games Prof. Engagement teaching
  22. 22. Portfolio ● Essay ● Peer review ● Presentations ● Module participation record Prof. Engagement assessment
  23. 23. Moodle Tools Forum Journal
  24. 24. Mr Personal Journey
  25. 25. Influences on Mr Journey My interests matter Peers can learn from me I am responsible for my learning I can learn from my peers
  26. 26. Mr Personal Journey “I was really motivated to shape and develop my area of interest and present it to my peers” “The module is changing my personality” “It’s not only the knowledge I’ve learnt but it has also changed my habits and my ability to learn”
  27. 27. Analytical capacity Criticality Independence Inquisitiveness
  28. 28. Multiple choice questions a + b = 1. c 2. d 3. e
  29. 29. Workshop
  30. 30. Journal
  31. 31. Forum
  32. 32. Addictive interfaces
  33. 33. Teaching we want to avoid Narrow conformative development Tutor feedback Assessment criteria
  34. 34. Learning we want to encourage Expansive development Analytical capacity Criticality Independence Inquisitiveness
  35. 35. Any questions

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