TAS DET SShelton
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TAS DET SShelton

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TAS Distance Education Tasmania. eFeedback using Moodle

TAS Distance Education Tasmania. eFeedback using Moodle

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  • Our story is one about moodle, using it and lots of other web 2.0 tools to improve the way we assess and feedback

TAS DET SShelton TAS DET SShelton Presentation Transcript

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  • Personalised Learning
  • retrofeed Relationships
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    • Deputy Director, Institute of Education, University of London
    • Better educated
    • More money
    • Healthier
    • Longer life
    • Save $200 000 in criminal justice, unemployment and taxes
    Improving feedback Raising achievement Why?
  • Dai Hounsell Professor of Higher Education UNIVERSITY OF EDINBURGH Centre for Teaching and Learning
    • Use of technology to generate and monitor feedback
    • Collaborative work displayed to peers
    • Pre activity feedback ‘retrofeed’ ‘feed-forward’
    • Scheduling feedback
    • Whole class feedback or ‘retrofeed’, efficient and effective
    • Peer assessment – evaluate but not assess
    • Enhanced colleague feedback – DET computer licence
  • Learning Management System
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  • Distance Education Tasmania
    • Flinders University
    • Feedback defines for students what their teacher thinks is important for a topic or a subject. At its best, feedback should:
    • guide teachers and students
    • be a core part of teaching and learning
    • not an add-on ritual
    • focus around course outcomes
    • guide students to become independent learners and their own critics
    What is feedback? A reminder of what is important
  • Types of feedback Informal worked examples, formative, informing the process Formal in writing (e.g. checklists, written commentary, generic exemplars) Direct to individual student (often at the end, time consuming) Indirect to whole class (what it might look like) Formative given during the run of the topic, enabling thinking and changes, get a ‘second chance’ Summative end of a topic, lets students know what they have achieved, often not read, no improvement, often just editing, too late, no explanation ‘Excellent’ or an essay for a poor effort
  • Formative Feedback Strategies Centra lessons
      • The One Minute P ape r Students write for one minute on what their understanding is of the main idea of the lesson.
      • Anyone can be the reporter.
      • The Three Main Points Centra example
      • The Muddiest Point Students write for one minute the idea that is least clear to them at that moment
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  • Why use Centra? The value of using these strategies in Centra
    • Low cost in terms of time taken
    • Teachers get an immediate feedback
    • Students receive quick feedback
    • Students can be creative and take risks because it is not marked.
    • Students are actively engaged in the lesson.
  • Development of e-learning strategy Stephen Heppell Stephen Downes ha! Dylan Wiliam
  • Formative feedback
    • Possibilities offered by Moodle
    • Investigated further how we might improve feedback procedures
    • Focused on formative rather than summative
  • Dylan Wiliam
    • Good formative assessment can double achievement – 1 years learning in 6 months
    • Most feedback is the least useful kind. ‘ Ego involving’ v ‘ Task involving’
    • ‘ You did well’, ‘Good piece of work’, ‘Best piece of work in class’ – Ego Involving
  • Task Involving
    • ‘ This is what you need to do to improve ’
    • Ego involving can lead to a drop in achievement
    • Better off saying nothing than giving false praise
    • Don’t tell them they are great
    • Will feel good about what they can do
  • Formative assessment
    • Currently often teach a unit and then assess to find out if students understood
    • Formative assessment means constantly reading student progress
    • Minute by minute, day by day assessment
    • Power of peer assessment
  • Collaborative learning Collaborative learning
    • Individual accountability
    • Doubles speed of student learning
    • Sustained engagement
    • Blurred student/teacher roles (Aaron Moss)
    • Mutual respect
    • Group work – anyone may be the reporter
  • Creativity
    • 19th C - skills; numeracy/literacy
    • 20th C – stable, knew what was coming
    • 21st C – prepare students for situations we can’t envisage
    • When stuck, students will think rather than remember
  • mp4 Dylan Wiliams
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  • DET Summative Summative Formative Formative
  • Distance Education Needs
    • Small school – 300 students
    • Antiquated delivery system
    • Limited resources
    • More attuned to student needs
    • Learning Management System
  • students staff
  • What we were delivering How we were delivering Assessment and feedback
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  • Pauline's Moodle experience
    • Organiser
    • Immediate feedback - assessment
    • Intrinsically motivating
    • More Retry work – fear of failure
    • 2 months is light years ago
    MOTIVATING FOR TEACHERS
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  • Bite sized, motivating tasks with immediate feedback/assessment
  • Cam
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  • Student Feedback
  • Brayden
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  • Bronwyn
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  • Matt
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  • The mum project - Healthy for Life
    • Trial with 6 pregnant students
    • Each get a PDA
    • No reliable internet access time
    • ‘ Healthy for Life’
    • Flyers, SMS quizzes, downloadable materials for Pocket PC
    • Based around Health and Wellbeing curriculum
    • Topics: birth, STD’s, nutrition, housing
    • Self confidence, motivation
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    • Maintaining Contact with students and parents
    • Lesson & Content delivery
    • Computer Skills checklist
    • Using TALIS and the library
    Staff equivilant