Learning Quest:An Interactive Gradebook Application Concept Presentation by Justin Blinder and Dara Ross
KEY QUESTIONS: How can students document and visualizetheir learning progress over time? How can we assist students with diverseeducational backgrounds, learning styles, andcultures develop relational and collaborativeapproaches to learning, reﬂection, goal setting andpersonal growth? How can teachers and students work togetherto set goals and chart progress?
Instead of logging on to view a one-sided, teacher- directed spreadsheet ﬁlled with numbers...
...what if students had the opportunity tobecome the main character in the story of their own learning quest?
Tsering is a 14 year old, 9th grade English Language Learner (ELL) from Tibet.
Tsering spent the previous two years before getting toNew York City in a refugee camp in India after hiking over the Himalaya mountains with her family in order to escape religious persecution in Tibet.
Everyday in English class, Tsering uses a variety of features to update an interactive, narrative log to help bothTsering and her teacher collaborate, document and view her progress over time.
In English class, Tsering is studying “Vampires.” Her class isinquiry-based.
Tsering’s teacher acts as afacilitator helping, guiding and providing resources.
Tsering and her teacher haveconversations about what learninggoals, objectives and skills Tsering would like to target during this project.
Tsering has decided that she is mostinterested in learning and comparingdifferent vampire legends around the world.
Tsering has usually picked writing essays or poetry for previous projects, so during this project she decides that she would like to focus on her speaking and listening skills. SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
there She decides that sheW hy are s o many dif ferent wants to do research and v ampire also interview her legends arou nd the classmates about the world? different vampire legends in their countries.
She decides that turning her background research and her interviews into a shortdocumentary using iMovie is a good way to practice her speaking and listening skills.
Everyday at the end of class, Tsering ﬁlls out a daily, interactive, virtual exit slip to help chart her movement through the project and towards her learning goals and objectives.
In the virtual exit slip Tsering can choose avariety of media to create an expressive artifact of her daily progress.
Tsering can choose to write the answer to questions, record a short audio or video clip in English or in her native language, take a picture ofher facial expression using the iSight camera or ask a question.
Tsering’s teacher can drop-in and comment on Tsering’s daily reﬂections creating a documented,open-ended dialogue between teacher and student.
When Tsering has completed her shortdocumentary, she uploads it to the application for ﬁnal review, comments and feedback from her teachers and her peers.
She earns a specialvampire badge to show that she has achieved her learning goals and objectives.
Tsering’s vampire badge will be linked togetherwith a customized rubric tied to the CommonCore Standards and embedded with the iMovie that she made. SL.9-10.5. Make Click! strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of ﬁndings, reasoning, and evidence and to add interest.
Each star in Tsering’s galaxy represents aproject that Tsering has successfully completedor a Common Core Standard that Tsering has mastered.
Evidence of mastery and rubrics are linked insidethe star. Clicking the star will let the viewer see any relevant content related to the project.
Clicking or zooming inside the yellow path willreveal the playback of Tsering’s exit slips and theconversations between Tsering, her teacher and even between her classmates or her group members that she worked with on her project.
As the school year progresses and Tseringcompletes many successful projects, she is amazed at how much she is learning. ve it! t belie t I can’ I ﬁrs W hen ame, I didn’t c spea k any nglish . Now E I have look at all done!
She frequently reviews and“playbacks” her progress. I remember when I worked on this project. Look at what I made. Click! Click!
She also has many options for visualizing the storyof her learning through interactive infographics such as word clouds and emotion charts.
These charts and infographics will help Tsering, her family and her teacher visualize Tsering’s progress as well as track trends in Tsering’s learning. ow! Look W how much more roduc tive I p am in the mo rning!
At the end of the year Tsering’s daily progressand ﬁnal projects can be printed out and hand bound into a physical book to share with friends and family. Wow ! Look at Ts ering’s lish w ork! Eng
She can print and bind multiple book of herprogress, complete with QR codes linking to her goals and to her ﬁnal projects.
These books can be saved and shared with familymembers near and far. All they will need is to adda free QR code reader to their smart phones to view Tsering’s progress and her work.
We believe that this learning experience will be different from other approaches to grading andassessment because unlike traditional grade books, the experience is interactive, collaborative and highly learner driven.