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m-Assessment_Brum_DaveNDanny m-Assessment_Brum_DaveNDanny Presentation Transcript

  • Checking on learning – the mobile way David Sugden for Mole NET www.molenet.org.uk
  • Aims and Objectives
    • To consider how mobile devices can support the process of assessment and the capturing of portfolio evidence – and to identify best practice
    • Discuss assessment activities
    • Consider best practice
    • Identify issues
    • Experience assessment activities
    • Practice creation of assessment activities
  • 07786 204 949 Text VEL followed by a space then enter the numbers relating to the answers. e.g. VEL 2 4 2 1 etc…
    • RARPA stands for:
    • Recognising and Recording Performance and Achievement
    • Recognising and Recording Progression and Achievement
    • Recognising and Registering Performance and Achievement
    • Registering and Reporting on Progression and Achievement
    Question 1 07786 204 949 – don’t send yet - - -
  • True (1) or False (2) ? Implementing RARPA is a requirement for all LSC funded learning programmes? Question 2 07786 204 949 – this will be your second number – don’t send yet …
  • True (1) or False (2) ? Inspectors must examine RARPA evidence - the initial assessment, formative and summative assessment? Question 3
    • All providers receiving LSC funding are expected to apply the RARPA approach in full to non-accredited provision with effect from:
    • September 2006
    • January 2006
    • January 2007
    • September 2007
    Question 4
    • What is the Learner Achievement Record linked to?
    • Skills and Qualifications Framework
    • Regional Database of Associated Learning
    • Qualifications and Data Framework
    • National Database of Accredited Qualifications
    Question 5
  • Which one of these statements is true? 1. Teachers need specialist training to implement RARPA. 2. RARPA implementation attracts funding. 3. RARPA is a quality initiative 4. Evidence for RARPA must be paper-based only Question 6
  • Question 7 Is a Blog entry suitable assessment evidence? No (1) Yes (2)
  • Question 8 Which one of the following actions should you carry out?
    • Encourage learner involvement in the RARPA process from the outset
    • Encourage staff to regard RARPA as a bureaucratic millstone that is purely related to funding and accountability
    • Assume participants couldn’t identify and measure their own progress
    • Keep RARPA as a secret which only a few people know about
  • Question 9 RARPA is one process with linked stages. Using technology to make records can be the link between these stages. How many stages are there? 1. Three 2. Four 3. Five 4. Six
  • “ There will be a learner-focussed system of recognising both anticipated and unanticipated learning outcomes in non-accredited learning. Quality systems in relation to RARPA will be robust, fit for purpose and meet each learner's needs. Providers will use the Approach as a tool for quality improvement and to increase recognition of learner achievement.' ” http:// rarpa.lsc.gov.uk / 2 2 2 1 4 3 2 1 3 Lil’s Site soon
  • Activity 1b The best way to put out an electrical fire is to …? Complete the sentence by sending a text to 07786 204 949 , once again starting your message with the word VEL and then a space … Let’s ask another question … Lil’s Site Open and Closed Questions A closed question usually receives a single word or very short, factual answer. Pretty much what we’ve just done. Open questions elicit longer answers. They usually begin with what, why, how… An open question asks the respondent for his or her knowledge, opinion or feelings. “Tell me” and “describe” can also be used in the same way as open questions. Next …
  • Let’s ask the right questions…. Activity 2 What tips and hints can we think about when we start creating a quiz/question base for an assessment activity? Moving on
  • Hints and tips Activity 2 (a) What hints and tips might you give someone beginning to create questions / assessment
  •  
  •  
  • http://excellence.qia.org.uk/GoldDust/questioning/questioning.html Also http://ctl.unc.edu/fyc8.html http://www.accessola2.com/superconference2008/thu/308/stapleton_keys.ppt Moving on
  • B loom’s T axonomy?
    • Bloom's Taxonomy
    • ...is a taxonomy of activities and behaviours that exemplify higher order thinking skills ( HOTS ) and lower order thinking skills ( LOTS ).
    • ...Bloom's allows use to rank and structure different classroom activities and plan the learning process.
    • http://edorigami.wikispaces.com/Bloom's+and+ICT+tools
  • Bloom’s Taxonomy – old and revised www.techdis.ac.uk/index.php?p =9_5_32_4 http:// edorigami.wikispaces.com/Bloom's+and+ICT+tools who, what, why, when… define, label, show, spell, list, match compare, contrast, demonstrate, describe, interpret, explain apply, build, choose, construct, demonstrate, develop, draw analyze, categorize, classify, compare, contrast How would you categorize . . . ?   What evidence can you find . . . ?   What is the relationship between . . . ?   Can you make a distinction between . . . ?   What ideas justify . . . ? combine, compile, compose, construct, create, design, develop, formulate What changes would you make to solve . . . ?   How would you improve . . . ?   What would happen if . . . ?   Can you elaborate on the reason . . . ?   Can you propose an alternative . . . ? How would you rate the . . . ?   What would you cite to defend the actions . . . ?   How would you evaluate . . . ?   What choice would you have made . . . ? How would you prioritize . . . ? defend, determine, evaluate, judge, justify, measure,
  • Remember : Describe where Goldilocks lived. Understand : Summarize what the Goldilocks story was about. Apply : Construct a theory as to why Goldilocks went into the house. Analyze : Differentiate between how Goldilocks reacted and how you would react in each story event. Evaluate : Assess whether or not you think this really happened to Goldilocks. Create : Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form. A Wikipedia article discusses Bloom’s Taxonomy and looks at the story of Goldilocks and the Three Bears which is presented for each of the six levels of the Cognitive Process as seen on the Revised Taxonomy Table.
  • Activity 3 … in pairs: Using any software you have available – My Learning, SMS Quiz engine, Hot Potatoes, iPod, Excel, PPT, Quiz Creator…. Create a quiz – based on Citizenship or Health and Safety Awareness You have 15 minutes to create
  • More useful links
    • http:// www.elba.ethz.ch/services/quiz/mcfragen_EN
    • for good and bad examples of Hot Potatoes
    • http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/quizzes.htm links to Bloom
    • http://ctl.unc.edu/fyc8.html
    • improving multiple choice questions
    • http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/e-assessment/assess-questions
    • - including many types
    • http://www.le.ac.uk/castle/resources/mcqman/mcqappc.html#Contents
  • Hints and tips 2 Activity 2 (b) What hints and tips might you now give someone about Q construction?
  • Voting systems - http://www.polleverywhere.com/ Moving on
  • http://www.surveyshack.com/surveyshack_solutions/software_solutions/mobisurvey/ http:// www.votapedia.com/index.php?title = Main_Page
  • http://www.univote.co.uk/index.html Activity 4
  •  
  • The story so far …
    • SMS
    • Questions type and relevance
    • Linked assessment to Bloom
    • Created hints and tips
    • Created a quiz/assessment
    • Used/discussed voting as an assessment opportunity
  • … and still to come
    • Creation of knowledge evidence and performance criteria
    • Sharing of above
    • Investigation of wording!
    • M-Assessment and Web 2.0 tools
    • M-Portfolios
    • ‘e’ v ‘m’ - issues
    • Activity 5
    •  
    • Task:
      • In Pairs , think of a simple activity (that could be achieved in this room) e.g. tying shoe laces, tying a tie, an origami sculpture, a maths calculation.
      • In 5-7minutes write down at least 5 performance criteria for that task and 2 knowledge criteria.
      • Pass the criteria to another pair .
      • 2nd pair have 5-7 minutes to capture that evidence using video, audio or images and produce evidence of their learning and knowledge.
      • Share the result with the whole group
  • http:// sclater.com/blog/?p =43 Moving on Activity 6
  • http:// www.mahara.org /
  • Create personal self-contained hypertext documents that can be posted to a WebServer, sent by email or kept on a USB thumb drive to make a WikiOnAStick. Because it doesn't need to be installed and configured it makes a great GuerillaWiki. http:// www.wikimobile.eu /
    • A TiddlyWiki allows you to organize data in non-linear ways, with hyperklinks and tags. The idea is that you can
    • sort your information in small bite-size chunks called Tiddlers,
    • b) link the Tiddlers by hyperlinks and by the main menu,
    • c) and add custom tags as desired.
    http:// www.tiddlywiki.com / Tiddlywiki for IPhone Tiddlywiki FAQs
  • CTAD MediaBoard
  • http://www.slideshare.net/alexanderhayes/28082007-alexander-hayes/
  • Blogs Wikis Other web 2.0 Examples … Mash - up
  • Jaiku and Twitter
    • http://jaiku.com
    • http://www.twitter.com
    • User = molenet
    • pass = mole123456
    • Telephone 0207 100 2530
    • Channel 18364
    • Pass 4587 www.gabcast.com
      • search for molenet
    Gabcast Also Gabcast Activity 7
  • Can these be used as m-portfolios? Will they allow cross referencing – verification?
  • http://mlearn.pembrokeshire.ac.uk/files/final_report.pdf Geoff Elliott from Pembrokeshire College
    • The project team reflected on why the project enjoyed this success and concluded:
    •  Working with NEETs requires a significantly different andragogy to the typical one prevailing in further education colleges;
    • The PDA-phones enabled the tutors to keep in touch with the mLearners with their often transient life styles;
    • The NEET andragogy meant mTutors dealing with the pastoral care of mLearners in order to identify the brief opportunities for learning; and ..
    • The flexibility offered by the mTutors to mLearners to be able to study anywhere in the County at the mLearners convenience outside the normal establishments, and building confidence was key.
    • The developments to keep an eye on are the increasing use of virtual worlds, and the use of the internet on mobile devices. With regards to virtual worlds, there are two emerging open-source projects of particular interest to educators:
      • Croquet ( http:// opencroquet.org ): an open-source virtual world environment, co-founded by the educational technology visionary Alan Kay as an educational virtual world tool. Not only is Croquet open-source and “made for” education (both facets noticeably absent in SecondLife), but there are additional educational special interest projects, such as Edusim ( http:// edusim.greenbush.us ), which extend the functionality of this increasingly capable virtual world platform.
      • Alice ( http:// alice.org ): of particular interest to teachers of information technology, Alice is an open-source virtual world programming environment designed specifically to make programming engaging for young people and, in particular, girls and women. It does this by using storytelling as a metaphor for programming: by creating a “story” in Alice, students actually program a virtual world and learn programming conventions and techniques. 3D models created in Alice can be exported to Croquet.
    Leonard Low
  • http://news.techlearning.com/techlearning/pdf/events/techforum/ny05/Toward_Learning_Societies.pdf
  • The 3Rs - representation, reflection, and revision One definition of ePortfolio is a “digital representation of self on characteristics of interest to a community.” http://campustechnology.com/articles/40147_1/
  • http://www.freewarepocketpc.net/ppc-download-space-trader-v1-1b.html
  • Any questions? David Sugden With thanks and credit to Di Dawson