Moodle Report: The Cornerstone between Teaching Activities and Students' Performance

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Moodle Report: The Cornerstone between Teaching Activities and Students' Performance. Med-e-tel 2012

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  • SCART= course on the use of antiretrovirals for HIV treatment, guided course
  • Another format:The mention of the cost to come to Antwerp and staying 3 weeks, to leave a post for those weeks; the opportunity to follow online at his pace and timing (after work) a distance learning course.From 2008 until 2010 we mix escartscartWe use a LMS: Moodle
  • Self-assessments, non compulsory
  • In this course we have a lot of facilitators, we divide the task, what are the problems with the facilitators. -Workload-consistancyRole facilitator (some of them former students) and expert tutor, one of the skills we expect falicitate, train potentially be experts, some We tried a couple of years to combine it
  • With all that we have learnt , we were wondering how can we be sure if we have a good quality course, we look some theorei----- Meeting Notes (28/10/11 09:34) -----explain first the group workfinal assignment explain the rubricis this final score reflection the perfomance of the students?
  • Are we measuring what we need to measure?That is why we were looking for a the theretical framework, we tried to to assess this year…. with a sample and we took the englisheSCARTFor the moment we have look the 2 infor…
  • ----- Meeting Notes (28/10/11 09:51) -----margen benefit is very low
  • This project is supported by the Belgian Directory General of Development Cooperation (DGD)----- Meeting Notes (28/10/11 09:51) -----conclusions, animationsdifferent types assignments
  • Moodle Report: The Cornerstone between Teaching Activities and Students' Performance

    1. 1. Moodle Report: The Cornerstone between Teaching Activities and Students' Performance
    2. 2.  eSCART general description (history, evolution)  Types of learning activities  Types of students’ assessments  Correlation between learning activities and final score  Conclusions
    3. 3. Since 2003, ITM organises each summer the Short Course on Antiretroviral Therapy (SCART) a 3-week course, with ~40 physicians/year, who work in low resource countries
    4. 4. Accredited in tropEd MIH, 3 ECTS SCART 2003 SCART 2004 SCART 2005 SCART 2006 SCART 2007 SCART & eSCART 2008 SCART & eSCART 2009 SCART & eSCART 2010 eSCART 2011
    5. 5. Host a course Grading book Learning Management System Trace students’ activities
    6. 6. Self-assessment Lectures MODULE Forum Quiz or assignment
    7. 7. Types of students’ assessments 18-week course! Social activity
    8. 8. F I N A L GROUP WORK 50% FINAL ASSIGNMENT 10% 40% S C O R E
    9. 9.  Evaluation components by UOC (Open University in Cataluña, SPAIN) Teaching Staff (Internal) Is there a correlation between learning activities and final score? Procedure Records (Results) Duart J. 2001, Evaluation of teaching quality in virtual learning environments http://www.uoc.edu/web/esp/art/uoc/0109041/duartmartin_imp.html Students (External)
    10. 10. Grading book (formula final score) Final survey Dataset 32/38 students Students logs on Moodle
    11. 11. Correlation between learning activities and final score  Relationship between the time spent on self-assessments (in days) and the final grades  Number of self-assessments per module and relation with number of visits
    12. 12.  The time students spent on all the activities impacted on their overall performance.  Self-assessments are an important tool, but it is important to place the relevant information in the first exercises, because interest in these decreases as students progress through the exercises.  Analysis of data in a LMS helps to improve the course design and to inform the participants in advance on how much time they need to spend on the course online or offline.
    13. 13. Special thanks to the eSCART team and particularly to Dr Olivier Koole for the data analysis

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