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Week 8 Lecture - edc3100 2016 s1

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Lecture week 8

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Week 8 Lecture - edc3100 2016 s1

  1. 1. Remember to hit
  2. 2. Assignment 1 ICT and Assessment Assessment task & rubric Justificatory essay RAT model
  3. 3. Assignment 1 ICT and Assessment Assessment task & rubric Justificatory essay RAT model
  4. 4. 160 returned ~100 to go
  5. 5. Assignment 1 ICT and Assessment Assessment task & rubric Justificatory essay RAT model
  6. 6. Collin et al (1993) Paper & pencil Writing & computations Technology View
  7. 7. Collin et al (1993) Paper & pencil Writing & computations Computer Real-time problem solving & learning in interactive environments Technology View
  8. 8. http://ecolearn.gse.harvard.edu/ecoMUVE/
  9. 9. Collin et al (1993) Paper & pencil Writing & computations Computer Real-time problem solving & learning in interactive environments Technology View Video Speaking, listening and working in rich detail Three different views = richer notion of abilities
  10. 10. http://www.erikjohanssonphoto.com/#/cut-fold/ protean nature of the computer The first metamedium… has degrees of freedom and expression never before encountered (Kay, 1984, p. 59)
  11. 11. Examples – ICT & Assessment ICT change assessment product Different type of product Audience for product
  12. 12. http://www.projectnoah.org/
  13. 13. https://www.youtube.com/watch?v=AsFU3sAlPx4
  14. 14. http://www.jonbecker.net/disposable-assignments-and-intellectual-stairmasters/
  15. 15. Examples – ICT & Assessment ICT change assessment product Different type of product Audience for product Kill disposable assignments http://www.jonbecker.net/disposable-assignments-and-intellectual-stairmasters/
  16. 16. http://www.jonbecker.net/disposable-assignments-and-intellectual-stairmasters/
  17. 17. Examples – ICT & Assessment Increasing efficiency Quizzes & broader systems Differentiation, personalisation
  18. 18. Examples – ICT & Assessment Improving outcomes
  19. 19. Quizzing produced significant learning benefits (McDaniel et al, 2011)
  20. 20. Examples – ICT & Assessment Track progress & feelings
  21. 21. Assignment 1 ICT and Assessment Assessment task & rubric Justificatory essay RAT model
  22. 22. http://usqstudydesk.usq.edu.au/m2/mod/book/view.php?id=512498&chapterid=32667
  23. 23. Don’t embelish
  24. 24. Criteria Task specific descriptors Standards
  25. 25. Rules about developing rubrics • Match your criteria to your objectives • One criteria per objective • If there are multiple descriptors for a criteria you must find the ‘right’ one • Don’t use all the criteria for one task, especially for a short 3-5 week unit change the words in the criteria change the standards • Make your Standards descriptors task specific by changing the generic nouns
  26. 26. Assignment 1 ICT and Assessment Assessment task & rubric Justificatory essay RAT model
  27. 27. Writing your justification • Criteria: Explains and justifies the use of the ICT General Capabilities underpinning the learning and assessment required. • Support and source your statements: There are no given ‘truths’ in education so don’t assume things. – Explain why you used strategies – Support your choice of strategies with research that says it works… • Source all documents: (this includes the Australian Curriculum and pedagogical frameworks like Bloom’s). • Use the APA referencing style – in text referencing counts towards your word count/Reference lists don’t.
  28. 28. Assignment 1 ICT and Assessment Assessment task & rubric Justificatory essay RAT model
  29. 29. Reasons & Ideas Right now - Somewhere - Objectives - Criteria Learning experiences Justificatory Essay Evaluate - Rubric - RAT/checklist - Colleagues… RAT model does NOTprovide reasons for using ICT and pedagogy It helps you evaluate ICT-enriched learning
  30. 30. Reasons & Ideas Right now - Somewhere - Objectives - Criteria Learning experiences Justificatory Essay Evaluate - Rubric - RAT/checklist - Colleagues… RAT model does NOTprovide reasons for using ICT and pedagogy It helps you evaluate ICT-enriched learning The Some ICT activity from my unit plan was included because it transforms student learning ✖
  31. 31. Use it to sign post
  32. 32. The reason As identified by insert very important reference from research student learning of mathematics suffers from insert literature based problem and this can be addressed by insert literature and researched ICT and pedagogy solution.
  33. 33. The connection As identified by insert very important reference from research student learning of mathematics suffers from insert literature based problem and this can be addressed by insert literature and researched ICT and pedagogy solution. The insert particular ICT and pedagogy activity from the unit plan is designed to address this problem by insert good explanation of how it aligns. The reason
  34. 34. The connection addressed by insert literature and researched ICT and pedagogy solution. The insert particular ICT and pedagogy activity from the unit plan is designed to address this problem by insert good explanation of how it aligns. The RAT link The insert particular ICT and pedagogy activity from the unit plan amplifies student learning by offering the insert advantages drawn from the literature.
  35. 35. The connection addressed by insert literature and researched ICT and pedagogy solution. The insert particular ICT and pedagogy activity from the unit plan is designed to address this problem by insert good explanation of how it aligns. The RAT link The insert particular ICT and pedagogy activity from the unit plan transforms instruction methods by allowing the teacher to do some activity not possible without use of digital technology
  36. 36. RAT SLIC Don’t understand exactly what SLIC is Common mistakes Claim the technology amplifies/transforms Simply describe the activity Don’t explain the advantage or what was impossible
  37. 37. Student Learning Not what they are learning Understanding SLIC What the learner is doing
  38. 38. Instructional methods Understanding SLIC What the teacher is doing
  39. 39. Curriculum Goals Understanding SLIC What is being learned
  40. 40. RAT how to
  41. 41. 1. Start with ICT and pedagogy activity in context Use learning place tool of constructing a ‘Special Events’ calendar to visually create a calendar of special events.
  42. 42. 2. Describe what the student is doing (don’t mention ICT) Use learning place tool of constructing a ‘Special Events’ calendar to visually create a calendar of special events. 1. Given a list of dates for special events. 2. Place those dates into a calendar. 3. Customise that calendar to make it "pretty" and associated with the nature of the events.
  43. 43. 3. Is there anything that could only be done with ICT? Use learning place tool of constructing a ‘Special Events’ calendar to visually create a calendar of special events. 1. Given a list of dates for special events. 2. Place those dates into a calendar. 3. Customise that calendar to make it "pretty" and associated with the nature of the events. Yes -> Transformation No -> Amplification or replacement
  44. 44. 4. Is there any advantage gained by using ICT? Use learning place tool of constructing a ‘Special Events’ calendar to visually create a calendar of special events. 1. Given a list of dates for special events. 2. Place those dates into a calendar. 3. Customise that calendar to make it "pretty" and associated with the nature of the events. Yes -> Amplification No -> Replacement
  45. 45. Describe what the teacher does Repeat Describe what the constructing and transforming knowledge is learned
  46. 46. Transform Only possible with ICT Amplification Advantages provided by ICT Replacement No difference in What the learner does What the teacher does What is learned
  47. 47. Module & Assignment 3 How do I implement ICT-based learning experiences
  48. 48. Collins, A., Hawkins, J., & Frederiksen, J. (1993). Three different views of students: The role of technology in assessing student performance. The Journal of the Learning Sciences, 3(2), 205-217. Retrieved from http://www.tandfonline.com/doi/abs/10.1207/s15327809jls0302_3 McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, III, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103(2), 399–414. doi:10.1037/a0021782 Slide 1, 2, 3, 4, 5, 32, 39, 41: "Einstein on Education" by ecmp355 available at http://flickr.com/photos/ecmp355/6819416405 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 60: "NEXT Berlin" by Evelina Ander available at http://flickr.com/photos/evelinaander/7183406036 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/ Slide 61: "Questions?" by Marcus Ramberg available at http://flickr.com/photos/MarcusRamberg/185508448 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/

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