The document discusses using active learning and project-based pedagogy with a virtual learning environment to teach electrotechnics to secondary school students. It describes a project where students research how to choose an electrically-assisted bicycle to reduce city pollution. The project uses web 2.0 tools, follows the stages of project pedagogy, and allows students to collaborate through wikis and blogs. It concludes that digital tools can enhance learning dynamics but that collaborative work and collective intelligence need further development.
Redesigning assessment and feedback - landscape review and areas for developmentJisc
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
This presentation consists of various e-assessment tools and its pedagogical benefits. This presentation describes the importance of e-assessment and gives more input of online quiz, online examination, online discussion forum, e-rubrics, e-portfolio and others.
Making the business case for digital health: Cost ModelsJSI
This was presented as part of a panel at the ICT4D Conference
in Lusaka, Zambia in May 2018.
The cost of digital health interventions has often been seen as a barrier to scaling and sustaining programs. High training costs for health workers is a factor. But, many uses of digital health can increase quality of care and efficiency while simultaneously offering cost savings. MCSP built on this model to strengthen the case for mPowering Frontline Health Workers. The model was updated to include new costs for digital content management, creation, and maintenance which showed a potential cost savings of 20-40%.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
Redesigning assessment and feedback - landscape review and areas for developmentJisc
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work.
A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
This presentation consists of various e-assessment tools and its pedagogical benefits. This presentation describes the importance of e-assessment and gives more input of online quiz, online examination, online discussion forum, e-rubrics, e-portfolio and others.
Making the business case for digital health: Cost ModelsJSI
This was presented as part of a panel at the ICT4D Conference
in Lusaka, Zambia in May 2018.
The cost of digital health interventions has often been seen as a barrier to scaling and sustaining programs. High training costs for health workers is a factor. But, many uses of digital health can increase quality of care and efficiency while simultaneously offering cost savings. MCSP built on this model to strengthen the case for mPowering Frontline Health Workers. The model was updated to include new costs for digital content management, creation, and maintenance which showed a potential cost savings of 20-40%.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...Blackboard APAC
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records.
This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program.
During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class.
I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.
Mega-metacognition - learning how to learn in a digital ageJisc
Facilitators:
Penny Langford, head of learning, Milton Keynes College
Paula Han, teacher training Manager, Milton Keynes College
Mel Villa-Buil, iLearn support coach, Milton Keynes College
Melanie Gibbard , iLearn coordinator, Milton Keynes College
Aniesa Shah, teaching and learning manager, Milton Keynes College
This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills.
We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
Turning the tide: How to Switch LMS Without Stated Strategy or Defined DemandJan Bidner
Presentation at Sakai 2011 in Los Angeles: How is it possible to switch the learning management system to SAKAI when no one wants to change and management strategy is lacking on how Internet-based learning should be developed? We want to share our experiences on a, after all, successful example from Umea university with 37.000 students (many of them studying partly or fully on-line) in northern Sweden.
Blackboard at Blackboard – Swinburne’s LMS migrationVDIT
Associate Professor Richard Constantine, Chief Information Officer and Director, Information Technology Services and Matthew Smith, Associate Director, IT Governance Strategy and Planning
For many years Swinburne has used separate and independent LMS’s in our TAFE and Higher Education sectors. In response to a management directive that all Student and Staff should use a single, unified LMS, Swinburne looked to Blackboard Hosting as a way to deliver this project. In addition to financial benefits, Swinburne’s use of a hosted solution delivers significant non-financial benefits. These benefits include outcomes such as resource flexibility, service level improvements and removing the distraction of managing technical issues allowing staff to remain focused on the main challenge of implementing a single LMS solution.
This presentation will outline Swinburne’s progress to date including the decision making process, key benefits and risk considerations, the experience to date and way forward as Swinburne progresses towards a single hosted LMS.
Sharing & Scaling The Language Of Digital LearningDr. Daniel Downs
Embedding Digital Citizenship, Computer Science and Makerspaces across your district provides amazing opportunities for students and teachers but it also requires that everyone is on the same page in terms of academic vocabulary related to educational technology. The presentation will detail the process the North Reading Digital Learning Team uses K-12 to scale a broader understanding of key digital learning terms into shared co-teaching lesson plans, digital learning curriculum sequence development and scaling teacher's knowledge base in the areas of digital learning and innovative teaching. Strategies for sequencing digital learning lessons based on refining key student vocabulary will be discussed.
Rebecca Wilson, Project Manager, Australian Catholic University
ACU required an ePortfolio solution for accreditation, embedding graduate attributes, and to provide a repository for Students and Academic staff’s electronic artefacts. The presentation will provide an overview of the selection criteria, evaluation of products, Desire2Learn implementation experiences, and pilot outcomes.
Our research goes back to first principles about what good assessment and feedback looks like at this point in the 21st century.
Prof David Nicol, who developed the widely used REAP (re-engineering assessment practice) principles, will join us to discuss how his current thinking is evolving.
We will discuss David’s findings in the context of our landscape review and look at how this group may help take the work forward.
Presentiation by Prof David Nicol, Research professor: teaching excellence initiative, Adam Smith business school, University of Glasgow
This is a document used in a Learning Analytics Workshop for Moodle - considering the different questions and solutions and looking at unanswered questions.
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...Blackboard APAC
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records.
This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program.
During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class.
I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.
Mega-metacognition - learning how to learn in a digital ageJisc
Facilitators:
Penny Langford, head of learning, Milton Keynes College
Paula Han, teacher training Manager, Milton Keynes College
Mel Villa-Buil, iLearn support coach, Milton Keynes College
Melanie Gibbard , iLearn coordinator, Milton Keynes College
Aniesa Shah, teaching and learning manager, Milton Keynes College
This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills.
We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
Turning the tide: How to Switch LMS Without Stated Strategy or Defined DemandJan Bidner
Presentation at Sakai 2011 in Los Angeles: How is it possible to switch the learning management system to SAKAI when no one wants to change and management strategy is lacking on how Internet-based learning should be developed? We want to share our experiences on a, after all, successful example from Umea university with 37.000 students (many of them studying partly or fully on-line) in northern Sweden.
Blackboard at Blackboard – Swinburne’s LMS migrationVDIT
Associate Professor Richard Constantine, Chief Information Officer and Director, Information Technology Services and Matthew Smith, Associate Director, IT Governance Strategy and Planning
For many years Swinburne has used separate and independent LMS’s in our TAFE and Higher Education sectors. In response to a management directive that all Student and Staff should use a single, unified LMS, Swinburne looked to Blackboard Hosting as a way to deliver this project. In addition to financial benefits, Swinburne’s use of a hosted solution delivers significant non-financial benefits. These benefits include outcomes such as resource flexibility, service level improvements and removing the distraction of managing technical issues allowing staff to remain focused on the main challenge of implementing a single LMS solution.
This presentation will outline Swinburne’s progress to date including the decision making process, key benefits and risk considerations, the experience to date and way forward as Swinburne progresses towards a single hosted LMS.
Sharing & Scaling The Language Of Digital LearningDr. Daniel Downs
Embedding Digital Citizenship, Computer Science and Makerspaces across your district provides amazing opportunities for students and teachers but it also requires that everyone is on the same page in terms of academic vocabulary related to educational technology. The presentation will detail the process the North Reading Digital Learning Team uses K-12 to scale a broader understanding of key digital learning terms into shared co-teaching lesson plans, digital learning curriculum sequence development and scaling teacher's knowledge base in the areas of digital learning and innovative teaching. Strategies for sequencing digital learning lessons based on refining key student vocabulary will be discussed.
Rebecca Wilson, Project Manager, Australian Catholic University
ACU required an ePortfolio solution for accreditation, embedding graduate attributes, and to provide a repository for Students and Academic staff’s electronic artefacts. The presentation will provide an overview of the selection criteria, evaluation of products, Desire2Learn implementation experiences, and pilot outcomes.
Our research goes back to first principles about what good assessment and feedback looks like at this point in the 21st century.
Prof David Nicol, who developed the widely used REAP (re-engineering assessment practice) principles, will join us to discuss how his current thinking is evolving.
We will discuss David’s findings in the context of our landscape review and look at how this group may help take the work forward.
Presentiation by Prof David Nicol, Research professor: teaching excellence initiative, Adam Smith business school, University of Glasgow
This is a document used in a Learning Analytics Workshop for Moodle - considering the different questions and solutions and looking at unanswered questions.
1 - How to use Storyline with Docebo: create a Learning ObjectDoceboElearning
Docebo - www.docebo.com - is a Learning Management System designed for E-Learning projects. In this tutorial you can learn how to use Storyline with Docebo in order to: create a Learning Object, use the Screen Recording, create a Quiz, upload the LO inside the LMS, check Statistics and Reports.
Quantifying the Effects of an Active Learning Strategy on the Motivation of S...Zin Eddine Dadach
The main objective of this paper is to use performance of students in order to quantify the effects of an active learning strategy on their motivation.
In the first part of the investigation, the relative performance of students was used as a tool to gauge the effects of the active learning strategy on the motivation of students. The results indicate that the active learning strategy enhanced the performance of 38 (69%) students.
For the second part of this quantitative method, the Dadach Motivation Factor ‘DMF’ was introduced in order to measure the effects of the active learning strategy on the motivation of students. Based on the requirement of the analysis (DMF> 1), the final results suggest that the active learning strategy has enhanced the motivation and increased the performance of twenty-two (40%) students. On the other hand, motivation did not have a significant role for the other sixteen (29%) students whose performance in the process control course (FGP) was higher than their average performance in the department (CGPA).
The results of the quantitative approach were compared with the student survey.
Effective ICT project ideas for the classroom. These ICT ideas are designed to effect authentic learning that aid to contextualise students learning and integrate curriculum needs into ICT projects and to effect critical thinking and creativity in our students through project based learning. We hope that teachers will find such ICT implementation truly useful for their curriculum needs and find it rewarding to implement these ICT ideas in their classes.
We appreciate all comments to help us improve on these ideas.
Discover how project-based learning (PBL) is a powerful instructional strategy for creating a student-centric classroom and boosting achievement.
Learn more about education and eLearning: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
KeyNote Speech
10th International Conference of Science, Mathematics & Technology Education
Mauritius Institute of Education, Reduit, Mauritius
6 November 2019
Viewbrics: mirroring and mastering complex generic skills with video enhanced rubrics through a technology-enhanced formative assessment methodology by Ellen Rusman (OUNL).
Learning Analytics -Towards a New Discipline-Dragan Gasevic
The talk, motivated by the present state of learning and education, identifies a need for a systematic change of the present preactice. Learning analytics is identified as a possible way to good to address this open challenge. Some connections with evidence-based medicine are drawn. Finally, learning analytics is defined as well as some open research challenges.
Similar to Active learning based on project-based pedagogy and the use of Virtual Learning Environment (20)
Notre contribution s’intéresse à l’enseignement et l’apprentissage dans les classes de Sciences et Techniques Industrielles notamment en électrotechnique. Notre objectif central est d’offrir aux apprenants de nouvelles conditions d’appropriation des savoirs, savoir-faire, attitudes attendus, en jouant notamment sur la motivation, l’attention, l’intérêt et l’implication dans les apprentissages scolaires. Un second objectif est de revaloriser notre enseignement dans le contexte actuel de désaffection des élèves pour les disciplines scientifiques et techniques.
Présentation aux collègues du lycée Blaise Pascal (Charbonnières les bains) de notre objectif de développer chez les élèves les conditions d’un meilleur accès aux savoirs, en jouant notamment sur la motivation, l’attention, l’intérêt et l’ implication dans les apprentissages scolaires à travers une plate-forme pédagogique (SPIRAL).
Notre contribution s’intéresse à l’enseignement et l’apprentissage dans les classes de Sciences et Techniques Industrielles notamment en électrotechnique. Notre objectif de praticiens, est de développer chez les élèves les conditions d’un meilleur accès aux savoirs, en jouant notamment sur la motivation, l’attention, l’intérêt et l’implication dans les apprentissages scolaires.
Active learning based on project-based pedagogy and the use of Virtual Learning Environment
1. Active learning based on project-based pedagogy and the use of Virtual Learning Environment Pierre Bénech, Teacher in Electrotechnics in Secondary school, Researcher at INRP Lionel Lageat, Teacher in Electrotechnics in Secondary school Valérie Emin, PHD Student in Computer Sciences Catherine Loisy, Professor in Cognitive Psychology at University
2. Teachers in Sciences and industrial techniques Electrotechnics, Physical sciences, Electronics,… Pupils in upper-secondary school classes STI Electrotechnics External professionals Domain: electrotechnics Actors Lycée Blaise Pascal Charbonnières les bains
3. New conditions of appropriation of knowledge, know-how, attitude Motivation - Attention - Interest - Involvement Enhance our teaching Declining of attractiveness Technical fields Pedagogical context
4. Problem Pollution in the city can be reduced by using an electrically-assisted bike (VAE) Problem « Choice of a VAE »
5. Problem Objectives Final aim Problem « Choice of a VAE » How to choose an electrically-assisted bike (VAE) ? Pollution in the city can be reduced by using an electrically-assisted bike (VAE)
6. Technical resources Tools Web 2.0 tools Problem Objectives Problem « Choice of a VAE » How to choose an electrically-assisted bike (VAE) ?
7. Tools Methods Problem How to choose an electrically-assisted bike (VAE) ? Objectives Project pedagogy Problem « Choice of a VAE » Technical resources Web 2.0 tools
8. Pedagogical process Lecture & Formulation du problème Formulation & Organisation des hypothèses Mesure, Expérience, Observation Repérage de l'information Analyse critique de l'information recueillie et résolution du problème Restitution argumentée Présentation orale Approfondissement des notions Bilan Plan d’étude Reading and problem formulation Formulation & organisation of hypothesis Measure, Experience, Observation Identifying information Critical analysis of information and problem solving Argumentative restitution Oral presentation Refinement of the concepts Conclusions Study plan
9. Project pedagogy « Choice of a VAE » Reading & problem formulation Formulation & Organisation of hypothesis Study plan Identifying information Measure, Experience, Observation Critical analysis of information and problem solving Argumentative restitution Oral presentation Refinements of the concepts Conclusions 1 2 3 4 5 6 7 8 Personnel Blog
10. Web 2.0 & Project pedagogy « Choice of a VAE » Diagram Designer Monitoring 1. __ 2. __ 3. __ 4. __ 1. __ 2. __ 3. __ 4. __ Gr. A Gr. B 1. [Gr. B & n ] ______ 2. [Gr. A] ______ 3. [Gr. B] ______ 4. [Gr. ...] ______ 1 2 3 4 5 6 7 8 Reading & problem formulation Formulation & Organisation of hypothesis Study plan Identifying information Measure, Experience, Observation Critical analysis of information and problem solving Argumentative restitution Oral presentation Refinements of the concepts Conclusions Wiki Groupes Personnel Blog Wiki Synthèse
13. The end … Thank you for your attention Any questions ??? STI Project http://www.netvibes.com/sti-electrotechnique ScenEdit Project http://eductice.inrp.fr/EducTice/projets/scenario/scenedit EducTice Team http://eductice.inrp.fr/EducTice/projets/scenario/scenedit
Editor's Notes
Thème du colloque Tice Med Environnements réels et virtuels : quelle école et quels environnements d’apprentissage ?