Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Readiness for direct practice - Using video as a tool to assess Masters socia...mdxaltc
This document summarizes a presentation on using video assessment to evaluate Masters social work students' readiness for direct practice. It describes:
1) The context and purpose of the video assessment within the social work education program, which aims to assess students' basic skills and values before their first placement.
2) The logistics of how the assessment was conducted, including role plays with actors that were video recorded and evaluated using a rating scale. Students then viewed their videos and received feedback.
3) Evaluation found that most students reported an improvement in skills after the assessment preparation and that many were able to apply skills learned on placement, though some found the process stressful. Refinements for the future were discussed.
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
Learning about Assessment Literacy - Nicky Spawls and Clare O'Donoghuemdxaltc
This document discusses the Assessment Literacy Project at a university education department. It aimed to promote assessment literacy among both students and staff. For students, activities included engaging with grading criteria, self-assessment, and formative feedback on drafts. For staff, it involved collaborative design of criteria, marking calibration, and moderation. Evaluation found higher pass rates and engagement when assessment literacy strategies were employed across multiple modules in a programme. The project highlighted the need to integrate assessment fully into the learning process and provide meaningful feedback opportunities throughout programmes.
This document discusses emerging practices in e-assessment at the University of Sheffield's Faculty of Medicine, Dentistry & Health. It covers their focus on collaborative e-assessment using tools like Google Apps, portfolio-based assessment using bespoke e-portfolios, and e-submission, e-marking and e-feedback using Turnitin and Grademark. Challenges include engaging students in online collaboration and assessment across different locations. Recommendations emphasize the need for choice in tools, meaningful assessment activities, and staff training in online marking. The future may include OSCE examinations using iPads and greater promotion of technologies to support electronic assessment.
The document outlines a 4-phase class structure that discusses journalism principles and their practical application. It then discusses problems with the previous project implementation, which did not fully meet the goals of developing analytical skills or learning diverse perspectives. Possible solutions are explored, and a new technology-based solution is proposed. The proposed solution involves students writing portions of an essay on a principle and context issue. The full essay would be posted online for all students to read and complete a quiz on, in order to better meet the class goals.
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Readiness for direct practice - Using video as a tool to assess Masters socia...mdxaltc
This document summarizes a presentation on using video assessment to evaluate Masters social work students' readiness for direct practice. It describes:
1) The context and purpose of the video assessment within the social work education program, which aims to assess students' basic skills and values before their first placement.
2) The logistics of how the assessment was conducted, including role plays with actors that were video recorded and evaluated using a rating scale. Students then viewed their videos and received feedback.
3) Evaluation found that most students reported an improvement in skills after the assessment preparation and that many were able to apply skills learned on placement, though some found the process stressful. Refinements for the future were discussed.
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
Learning about Assessment Literacy - Nicky Spawls and Clare O'Donoghuemdxaltc
This document discusses the Assessment Literacy Project at a university education department. It aimed to promote assessment literacy among both students and staff. For students, activities included engaging with grading criteria, self-assessment, and formative feedback on drafts. For staff, it involved collaborative design of criteria, marking calibration, and moderation. Evaluation found higher pass rates and engagement when assessment literacy strategies were employed across multiple modules in a programme. The project highlighted the need to integrate assessment fully into the learning process and provide meaningful feedback opportunities throughout programmes.
This document discusses emerging practices in e-assessment at the University of Sheffield's Faculty of Medicine, Dentistry & Health. It covers their focus on collaborative e-assessment using tools like Google Apps, portfolio-based assessment using bespoke e-portfolios, and e-submission, e-marking and e-feedback using Turnitin and Grademark. Challenges include engaging students in online collaboration and assessment across different locations. Recommendations emphasize the need for choice in tools, meaningful assessment activities, and staff training in online marking. The future may include OSCE examinations using iPads and greater promotion of technologies to support electronic assessment.
The document outlines a 4-phase class structure that discusses journalism principles and their practical application. It then discusses problems with the previous project implementation, which did not fully meet the goals of developing analytical skills or learning diverse perspectives. Possible solutions are explored, and a new technology-based solution is proposed. The proposed solution involves students writing portions of an essay on a principle and context issue. The full essay would be posted online for all students to read and complete a quiz on, in order to better meet the class goals.
Long distance relationships can work! Supporting international top up degree ...SHU Learning & Teaching
This document summarizes the lessons learned from a collaborative partnership between Sheffield Business School and a Southeast Asian partner to deliver top-up business degree programs. Key aspects of the partnership include a "flying faculty" model with short module deliveries by UK faculty, supported by local tutors. Student performance data shows pass rates and marks comparable to campus programs. The summary emphasizes the importance of developing student community, supporting the transition to UK-level study, ongoing communication between partners, and taking time for review and reflection to continuously improve the partnership.
This document summarizes a presentation about using the Teacher Work Sample (TWS) to assess teacher candidates. It discusses the components of the TWS, how it is used in a capstone assessment course at the University of Massachusetts Lowell, and some lessons learned about assessment. The TWS involves teachers designing, implementing, and analyzing an instructional unit. It is used in an online capstone course to demonstrate teacher candidates' ability to help all students learn. Students complete the TWS project, receiving continuous peer and instructor feedback, and document their work through weekly memos and by contributing to a public class wiki.
Online Assessment, Data Collection, and YouCat Flippen
1. The document discusses using online assessments to more frequently and effectively evaluate student learning. It introduces several free online assessment tools, like Quia, Edmodo, Google Forms, and Socrative.
2. The presenter, Catherine Flippen, implemented formative assessments using Quia in her Spanish classes 2-3 times per week over two weeks. Students received immediate feedback to identify areas of weakness.
3. Analysis of the assessment data showed students' average scores increasing from 66% on the first quiz to 89% on the last. Overall scores improved from 80.75%, indicating the frequent online assessments were effective.
1. The document discusses the phases of design thinking used to improve the online learning assessment experience. It outlines stakeholder mapping and in-depth interviews that were conducted to understand perspectives.
2. Empathy maps were developed to understand the pains and gains of students, teachers, and technical teams. Personas were also created based on the ethnographic research.
3. Ideation involved brainstorming ideas around formative and summative assessments in online and classroom environments. Concept posters visualized the key takeaways and approaches considered. A final set of ideas was developed to personalize education, enable fair online exams, and get closer to simulating a real classroom.
This document provides examples of engaged teaching strategies and describes key elements of effective teacher evaluation. It lists strategies like small group work, project-based learning, flipped classroom approaches, and labs. It also discusses expectations for communicating clearly with students, using questioning techniques, formative and summative assessments, and establishing an environment of respect. The document is intended to help teachers understand how to demonstrate excellent teaching practices.
This document discusses measuring teaching excellence and learning gain in higher education. It defines learning gain as the improvement in students' skills, knowledge, and development between two points in time. Teaching excellence is defined broadly as high-quality teaching, learning environments, and student outcomes. The document examines potential metrics to measure these concepts and challenges around benchmarking standards across institutions. It also summarizes early findings from a national study measuring learning gain at multiple universities.
TxDLA 2018 presentation - Online Learning Strategies and Student Orientationltingting
In this presentation we
- review literature and lessons learned in our own teaching and support experiences
- discuss factors contributing to academic tenacity and student success in online learning
- provide insights for teachers.
The document discusses areas for development or focus across the UK Professional Standards Framework (UKPSF) dimensions of Activities, Core Knowledge, and Professional Values.
For Activities, the author feels experienced in design, teaching, and assessment, but notes a lack of peer observation feedback. For Core Knowledge, they demonstrate subject knowledge and assessment skills, but seek more knowledge around quality assurance processes.
Finally, for Professional Values, the author aims to respect learners' needs, stay informed on developments, but notes a desire to network more widely with peers at other institutions. Main areas identified for development are engaging in peer observation, developing quality assurance knowledge, and networking more externally.
This document summarizes a presentation about extreme course design at the University of Bedfordshire Business School. The presentation discusses the origins and objectives of redesigning courses to improve the student experience and employability. It describes how the courses were redesigned in a non-traditional way, without traditional units or modules, through a creative process involving faculty and input from employers. The new course structure integrates projects and specialty topics and includes elements like a "practice week" and "assessment centre." Stakeholders were also engaged during the redesign process.
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
The document summarizes a workshop that uses the D4 curriculum development approach to address metrics related to teaching excellence and learning gain. The workshop walks participants through the four stages of the D4 approach: Discover, Dream, Design, and Deliver. In the Discover stage, participants share experiences of great learning. In the Dream stage, they envision ideal graduate attributes. In the Design stage, they map skills development or plan learning activities. Finally, in the Deliver stage, participants reflect and create action plans. The presenters analyze strengths of the approach such as being experiential, positively framed, and structured to promote holistic, team-based curriculum design and action toward goals like attainment, retention, and employability
Towards increasing interprofessional learning - Mehigan and Taylormdxaltc
This document outlines efforts to increase interprofessional learning among students from different health and social care programs. It discusses how interprofessional education can improve collaboration and health outcomes. Challenges in coordinating academic activities across multiple programs with different timetables are described. A creative solution involved holding interprofessional symposia, where final year students from nursing, midwifery and social work attended sessions together on themes like escalating concerns and dementia. Overall, evaluations found students enjoyed working with their peers from other disciplines, but recognized more opportunities and a wider range of professionals would be beneficial.
Emerge Initiative Faculty/Student Research Presentationemergeuwf
The document describes an initiative called EMERGE that promotes high-impact educational practices like faculty-undergraduate student research. It provides details of a research project conducted by an undergraduate student Claire Caillouet, mentored by Karla Caillouet and Dr. Bridges. Claire examined the relationship between linguistic isolation, overweight, and physical inactivity among Florida adolescents. She progressed through the research process, receiving feedback. Her performance was assessed using a rubric addressing critical thinking and communication skills, fulfilling two program student learning outcomes. Claire presented her findings at multiple conferences, benefiting her learning and self-esteem.
This document discusses team-based learning (TBL), a student engagement strategy. It describes the drivers for adopting TBL in a pharmacy curriculum due to growing class sizes and disengaged learners. The key aspects of TBL include forming permanent student teams, conducting individual and team readiness assurance tests, and applying learning through group exercises. TBL aims to increase student preparation, participation, and deeper learning approaches compared to traditional lectures.
Don't tell me show me ! - Lambert, Foley, Moore and Hindsmdxaltc
This document discusses the use of Objective Structured Clinical Examinations (OSCEs) in education. OSCEs aim to objectively assess students' demonstration of clinical skills and application of professional knowledge through a series of simulated scenarios. The document outlines the key components of OSCEs, including that they assess interpersonal skills, empathy, clinical reasoning and safe practice. Both the advantages and disadvantages of OSCEs are presented, such as their ability to evaluate a wide range of skills but also their resource intensiveness. Recommendations for ensuring quality in OSCE implementation include involving service users, using standardized patients, and providing students with practice and feedback opportunities.
Digital formative assessment tools were presented that can be used to aid formative assessment in the classroom. Formative assessment is used to monitor student progress and provide feedback, rather than determine grades. A dozen free digital tools were showcased, including Kahoot!, Google Forms, Poll Everywhere, and Socrative. General advice was provided around student privacy and tool selection based on factors like available devices, time requirements, and desired activity type.
This document discusses using sensemaking as an alternative to traditional evaluations for developing a distance learning research methods module. Sensemaking focuses on understanding complex situations and student learning processes. The author proposes using a modified lesson study approach where tutors and students collaboratively plan learning packages, students complete the work and are interviewed, and insights are used to plan future work. Two student experiences are described that had different processes but both found the practical focus useful. Some reflections note the potential for sensemaking to provide rich narratives of learning, inform curriculum development in real-time, and give insights into student learning ecologies compared to more reductive evaluations.
What makes good feedback good? - Prof. Margaret Pricemdxaltc
The document discusses factors that influence whether students perceive feedback as good or bad. It identifies several domains that can affect feedback perceptions, including technical elements of the feedback itself, the assessment context and design, student expectations and development, and intentional efforts to develop student assessment literacy. The document advocates developing students' self-assessment abilities, engaging them actively with criteria and feedback, and taking a holistic, program-level approach to assessment literacy.
The document discusses project-based learning (PBL) and its use in eTwinning projects. It describes PBL as an inquiry-based teaching method that engages students in solving complex, real-world problems. The document outlines the essential elements of PBL, including defining challenging problems, sustained inquiry, authenticity, student voice, and creating public products. It then provides an example workshop that walks groups of students through a sample PBL project on topics like water pollution, computer networks, and history. The document emphasizes that PBL allows students to learn by doing and that eTwinning and web tools can support students collaborating on international PBL projects.
Using student created websites to enhance pbl in the economics classroomArch Grieve
A presentation given at the first annual Project:WRIGHT Symposium at the Dayton Regional STEM School in January of 2015 on how to use websites to enhance the Project-Based Learning experience for students.
These guidance notes provide information to help organizations implement monitoring and evaluation systems to measure project success. Monitoring involves collecting ongoing data on activities, while evaluation assesses outcomes and impacts. Key reasons to monitor and evaluate include accountability, performance improvement, and learning. Indicators should be established to quantitatively or qualitatively track progress on objectives. A variety of techniques can be used to gather necessary information, including case studies, focus groups, surveys, and interviews.
This document summarizes the agenda and notes from the first face-to-face meeting of the Building Community through Telecollaboration Project in its fourth year. The meeting included discussions on integrating technology into teaching, encouraging collaboration among students and teachers, and developing an online community of practice. Groups discussed guidelines for collaboration and reflected on how to enhance the learning experience for students.
Long distance relationships can work! Supporting international top up degree ...SHU Learning & Teaching
This document summarizes the lessons learned from a collaborative partnership between Sheffield Business School and a Southeast Asian partner to deliver top-up business degree programs. Key aspects of the partnership include a "flying faculty" model with short module deliveries by UK faculty, supported by local tutors. Student performance data shows pass rates and marks comparable to campus programs. The summary emphasizes the importance of developing student community, supporting the transition to UK-level study, ongoing communication between partners, and taking time for review and reflection to continuously improve the partnership.
This document summarizes a presentation about using the Teacher Work Sample (TWS) to assess teacher candidates. It discusses the components of the TWS, how it is used in a capstone assessment course at the University of Massachusetts Lowell, and some lessons learned about assessment. The TWS involves teachers designing, implementing, and analyzing an instructional unit. It is used in an online capstone course to demonstrate teacher candidates' ability to help all students learn. Students complete the TWS project, receiving continuous peer and instructor feedback, and document their work through weekly memos and by contributing to a public class wiki.
Online Assessment, Data Collection, and YouCat Flippen
1. The document discusses using online assessments to more frequently and effectively evaluate student learning. It introduces several free online assessment tools, like Quia, Edmodo, Google Forms, and Socrative.
2. The presenter, Catherine Flippen, implemented formative assessments using Quia in her Spanish classes 2-3 times per week over two weeks. Students received immediate feedback to identify areas of weakness.
3. Analysis of the assessment data showed students' average scores increasing from 66% on the first quiz to 89% on the last. Overall scores improved from 80.75%, indicating the frequent online assessments were effective.
1. The document discusses the phases of design thinking used to improve the online learning assessment experience. It outlines stakeholder mapping and in-depth interviews that were conducted to understand perspectives.
2. Empathy maps were developed to understand the pains and gains of students, teachers, and technical teams. Personas were also created based on the ethnographic research.
3. Ideation involved brainstorming ideas around formative and summative assessments in online and classroom environments. Concept posters visualized the key takeaways and approaches considered. A final set of ideas was developed to personalize education, enable fair online exams, and get closer to simulating a real classroom.
This document provides examples of engaged teaching strategies and describes key elements of effective teacher evaluation. It lists strategies like small group work, project-based learning, flipped classroom approaches, and labs. It also discusses expectations for communicating clearly with students, using questioning techniques, formative and summative assessments, and establishing an environment of respect. The document is intended to help teachers understand how to demonstrate excellent teaching practices.
This document discusses measuring teaching excellence and learning gain in higher education. It defines learning gain as the improvement in students' skills, knowledge, and development between two points in time. Teaching excellence is defined broadly as high-quality teaching, learning environments, and student outcomes. The document examines potential metrics to measure these concepts and challenges around benchmarking standards across institutions. It also summarizes early findings from a national study measuring learning gain at multiple universities.
TxDLA 2018 presentation - Online Learning Strategies and Student Orientationltingting
In this presentation we
- review literature and lessons learned in our own teaching and support experiences
- discuss factors contributing to academic tenacity and student success in online learning
- provide insights for teachers.
The document discusses areas for development or focus across the UK Professional Standards Framework (UKPSF) dimensions of Activities, Core Knowledge, and Professional Values.
For Activities, the author feels experienced in design, teaching, and assessment, but notes a lack of peer observation feedback. For Core Knowledge, they demonstrate subject knowledge and assessment skills, but seek more knowledge around quality assurance processes.
Finally, for Professional Values, the author aims to respect learners' needs, stay informed on developments, but notes a desire to network more widely with peers at other institutions. Main areas identified for development are engaging in peer observation, developing quality assurance knowledge, and networking more externally.
This document summarizes a presentation about extreme course design at the University of Bedfordshire Business School. The presentation discusses the origins and objectives of redesigning courses to improve the student experience and employability. It describes how the courses were redesigned in a non-traditional way, without traditional units or modules, through a creative process involving faculty and input from employers. The new course structure integrates projects and specialty topics and includes elements like a "practice week" and "assessment centre." Stakeholders were also engaged during the redesign process.
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
The document summarizes a workshop that uses the D4 curriculum development approach to address metrics related to teaching excellence and learning gain. The workshop walks participants through the four stages of the D4 approach: Discover, Dream, Design, and Deliver. In the Discover stage, participants share experiences of great learning. In the Dream stage, they envision ideal graduate attributes. In the Design stage, they map skills development or plan learning activities. Finally, in the Deliver stage, participants reflect and create action plans. The presenters analyze strengths of the approach such as being experiential, positively framed, and structured to promote holistic, team-based curriculum design and action toward goals like attainment, retention, and employability
Towards increasing interprofessional learning - Mehigan and Taylormdxaltc
This document outlines efforts to increase interprofessional learning among students from different health and social care programs. It discusses how interprofessional education can improve collaboration and health outcomes. Challenges in coordinating academic activities across multiple programs with different timetables are described. A creative solution involved holding interprofessional symposia, where final year students from nursing, midwifery and social work attended sessions together on themes like escalating concerns and dementia. Overall, evaluations found students enjoyed working with their peers from other disciplines, but recognized more opportunities and a wider range of professionals would be beneficial.
Emerge Initiative Faculty/Student Research Presentationemergeuwf
The document describes an initiative called EMERGE that promotes high-impact educational practices like faculty-undergraduate student research. It provides details of a research project conducted by an undergraduate student Claire Caillouet, mentored by Karla Caillouet and Dr. Bridges. Claire examined the relationship between linguistic isolation, overweight, and physical inactivity among Florida adolescents. She progressed through the research process, receiving feedback. Her performance was assessed using a rubric addressing critical thinking and communication skills, fulfilling two program student learning outcomes. Claire presented her findings at multiple conferences, benefiting her learning and self-esteem.
This document discusses team-based learning (TBL), a student engagement strategy. It describes the drivers for adopting TBL in a pharmacy curriculum due to growing class sizes and disengaged learners. The key aspects of TBL include forming permanent student teams, conducting individual and team readiness assurance tests, and applying learning through group exercises. TBL aims to increase student preparation, participation, and deeper learning approaches compared to traditional lectures.
Don't tell me show me ! - Lambert, Foley, Moore and Hindsmdxaltc
This document discusses the use of Objective Structured Clinical Examinations (OSCEs) in education. OSCEs aim to objectively assess students' demonstration of clinical skills and application of professional knowledge through a series of simulated scenarios. The document outlines the key components of OSCEs, including that they assess interpersonal skills, empathy, clinical reasoning and safe practice. Both the advantages and disadvantages of OSCEs are presented, such as their ability to evaluate a wide range of skills but also their resource intensiveness. Recommendations for ensuring quality in OSCE implementation include involving service users, using standardized patients, and providing students with practice and feedback opportunities.
Digital formative assessment tools were presented that can be used to aid formative assessment in the classroom. Formative assessment is used to monitor student progress and provide feedback, rather than determine grades. A dozen free digital tools were showcased, including Kahoot!, Google Forms, Poll Everywhere, and Socrative. General advice was provided around student privacy and tool selection based on factors like available devices, time requirements, and desired activity type.
This document discusses using sensemaking as an alternative to traditional evaluations for developing a distance learning research methods module. Sensemaking focuses on understanding complex situations and student learning processes. The author proposes using a modified lesson study approach where tutors and students collaboratively plan learning packages, students complete the work and are interviewed, and insights are used to plan future work. Two student experiences are described that had different processes but both found the practical focus useful. Some reflections note the potential for sensemaking to provide rich narratives of learning, inform curriculum development in real-time, and give insights into student learning ecologies compared to more reductive evaluations.
What makes good feedback good? - Prof. Margaret Pricemdxaltc
The document discusses factors that influence whether students perceive feedback as good or bad. It identifies several domains that can affect feedback perceptions, including technical elements of the feedback itself, the assessment context and design, student expectations and development, and intentional efforts to develop student assessment literacy. The document advocates developing students' self-assessment abilities, engaging them actively with criteria and feedback, and taking a holistic, program-level approach to assessment literacy.
The document discusses project-based learning (PBL) and its use in eTwinning projects. It describes PBL as an inquiry-based teaching method that engages students in solving complex, real-world problems. The document outlines the essential elements of PBL, including defining challenging problems, sustained inquiry, authenticity, student voice, and creating public products. It then provides an example workshop that walks groups of students through a sample PBL project on topics like water pollution, computer networks, and history. The document emphasizes that PBL allows students to learn by doing and that eTwinning and web tools can support students collaborating on international PBL projects.
Using student created websites to enhance pbl in the economics classroomArch Grieve
A presentation given at the first annual Project:WRIGHT Symposium at the Dayton Regional STEM School in January of 2015 on how to use websites to enhance the Project-Based Learning experience for students.
These guidance notes provide information to help organizations implement monitoring and evaluation systems to measure project success. Monitoring involves collecting ongoing data on activities, while evaluation assesses outcomes and impacts. Key reasons to monitor and evaluate include accountability, performance improvement, and learning. Indicators should be established to quantitatively or qualitatively track progress on objectives. A variety of techniques can be used to gather necessary information, including case studies, focus groups, surveys, and interviews.
This document summarizes the agenda and notes from the first face-to-face meeting of the Building Community through Telecollaboration Project in its fourth year. The meeting included discussions on integrating technology into teaching, encouraging collaboration among students and teachers, and developing an online community of practice. Groups discussed guidelines for collaboration and reflected on how to enhance the learning experience for students.
Developing international e-learning programmes - Oxfam GBWalkgrove
This document summarizes the development of e-learning programs by One OGB to improve humanitarian response capacity. The project aimed to develop online courses to train national humanitarian staff in five countries. Key challenges included unrealistic timelines and budgets, and lack of e-learning expertise. Courses on IEC in WASH emergencies and technical project management were developed through an iterative design process. Feedback was positive, with participants reporting improved understanding and application of concepts like Gantt charts in their work. Lessons learned included the need for technical and e-learning experts to collaborate closely, and allowing sufficient time for planning and pilot testing.
The document discusses using wikis and blogs for assessment in a first year engineering course at the University of South Australia. Students were required to maintain an online portfolio using a wiki and blog to document their learning. While some students found the wiki and blog useful for reflecting and collaborating, others saw it as tedious. Based on student feedback, the course coordinators determined the wiki was an effective assessment tool but the blog was less so. For the next year, they planned to use only the wiki and provide more structured tutor feedback.
Tracing the Ripples: evaluating the wider impact of small institutional enhan...Rob Daley
This document summarizes the evaluation of 30 small enhancement projects funded across 3 years at Heriot-Watt University. The evaluation found that the projects had positive impacts at 3 levels: 1) Benefiting intended students and staff, 2) Increasing knowledge for project leads, and 3) Achieving wider dissemination of results. Most project leads reported the projects influencing their teaching practices, with impacts like enhanced skills, modified curriculum, and greater student-centered approaches. Challenges included lack of time and need for additional support, but overall the projects successfully enhanced the learning experience and esteem of both students and staff involved.
This document summarizes a presentation on evaluating engagement activities. The presentation aimed to help participants develop evaluation strategies and make strong cases for engagement. It covered why evaluation is important, how to identify what to evaluate using logic models, who evaluations are for, and making the case for engagement through evaluation. The presentation included activities where participants discussed their experiences with evaluation and worked through examples of logic models and evaluation plans.
Edutopia's top ten tips for assessing Project Based LearningJoanna Huang
This document provides 10 tips and a bonus tip for assessing project-based learning. It discusses the importance of planning assessment strategies from the beginning of a project to guide teaching and learning. Authentic products that reflect real-world tasks are recommended over traditional tests to demonstrate what students have learned. Formative assessment throughout the project and feedback from audiences during culminating presentations are also emphasized. The tips are meant to inspire new approaches to comprehensive assessment of student learning in project-based models.
This document provides guidance to a student on their mandatory Personal Project for the Middle Years Programme. It explains that the Personal Project allows students to explore a self-chosen topic of interest while developing independent learning skills over 6-8 months. Students must create a process journal, final product or outcome, and project report to demonstrate their work. They will be assigned a supervisor for guidance but are responsible for the independent work.
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit.
The document discusses Project-Based Learning (PBL) as integrated into the NAF curriculum. It defines PBL as involving student-driven inquiry projects that teach central concepts through solving realistic problems. The NAF curriculum incorporates PBL through culminating projects at the end of each course that encourage cross-disciplinary collaboration. The document outlines essential elements of high-quality PBL projects and steps instructors can take to plan and support successful student-driven PBL in the classroom.
Developing international e-learning programmes - Oxfam GBWalkgrove Australia
Oxfam chose Walkgrove to develop a number of e-learning modules for this important training intervention. This slide deck accompanied a presentation by Oxfam at the Learning Technologies conference and exhibition in London in January 2014 and explains their journey through the development process.
Running head: ACADEMIC PROGRAM 4
ACADEMIC PROGRAM
Name
Institution
Academic Program
An effective recommendation for an academic program should have the following characteristics:
· Should consider the age of the learners
· Should consider the education requirements of the learners
· Should be geared towards improving the quality of education
· Should be realistic and have a time frame within which to achieve.
· Should go hand in hand with the way the world is moving
An example of such a recommendation is introducing a policy to ensure all students do a science subject to enhance innovation since the world is technology-based. This recommendation is effective since it goes hand in hand with the way the world is moving and is considering the education requirements of the learners. I will use the module resources to make my recommendation effective when implemented, will involve all people when making decisions regarding the improvement of the academic program.
The review of the undergraduate project is effective, and it is well organized. The review focuses on specific objectives that need to be met, and the writer is keen to note the objectives down and to make sure that the review achieves these objectives. It is also essential that the review was done after the report was conducted, and there was the involvement of all the members of the faculty. This is important as it helps the institution to develop a greater insight and to capture as much as possible opinions that will be used in the improvement of the program. This is great.
The document on the California state university is essential. This is because it brings out the report on the review in an authentic manner, and this is important for effective program improvement in the university. The review is essential as it helps to understand what can be done and what is necessary. The involvement of many of the people in the university is good as it helps even to bring out even a better review and improvement program.
References
Redman,C.L, Withycombe, L & Wiek,A. (2011) Key competencies in sustainability: A reference framework for academic program development.6(2).203-218.
Julia Discussion:
Hi everyone.
I chose to evaluate the English Program at Southern Illinois University, Edwardsville for this discussion. Some of the characteristics of an effective program review will include whether or not student learning is assessed, how it is being assessed, any challenges to assessment from faculty or students, what is working well with the process, what did not work well, and recommendations for improvement. The assessment from this particular University was interesting because it seemed to be infused with a lot of personality from the assessors.
The assessment was conducted during 2009 and it also happened to be taking place while the department was introducing a new curriculum. The faculty were introducing this curriculum ...
How CIS Can Enhance Your School Based Program Kara Victorsen
The document discusses best practices for effective school-based programs as outlined by CIS of Chicago. It introduces the Universal Core Competencies which summarize effective practices in key areas like instruction, program model, and facilitator skills. CIS of Chicago provides training, support, and resources to community partners to help strengthen programs and ensure they are implementing these competencies. This includes the NAVIGATE training series, customized assistance, working groups, program observations and feedback, and opportunities for collaboration. The document also provides tips in areas like curriculum design, virtual programming, cultural relevance, and assessment.
This document outlines the agenda for Media Studies II Week 4. It includes:
1. Professional learning conversations to discuss course modules and lesson planning ideas.
2. Tutorials on digital literacy, media controversies, and identifying fake news.
3. An activity where students create and film their own fake news broadcasts.
4. Discussion of using picture books to teach social justice issues and planning related lessons.
5. Homework assignments involving critiquing literacy resources, examining the reading curriculum, and planning a social justice picture book lesson.
This document provides an agenda and learning goals for a Media Studies class. The agenda includes discussions on digital literacy, fake news, lesson planning, and creating a green screen news broadcast. The learning goals are to understand media's impact, learn how to teach critical analysis skills to identify reputable sources, and create engaging 21st century lessons using social justice issues. It also provides resources on media bias, fake news, and assigning a blog post on media literacy. Homework includes critiquing a reading resource, examining Ontario's language curriculum, and planning a social justice picture book lesson.
This document outlines a proposed strategy for using lessons learned and experiences from past and ongoing projects to expand existing projects or develop new ones. Key aspects of the strategy include analyzing projects to identify strengths, opportunities, and innovative approaches; conducting monitoring and evaluations to identify gaps; developing tailored reports and success stories; and ensuring good communication and information sharing across departments so lessons can inform new proposals and implementations. A case study is provided of how experiences from two past projects could be applied to expanding funding opportunities from different donors.
This document outlines the requirements for a final exam service project for a course on humanity and empathy. Students must choose an issue discussed in class, explain how course materials inspired their choice, investigate the issue with research, and propose an action plan. The plan must address the overall goal, roles and responsibilities, resources, and success metrics. Students will submit rationale and proposal documents on three deadlines for grading. Guiding questions and online resources are provided to help students develop their projects.
The document provides guidance on writing effective grant proposals. It outlines 12 common pitfalls to avoid such as having a poor project fit, weak argument, vague goals and objectives, failure to follow application instructions, and insufficient editing. Key recommendations include clearly defining the problem and need, developing specific and measurable objectives, providing detailed implementation and evaluation plans, and getting feedback from others before submitting. Sections to address in the proposal are also outlined.
Similar to Activities using e-Tools and Classroom Observation - Projects (20)
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
SRL Practice Framework
Intellectual Output 2
SLIDEshow Project
https://www.slideshowproject.eu/
https://twinspace.etwinning.net/65871/
Scientific evidence reveals different effective ways to support student self-regulated learning (SRL). In order to facilitate the transfer of these effective SRL classroom practices, a practice framework entailing based on most recent evidence relating to effective SRL promotion strategies is developed. This document consists of a practice framework (including teacher competences and qualities) for teachers and teacher educators who wish to be successful in supporting their students’ SRL. By linking the practice framework to the European Qualification Framework (EQF), SLIDEshow integrates scientific and policy materials for the benefit of practice. The EQF very strongly emphasises the attribute of independence in the acquisition and execution of competences. The eight levels of competence described in the EQF, starting at a completely dependent behaviour (i.e. dependencies on instruction and supervision) to complete independence and being a driver or innovator in the domain, can be a good fit for SRL, because of the self-management capacities that are intrinsic to it.
The SRL practice is innovative in the sense that it aims to support the integration of SRL by clearly outlining what competences are crucial for supporting students’ SRL and how this connects to existing frameworks (the EQF). By framing SRL instruction within a broader context (EQF) familiar to many educational systems, we intend to support the integration of SRL instruction in a ‘connected’, structural manner. Teachers and schools face a myriad of challenges and proposed solutions/innovations, often quickly following each other and being implemented in rather isolated ways. Next, the SRL practice framework will be applicable for both teachers and teacher educators. The focus on teacher educators is considered innovative, as most programs focus on teachers mainly.
Finally, the SRL practice framework will be used as a common framework for the SLIDEshow project as a whole and will be used for evaluation purposes later on in the project. Also, the framework will inform the design of the objectives, content, and approach of the teacher educator training (IO4). Finally, the framework will be used to analyse and identify the good practices concerning the integration of SRL in classroom practice (IO5).
This document is composed as following: first, a background for this document is given, secondly, a list of SRL instructional competences is given based on an extensive literature review. The competences are explored in depth. Thirdly, the SRL practice framework is integrated in the EQF, a practical approach is used, explaining the competences at the different levels of the EQF.
The tMAIL project aims to (1) implement innovative classroom practices that foster students' self-regulated learning and (2) develop a mobile app and courses to train primary school teachers on self-regulated learning. The app offers multiple short courses on self-regulated learning strategies delivered through a cross-curricular approach. Teacher progress and activities are tracked through dashboards and logs to personalize support. Information from the app is also available to teacher educators and policymakers to further adapt practices and policies.
SLIDEshow Project
Intellectual Output 3
This report aims to outline a practice for (self-) assessment of teachers’ abilities to support self-regulated learning (SRL) and to personalise instruction to the individual needs of students in their classes. It is particularly looking at the role that learning data plays as evidence for learning, progress, and achievement. Parallel to the SRL practice framework (IO2)1, this project output (IO3) will clearly describe the necessary data competences with the goal of equipping teachers with the skills and hands-on-experiences with using learner data for the support of their own personal SRL as well as their students’ SRL.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
5. What is an AQA qualification ?
■ Students gain knowledge and skills by working for an extended period of time to investigate
and respond to an engaging question.
■ Projects are stimulated by the investigation of a question or problem derived from interests
of students.
■ Students become independent while their confidence is reinforced.
■ The aim is to provide answers to questions or propose solutions to problems.
Presentation Skills /Time Management
Chryssanthe Sotiriou Doukas School 8/11/2019
6. The cycles of learning
Planning, Setting
goals
laying out the
strategy
Chryssanthe Sotiriou Doukas School 8/11/2019
7. Record of initial ideas
Provide information about your
idea(s) (in the beginning you may
have more than one project ideas).
Give details about the reason(s) for
your ideas selection.
Provide information about your initial ideas on
steps that you intend to follow during your
research process (e.g. literature review, design
and implementation of interviews, artifact
development, etc.). Justify your choices.
Provide any comments that your
supervisor has made in the form of
feedback to your initial project idea.
What were these comments about?
Did you need to make any changes to
your initial project idea plan, as a result
of your supervisor’s feedback?
If yes, what were these changes about?
Chryssanthe Sotiriou Doukas School 8/11/2019
8. Planning review
Information about who is expected to
provide input to this page.
Information about the nature of input
that is expected to be provided.
Provide detailed descriptions of the plan of actions that you intend to follow for the
needs of your project implementation.
List a number of actions that make up your plan and provide deadlines for each
proposed actions.
Can you give any examples?
Provide any comments that your
supervisor has made in the form of
feedback to your project plan. What
were these comments about?
Did you need to make any changes to
your project plan, as a result of your
supervisor’s feedback?
If yes, what were these changes about?
Chryssanthe Sotiriou Doukas School 8/11/2019
9. The cycles of learning
Planning, Setting
goals
laying out the
strategy
Using strategies
and monitoring
performance
Chryssanthe Sotiriou Doukas School 8/11/2019
10. Mid - project review
Information about who is expected to
provide input to this page.
Information about the nature of input
that is expected to be provided.
Based on your project plan (described in the previous section of the
production log), you are expected to provide input with regard to:
• Tasks that have been executed according to plan.
• Tasks that have not followed the initial plan.
• What has gone wrong? Why? Do I need to revise my initial plan?
Which parts of it?
Provide any comments that your
supervisor has made in the form of
feedback to your mid – project review.
What were these comments about?
Did you need to make any changes
as a result of your supervisor’s
feedback?
If yes, what were these changes
about?
11. The cycles of learning
Planning, Setting
goals
laying out the
strategy
Using strategies
and monitoring
performance
Reflection
on performance
Chryssanthe Sotiriou Doukas School 9/11/2019
12. Summary and reflection
This is a very important section of
your production log. You are expected
to provide input with regard to your
reflection on the project process.
Remember that one of the assessment
objectives (A04: Review) relates to the
completion of this production log
section!
Information about who is expected to
provide input to this page.
Information about the nature of input
that is expected to be provided.
You need to provide detailed input
with regard to these questions. Please,
do not be brief!!! It is very important
to evaluate your project journey!
14. How do the streaming
services affect the behavior
of the teenagers?
Kotsanis Constantinos
15. Goal setting
For the purpose of this project we are
focusing on Netflix.
Most of my friends watch movies, TV
shows and serials but they do not watch
educational movies and documentaries.
I want to prove that there is a relation
between amount of time spent on these
streaming services and the influence on
the behavior of the viewers.
16. Self motivation
• I want to become a Netflix
member myself and that gave me
the motivation to research things
about Netflix.
• Some of the serials of Netflix
cannot be shown to the TV.
Especially I want to see horror
and mystery movies.
• In addition I can take a small
piece of information in order to
use in my real life activities.
17. AQA PROJECT
TITLE:
“How has the increase of pet
population
influenced the way of living
in big cities!”
STUDENT:
IOANNA NEFELI POLYMENIDI
18. “Phase A:
Forethought Goal Setting
The goal of this research is
to study and analyze the effect caused by the
increase of pet population in big cities, and the
influence on people’s life, during the last years.
19. “Phase A:
Forethought
➢ Born and grew up in Athens metropolitan area, in Greece, an urban region with a big
population, I have been always inspired by the social phenomena and the
consequences they have on the life of people.
➢ AQA project, which offered by my School was not just a new academic task to me. It
was a new opportunity for realizing my skills and capabilities.
20. “Phase B:
Performance
Control
➢ Based on the outline plan and the revisions made with the assistance of
my supervisor I remained focused on the steps of my project.
➢ Some changes were applied for the title to be more specific and the final
report more focused.
21. “Phase B:
Performance
Control
Help Seeking
Supervisor/Mentor Contribution:
➢ My supervisor advised me on how to develop the special questionnaire so that it
reflects the goals of my project.
➢ Additional advices were also given to me so that to keep my analysis focused on
the scope of the research.
22. “
22
Phase C:
Self-
Reflection
Project Review & Questions:
• Is my project following my original plan?
• How has my plan developed?
• What is going well?
• What changes have been made? Why?
Final Evaluation:
➢ My final project report was finally completed on time.
➢ The final outline plan had become more accurate and achievable.
➢ Remained focused on the steps of my project.
➢ My project eventually met my plan’s needs and desired outcome.
27. “Phase B:
Performanc
e Control
I was working on daily basis with my project
and I also recorded whatever I found and
every source that I used. Furthermore I wrote
my mentor’s advice and everything I had in my
mind.
28. “Phase B:
Performance
Control
I was personally asking advice only from
my mentor, which helped me to set my
sub questions and organize my
presentation and my report. Moreover I
asked help from my English teacher, so
what I was writing to be understandable .
35. “Phase B:
Performance
Control
✦ For choosing the topic: my parents, my
professors, my mentor
✦ For executing the project: my supervisor → she
guided and helped me to complete successfully my
project.
Help Seeking
37. AQA PROJECT
TITLE:
How the 9/11 terrorism attack
affected psychologically and
emotionally the American citizens?
STUDENT:
Anna Stathopoulou
38. “Phase A:
Forethought Goal
Setting
The goal of this study was to showcase how
an event like this one can truly affect every
person mentally and psychologically, from the
ones who watched from distance or in their
television to the ones that suffered actually
sustained injuries and unfortunately died from
this terrorism attack in the Twin Towers on
9/11, a date that marked the whole world at
heart and mind.
39. “Phase A:
Forethought
My self motivation was that nobody
really focused on how the American
citizens felt and the psychological
factor but they studies usually focus
on the economical, religious and
political factors that don’t really
showcase the main affects of it for
the mind and soul. And that is why is
chose this project and that was my
self-motivation.
40. “Phase B:
Performance
Control
When I got a comment from my
supervisor I immediately wrote it down in
my journal and that’s how I managed not
to lose the track of time and most of the
times be on time for my deadlines. The
journal showcases the beginning,
development and ending of my project
and the differences of all stages and how
my project developed in all its stages.
41. “Phase B:
Performance
Control
Help
Seeking
I mainly got help from my
supervisor, the
psychologist of our high
school with the interview,
my classmates that
answered the
questionnaire and friends
and family that watched
live from television that
unfortunate event.
42. “
42
Phase C:
Self-
Reflection
I hardly self-evaluated my work
because I knew at the beginning that I
did not take it that seriously but when I
got to see my work development, my
progress and how my work affected
positively the project I was really
happy with what I created and that I
should not be so harsh on myself. But
I could have done better with some
deadlines.
44. AQA PROJECT
TITLE:
“How Space Weather has
already affected earth and
how it will affect Europe in the
next 50 years?”
STUDENT:
Panagiotis Georgiou
45. CLIMATE”
“How Space Weather has already affected earth
and how it will affect Europe in the next 50 years?”
*NAME: PANAGIOTIS
GEORGIOU
*YEAR: 2018-2019
46. “Phase A:
Forethought Goal Setting
“Phase A:
Forethought Goal Setting
During this project, I had 3 main goals:
1) I wanted to learn, through my research,
more about space and space phenomena.
2) I wanted to study the effects of Space
Weather on our planet.
3) I wanted to do an original project and
search about something unknown to me.
47. “Phase A:
Forethought
In order to motivate myself, to finish and make the best
out of my project, I tried to develop it with different ways.
For this reason except creating a PowerPoint
Presentation, my final project product consisted from
many different things. For example I made a
questionnaire that I distributed to my classmates, in order
to collect data about the awareness of students on these
topics. So, by making different things, I kept myself
interested and achieved to finish my project.
48. “Phase B:
Performance
Control
An important factor which helped me complete my project
was the Journal (LogBook). My journal played a decisive part in
the development of my project, for many different reasons:
❖ First of all, it worked as a guideline for me, because it helped
me plan and keep track of my progress.
❖ Also it was a reason to discuss with my supervisor, due to
some questions that I need her help to answer.
❖ Lastly, because I had in one place my ideas, the links of my
resources, the deadlines and all the important information for
my project.
49. “Phase B:
Performance
Control
Help Seeking
Specifically, for my project there was not a third person involvement
(except the questionnaire), it was just me and my supervisor.
I believe that the help from the supervisor, is a really important asset.
Because, it is a person that watches the whole project from a different
viewpoint than yours and has another opinion on some things. The
discussion with the supervisor is surely really important, because it makes
you see the less stronger parts of your project, so that you will be able to
improve it.
50. “
50
Phase C:
Self-
Reflection
In the end, I believe that I was able to produce
a really nice and accurate piece of work.
Although, they were difficulties and things-
steps that did not go as planned, I think that I
managed to overcome them. However, at the
same time, I had the chance to develop some
really useful skills, like the presentation ones.
From my point of view, I think that my final
product was complete and on the whole, I
really liked the general experience of the AQA
project presentation
54. Hands-on Activities with the use of
common e-tools
By Katia Alexiou
Materials:
• http://linoit.com/users/katialex/canvases/Session%2011%3A%20SRL%20-Web%202.0
• https://bubbl.us/10278650
55. ❑ Bubbl.us, Create your Mind maps, share your ideas, brainstorm and
collaborate with your team
Visit:
https://bubbl.us/
Before we start
56. openness,
personalization, collaboration, social networking, social
presence,
user-generated content, the people's Web, and collective wisdom
provides online users with interactive services, in which they have control
over their own data and information (Madden & Fox, 2006; Maloney, 2007).
58. Web 2.0 Landscape
Web 2.0 applications can support pedagogical approaches such as active learning, social learning, and student
publication, by providing environments and technologies that promote and foster these interactions (Ferdig, 2007).
59.
60. “Web 2.0 Tools have pedagogical affordances that
can help support and
promote student self-regulated learning.”
62. Forethought Phase
Implementation:
o course calendar
o course planning
o scheduling tools
Idea:
Help students create a weekly online goal setting
template specific to their needs
63. Goal Setting
✓ Goal Setting
influences behavioral
functioning by focusing
attention and regulating one’s
expenditure of effort.
✓ Goals
refer to intentions to attain a
specific standard of
proficiency, usually within a
specified time limit
64. Goal Setting Tools
Before you initiate a task
Ask yourself:
❑ What do I want to accomplish?
❑ How will I know when it is accomplished?
❑ How can the goal be accomplished?
❑ Does this seem worthwhile?
❑ When can I accomplish this goal?
65. Self-Motivation
❑ Prezi’s one-of-a-kind open canvas lets you organize and view your
presentation as a whole.
Prezi:
1. Smart structures
2. Zoom reveal
3. Free movement
Visit:
https://prezi.com/
66. Performance Control Phase
Students
o begin to actually engage in the behaviors required to successfully achieve their goals.
o monitor their learning progress and use selected strategies to perform learning tasks.
67. Performance Control
Phase
Implementation:
o Blogs
o Wikis
o calendar
o Social networking sites
o Video sharing tools
Idea:
Encourage students to use Web 2.0 tools to underline,
highlight, cluster content and complete their goals
68. Level 1
• Teacher
encourages
students to use
Google
Calendar for
personal
planning
Level 2
• Teacher
encourages
students to
enable the
Calendar
sharing
features to
allow feedback
and
collaboration
to complete
course tasks
Level 3
• Teacher
demonstrates
how to archive
personal and
group
calendars to
promote
student self-
evaluation
regarding time
planning and
management
Example 1: Google Calendar (Dabbagh & Kitsantas, 2012):
69. 1. Create a Project
2. Create a Task
3. Set time & priority
Example 2: Todoist
Visit:
https://todoist.com/
74. Self-Regulated Learning Strategies
The National Research Center on the Gifted and Talented (NRC/GT) at the University of
Connecticut.
Go to> http://nrcgt.uconn.edu/underachievement_study/self-regulation/
Personal
Strategies
These
strategies
usually involve
how a student
organizes and
interprets
information
Behavioral
Strategies
These
strategies
involve actions
that the
student takes.
Environmental
Strategies
These
strategies
involve seeking
assistance and
structuring of
the physical
study
environment.
75. Self-Regulated Learning Strategies
1. Organizing and
transforming
information
- outlining
- summarizing
- rearrangement
of materials
- highlighting
- flashcards/
index cards
- draw pictures,
diagrams, charts
- webs/mapping
2.Goal setting and
planning/standard
setting
- sequencing,
timing,
completing
- time
management
and pacing
3. Keeping records
and monitoring
- note-taking
- lists of errors
made
- record of
marks
- portfolio,
keeping all
drafts of
assignments
4. Rehearsing and
memorizing
- mnemonic
devices
- teaching
someone else the
material
- making sample
questions
- using mental
imagery
- using repetition
http://nrcgt.uconn.edu/wp-content/uploads/sites/953/2015/07/sr_printversion.pdf
SRL Strategies: Go to>
Personal Strategies
76. Self-Regulated Learning Strategies
1. Self-evaluating (checking
quality or progress)
- Task analysis
(What does the
instructor want me
to do? What do I
want out of it?)
- Self-instructions;
enactive feedback
- attentiveness
2. Self-consequating
- Treats to motivate;
self-reinforcement
- Arrangement or
imagination of
punishments; delay of
gratification
Behavioral Strategies
77. Self-Regulated Learning Strategies
1. Seeking
information (library,
Internet)
- library resources
- Internet
resources
- reviewing cards
- rereading
records, tests,
textbooks
2. Environmental
structuring
- selecting or
arranging the
physical setting
- isolating/
eliminating or
minimizing
distractions
- break up study
periods and
spread them over
time
3. Seeking social
assistance
- from peers
- from teachers or
other adults
- emulate
exemplary
models
Environmental Strategies
78. ❑ Pearltrees is a place to organize everything. This free service lets you
organize, explore and share everything you’re interested in. Save web
pages, files, photos or notes and organize them.
Organizing Content
Visit:
https://www.pearltrees.com/
79. ❑ Glogster, Multimedia Interactive Poster. Express ideas with ease by
combining images, graphics, audio, video and text on one digital canvas.
Imagery
Visit:
https://edu.glogster.com/
80. ❑ Bubbl.us, Create your Mind maps, share your ideas, brainstorm and
collaborate with your team
Visit:
https://bubbl.us/
Learning Strategies
81.
82. In school life we need strategies…..
Studies suggest that Apps can support learning strategies
83. Idea: Create your own Repertoire of Learning Strategies
Identify Understand Apply Evaluate Create
Searching for
learning
strategies
My
repertoire of
learning
strategies
84. Self-Reflection Phase
Implementation:
o Blogs
o Wikis
o Video sharing tools
Idea:
students use self-monitored outcomes to make
judgments regarding their learning performance.
Visit:
https://en.linoit.com/
85. ❑ Quizlet is the easiest way to study, practice and master what you’re
learning. Create your own flashcards or choose from millions
created by other students.
Self-judgement
Visit:
https://quizlet.com/
86. ❑ Kahoot! Create your own quizzes in seconds, play anywhere,
anytime, on your own or with friends, have fun and LEARN!
Self-evaluation
Visit:
https://kahoot.com/