Assessment of Creativity: The next step – Todd Lubart

The document discusses strategies for teaching problem solving through conversation in science lessons. It provides definitions of key concepts and outlines the structure of two sample lessons. Lesson 1 engages students, reviews concepts, and has them consider evidence on an issue. Lesson 2 re-engages students, has them play a decision-making game to develop skills, and decide an issue using those skills. The document also provides strategies for facilitating productive classroom conversations, including assigning roles and using visual aids.

Creativity Learning Through the Arts - An Action Plan for Wales

Creativity and critical thinking in schools - Andreas Schleicher

Improving students’ critical and creative thinking: a five-year study of teac...

Webinar engage2

The document outlines a webinar about using group discussion to teach students. It discusses: 1. The webinar agenda, which includes an overview, discussions of dilemmas with group discussion and methods for the classroom, examples from teachers, challenges and recommendations, and a question period. 2. What research says about effective group discussion strategies, including the importance of diverse views, roles, leadership, and providing students with concepts and data. 3. Six specific group discussion methods that were presented: conscience alleyway, consequences wheel, mind movies, two stray one stay, jigsaw, and four corners. 4. Three classroom examples where teachers used group discussion for lessons on atmospheric carbon dioxide,

Brianjdixon Dissertation Defense

Brian Dixon

The document discusses a dissertation study that investigated how reflective video journals can be used to enhance students' metacognitive reflection. The study used a formative experiment methodology with six phases to test an intervention of having twelve high school students create reflective video journals over six sessions after school. Analysis of the journals found that highly structured prompts, privacy during recording, and focus on content over production enhanced reflection. Factors like student autonomy and voluntary participation inhibited reflection. The study provided recommendations for classroom practice, school policy, teacher education, and future research on using social media tools to support student reflection.

Ibl in practice

saocampos

This document discusses inquiry-based learning and science education. It defines inquiry-based learning as a student-directed approach where students investigate problems, explore sources of information, and increase their understanding. Inquiry-based science education focuses on student-constructed learning over teacher instruction. It allows students to develop skills like interpreting data, providing explanations, collaborating, and applying learning to real contexts. The document also examines types of inquiry activities, skills needed for the 21st century like critical thinking and collaboration, and how to evaluate inquiry activities based on developing skills and processes.

Awareness is not enough. Pitfalls of learning analytics dashboards in the edu...

Ioana Jivet

1) Learning analytics dashboards aim primarily to foster awareness and reflection in learners, but awareness alone is not enough to affect learning. 2) Dashboards currently provide limited support for self-regulated learning beyond reflection, neglecting goal setting and monitoring. 3) Dashboards commonly use social comparisons as the reference frame, which may be more suitable for performance-oriented learners and neglect mastery-oriented learners. Long term effects of social comparisons are unknown.

Using Design to Design Learning

This document discusses using design thinking to improve learning experiences in the classroom. It notes that today's students are diverse and have different learning styles. The design process can help address various learning needs by being adaptable, collaborative, and incorporating technology. The document outlines how each step of the design process can engage different learning styles. It provides examples of how tools like CMAP, Pinterest, digital storytelling and Prezi can support various steps in the process. The document advocates using design thinking to create learning experiences that consider the needs of non-traditional students.

Encouraging Engagement

A paper presented at the 2012 Design, Development and Research conference. A student’s experience in a tertiary programme should develop the professional skills needed after graduation as well as equip students with necessary skills to navigate real world situations. In the design field students work and learn in an educational design studio which mirrors the working model of professional design industries. Design students’ learning experiences can be investigated from both an external point of view, by establishing the level of student involvement, as well as from an internal point of view through the level of engagement encouraged by the method of teaching and learning. Student involvement, as explored in this paper relates to the framework develop by Astin (1984) in which he states: “Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience.” If a student is involved they stand to gain more from the educational experience. This experience could further be enhanced by developing an engaging learning situation. The term ‘engagement theory’, as explored by Kearsley and Shneiderman (1999), is grounded in technology based education but can be applied to most learning environments : “The fundamental idea underpinning engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks”. The Schlechty Centre (2009) describes students who are engaged by their learning environment as able to learn at high levels with a clear and comprehensive understanding of what is being learnt, as well as being able to retain what they have learnt and that they are able to apply this new knowledge to different contexts . The three characteristics of an engaged learning experience are collaboration, project orientated assessment and authentic (real-world) learning . These characteristics are similar to practical studio based education practices which focus on problem based projects, grounded in real world contexts. This paper investigates the level of student involvement of Industrial Design 3 students as well as whether engagement is encouraged within the theoretical subjects associated with this programme. To establish the level of student involvement students completed the 2012 National Survey of Student Engagement (NSSE) and findings are compared to corresponding data from America, Europe and Australia. The level of engagement experienced by third year Industrial Design students in the theoretical subject was documented through video and photographic ethnography. The aim of the research is to establish whether design students, with varying levels of student involvement, would have a more engaged learning experience in theoretical subjects if the learning experience was collaborative, project orientated and based in a real world context.

Project based learning increases student achievement

Dawn Bartz

Leap21 pfs 22 april

Amy-Lee Reynolds

The document discusses innovative teaching practices that develop 21st century skills. It outlines ten practices that stimulate skill development, including reciprocal feedback, connecting learning to the real world, student-led work revision, in-depth project work, student self-reflection, freedom of choice in tools and topics, cross-cultural contacts, performance assessment contributions, and exposure to global issues. Five dimensions of 21st century learning are also described: collaboration, knowledge-building, ICT use, self-regulation, and real-world problem solving. The document provides definitions for some of these dimensions, such as defining collaboration as students working together to discuss, solve problems, create products, and share responsibility; and knowledge-building as going beyond knowledge reproduction

Co-designing learning dashboards for scalable feedback

This document discusses co-designing learning dashboards for providing scalable feedback. It describes two dashboards created at KU Leuven: LISSA for advisors and students, and REX for students. LISSA displays grade and activity data to support advisor-student dialog. Evaluations found it helps focus conversations on personal paths. REX is student-facing and shows exam results with tips. A design process involved stakeholders and started with available data to provide actionable but nuanced feedback. Context matters in dashboard design and simply copying solutions may not work.

Learning dashboards for actionable feedback: the (non)sense of chances of suc...

Presentation at humane event on digital transformation in higher education (http://www.humane.eu/events/seminars-and-conferences/2018/aveiro-042018/). Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from two European projects (ABLE and STELA) that aimed at developing learning dashboards for more traditional higher education institutions and integrating it within actual educational practices. The talk will challenge your beliefs regarding “chances of success” and predictive models in higher education.

Innovation in school

Subhash Jain

Anne-Lotte Masson - The Junior Thesis

Brussels, Belgium

The document discusses a junior thesis project aimed at improving science education. It analyzes the effects of an education activity called the Imagine competition, which allows students to complete feasibility studies on biotechnological applications. The research objectives are to identify critical success factors in science education, analyze the effects of education activities, and design an instrument to measure educational goals. Preliminary results show teachers value interdisciplinary approaches and opportunities for scientific practice, but do not always feel equipped to supervise thesis projects. The Imagine competition provides a model for an effective interdisciplinary junior thesis that engages students with scientists. Further research is needed to examine implementation challenges and critical success factors.

How to make Education more relevant (and fun)

Jonas Nørholm Larsen

1) Students today learn differently than in the past as they prefer online resources and visual/social media forms of communication. 2) The economy is also changing as markets integrate globally and consumers can easily compare options online, changing business models. 3) As a result, teachers must shift their role from experts of information to learning coaches who guide students to find relevant information and set personalized learning goals.

Creativity in school contexts - its measurement and development todd-lubart

St ritakontichtaskdesign

ctheo12

This document outlines a task design model for telecollaborative language learning. It discusses challenges of telecollaboration and relevant theories that inform the model. The proposed model includes four layers - what students must do, want, can do, and the degree of autonomy they may have. It provides examples for each layer to illustrate how tasks can be designed or modified. The goal is to create meaningful, useful, and rewarding tasks for students while considering learner characteristics, learning goals, and context.

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Promoting Student Engagement and Imagination Through Project-Based Learning

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Ibl in practice

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This document outlines the English curriculum for a school in Spain during the 2012-2013 school year. It involves subjects like physics, chemistry, mythology, social studies, Spanish, and technology. The goals are to improve students' English communication skills, participate in cross-curricular activities, and learn about different cultures. Methodology includes listening, speaking, reading, writing, presentations, and applying knowledge to solve problems. Students will complete tasks related to topics like robots, Greek myths, and a movie about Greek mythology. They will also participate in cross-curricular activities and labs for physics and chemistry. Evaluation includes exams, reports, presentations, and participation.

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Project-based learning involves students planning, implementing, and evaluating long-term projects with real-world applications. It is based on constructivist learning theories and provides motivation for students by allowing them to choose projects that play an active role in the learning process. Well-designed projects provide opportunities for collaborative knowledge construction, increase social and problem-solving skills, and make connections between disciplines.

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This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused approach using two languages to promote both content mastery and language acquisition. The document discusses types of CLIL, classroom activities, language requirements, genres, resources, teacher responsibilities, and potential problems. It also summarizes the Hungarian approach to CLIL which provides extensive exposure through primary and secondary school with requirements for teacher qualifications and ongoing training.

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Project-based learning is an instructional model where students plan, implement, and evaluate projects with real-world applications beyond the classroom. It emphasizes interdisciplinary, long-term projects that are student-centered. Projects provide motivation for students and allow them to play an active role in constructing knowledge. Projects also provide opportunities to develop problem-solving, social, and communication skills while making connections between disciplines.

Online Educa 2007

Pier Giuseppe

The document proposes a model for online education that integrates different theoretical learning approaches. The model includes three dimensions - instructional, collaborative, and personal - each with distinct learning aims, activities, and assessment tools. Activities in one dimension use the materials from another to connect the approaches. For example, an instructional video could trigger discussion and reflection. This integration allows for personalized, adaptive, and parallel learning paths suited to a learner's context, style, and goals.

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As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.

Learning2 0 assessment

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The document discusses shifting approaches to teaching and assessment as knowledge becomes more collaborative and learner-centered. Traditional teaching focuses on transmitting knowledge from teachers to students, while emerging approaches emphasize active learning where students co-construct knowledge. Similarly, assessment is moving from evaluating individual learners to also incorporating group work and learner reflection. The document provides examples of learning tasks and assessments that align with learner-centered approaches, such as open-book exams, online discussions, and multi-disciplinary team assignments. It advocates designing assessments based on clear learning objectives and criteria to provide meaningful feedback to students.

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The document discusses the history and key principles of constructivism and constructionism in instructional design. It covers theorists like Piaget, Vygotsky, Bruner, Papert and models like cognitive apprenticeship. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge. Constructionism builds on this, emphasizing that learning happens most effectively when people actively make things in the real world. The document also outlines principles for constructivist teaching, including asking open-ended questions and encouraging collaboration, reflection and problem-solving.

Google apps SC2012

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The document provides an agenda for a workshop on electronic portfolios, outlining the purpose and benefits of ePortfolios, how to create ePortfolios using Google Apps, and strategies for capturing digital artifacts and facilitating reflection. Sample student portfolio examples and resources are referenced to illustrate concepts. The overall goal is to empower students through self-reflection and digital storytelling using electronic portfolios.

Google Apps FETC2012

Helen Barrett

Here are some strategies for scaffolding reflection in Level 2 portfolios: - Provide sentence stems or guiding questions for initial reflections - Model reflective writing with your own examples - Allow peer feedback on reflections to encourage deeper thinking - Incorporate multimedia such as audio/video reflections in addition to writing - Gradually decrease scaffolding over time as students' reflective skills develop - Celebrate growth in reflection through feedback and portfolio conferences The goal is to help students make increasingly meaningful connections between their experiences, learning, and goals.

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