Issues and Scenarios Workshop
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Workshop by Dr Tim Linsey, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010.
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El documento define la mística como las hazañas deportivas de Estudiantes de La Plata a lo largo de su historia, como remontadas épicas, títulos obtenidos en condiciones adversas y victorias ante los equipos más poderosos. Señala que la mística no es ganar de forma irregular o por favores recibidos, sino logros alcanzados a través del esfuerzo y la gloria deportiva. Concluye afirmando que solo Estudiantes encarna verdaderamente la mística del fútbol argentino gracias a
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2. A pilot study was conducted where students used technologies like text messaging, photo sharing, and GPS on geography field trips. Students reported the technologies made the trips more enjoyable and improved their motivation and understanding.
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Mobilising Remote Student Engagement: Lessons Learned from the Field
Mobilising Remote Student Engagement: Lessons Learned from the Field
Mobilising Remote Student Engagement: Lessons Learned from the Field
Mobilising Remote Student Engagement: Lessons Learned from the Field
MoRSE Project - Emerging Feedback and Assessment Issues
MoRSE Project - Emerging Feedback and Assessment Issues
Building on MoRSE: Enhancing Learning in the field
Building on MoRSE: Enhancing Learning in the field
MoRSE Project - Emerging Feedback and Assessment Issues
MoRSE Project - Emerging Feedback and Assessment Issues
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This document discusses innovations in assessment and feedback in higher education. It provides examples of using audio and video feedback, student response systems, and adaptive learning systems. It also discusses integrating assessment systems and mobile applications. The document advocates for feedback-embedded curriculum design and program-based assessment approaches. It summarizes research findings regarding the impact of assessment environments and the relationship between assessment and student identity.
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The document discusses upcoming directions in teaching with technology, including increased use of cloud computing, user-generated content, and more complex learning scenarios. It provides an overview of technologies like clickers, podcasts, wikis, and immersive learning environments. The role of social presence in online courses is also mentioned. Examples are given of how technologies can enhance teaching by freeing up class time, allowing instructors to track understanding, and providing authentic learning experiences.
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Issues and Scenarios Workshop
- 1. Higher Education Academy : Evidence Based Practice Seminar Series 2010 Improving Assessment and Feedback Practices in a Technology Enhanced Learning and Teaching Environment Practical Issues and Scenarios Workshop A number of current issues and examples of practice have been identified below. The aim of this group based workshop is to elaborate on, amend and add to this list for the purpose of sharing practice and ideas. Our suggestion is that each group does this one from of 3 perspectives: a. Institutional, b. Academic Development, c. Academic. 1. Wider issues Assessment in step with evolving pedagogies Authentic, complex, challenging tasks and the assessment of these tasks Institutional issues of space, timetabling, staff loading models Assessment tasks as learning tasks Providing effective feedback that students can use – Feedforward Involvement of students in the assessment process Feedback and assessment with students working remotely from the institution Our students 2. Practical Issues Beyond the pockets to systemisation First steps – building on existing systems – the 1.5+ Maintaining reliability and confidence in technologies Using environments beyond the control of the institution Multitude of platforms – mobile and personal technologies Assessing group work Large classes Staff time Support beyond disseminating good practice Tim Linsey - Kingston University May 2010
- 2. Higher Education Academy : Evidence Based Practice Seminar Series 2010 3. A Few Examples of Practice / technologies Immersive / Virtual worlds / simulation e.g. see Second Life (http://vorticism.wordpress.com/ ) G4 Project (http://www.elu.sgul.ac.uk/g4/ ) Bayeaux tapestry (http://panograph.free.fr/BayeuxTapestry.html) An example of its use in assessment by Geoffrey Crisp. ‘Historic record or Norman Propaganda’. See also: Crisp, G. May 2010 Why should we change assessment because of Web 2.0? http://transformingassessment.com/events_past.php and http://www.transformingassessment.com/index.php Audio feedback e.g. Sounds Good Project (http://web.mac.com/simonft/Sounds_Good/Welcome.html) Video feedback e.g. Asset Project (http://www.reading.ac.uk/asset/) Peer review e.g. Spark Plus (http://spark.uts.edu.au/), PRAZE (http://disweb.dis.unimelb.edu.au/staff/jonmp/praze/index.html), Calibrated Peer Review (http://cpr.molsci.ucla.edu/), Turnitin PeerMark (http://www.turnitin.com/static/products.html). Group assessment e.g. WebPA Project (http://webpaproject.lboro.ac.uk/), Web 2.0 Authoring Tools in Higher Education Learning and Teaching: New Directions for Assessment and Academic Integrity Project (http://web2assessment.blogspot.com/) : Gray, K., Waycott, J., Clerehan, R., Hamilton, M., Richardson, M., Sheard, J., & Thompson, C. 2010 Web 2.0 authoring tools in higher education learning and teaching: New directions for assessment and academic integrity: A framework for field-testing and refining good practice guidelines in pilot projects at Australian universities during Semester One 2010. Retrieved 14/5/10 from http://web2assessmentroundtable.pbworks.com/f/ALTC-ASW2A-Guidelines-draft-Feb2010.pdf Tim Linsey - Kingston University May 2010