Assignment 1 - Best Practices

Offering adaptive support for self-regulated learning with learning analytics...

Self-regulated learning is a crucial skill that learners need in order to be successful in an online learning environment. However, existing platforms oer little support for the development of such skills. Learning dashboards are learning analytics tools built with the purpose of making learners aware of their learning performance and behaviour and triggering self-reflection, yet most of the existing dashboards follow a "one size fits all" philosophy disregarding individual differences between learners. Throughout this PhD project, we aim to research and develop learning dashboard designs that cater to the individual needs of learners in their SRL skill development while closing the gap between learning analytics and learning sciences.

Self-regulated learning skills matter in dashboard sense-making

The document summarizes a study that examined how self-regulated learning (SRL) skills relate to students' sense-making of learning analytics dashboards. The study found that two factors supported sense-making: transparency of dashboard design and support for action. SRL skills, particularly goal setting and help-seeking, predicted how relevant students found these sense-making factors. The study concluded dashboards should recognize different SRL levels, scaffold development of SRL skills, have transparent designs, and enable students to take immediate action.

Using online tools to provide relevant, authentic and timely assessment

Hazel Owen

This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/ Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies." Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.

Technology in the classroom

erinschmidt615

This document outlines best practices for integrating technology into the classroom. It discusses using technology to directly teach skills or support constructivist learning. Some uses of technology include remediation, promoting automaticity, accommodating learning styles, and generating motivation. The document also describes common classroom technologies and a three-phase process for effective integration: analyzing needs, planning integration, and post-instruction analysis. The goal is to determine the most appropriate technology approach and successfully achieve learning objectives.

i-Collaborate - A system for Building Callaborative Group Processes to Enhanc...

The document describes a system called i-Collaborate (iCS) that was developed by Innova Primary School in Singapore to enhance collaborative learning through the use of semantic analysis technology. iCS is a web-based interactive learning system that incorporates a semantic analysis engine to capture and analyze student discussions. The semantic analysis provides learning analytics and reports to help teachers identify learning gaps, learning styles, and opportunities for intervention to improve student understanding and group processes. The goal of iCS is to make student thinking and social learning visible to promote constructivist learning.

Assessment Process

This document outlines the assistive technology assessment process used by the Lakeland Central School District. It involves 10 steps: intake, identifying needs and outcomes, developing a team, assessing skills, device trials, revisiting goals, procuring a device, implementation, and follow up. The district uses the UKAT assessment toolkit to evaluate students' needs across various functional areas in order to trial, recommend, implement, train on, and continue evaluating the effectiveness of assistive technologies that help students achieve their goals.

Phil Winne "Learning Analytics for Learning Science When N = me"

Western Illinois University

Phil Winne argues that traditional learning science offers limited support for individual learners due to its reliance on randomized controlled trials. However, learning analytics that leverage large datasets can better support learners by clustering data about similar individuals and providing personalized feedback and recommendations. Winne presents nStudy, an online tool that traces self-regulated learning behaviors to gather data and provide analytics to guide learners' monitoring, assembling, rehearsing, and generating of information.

Everything I have learnt about eLearning

Poh-Sun Goh

Google Forms for Data Collection & Progress Monitoring

Joshua Elliott, Ed.D

This document discusses using Google Forms for data collection and progress monitoring of IEP goals for students. It provides examples of measurable annual goals and short-term objectives that could be monitored using forms. A sample form is shown, and helpful links are provided for additional resources on using forms in the classroom and for specific applications like peer evaluations and reflections. The document encourages the use of forms to more easily collect ongoing data on student progress.

Instructional software presentation ronen cohen

roneninio

Introduction to ipw (students)

Chen Alvin

Inter-Disciplinary Project Work (IPW) combines knowledge from multiple subjects. Students choose their own groups of 4-5 to complete a project from a list of 11 options that require improving an aspect of the school. Students are assessed individually with grades of A, B, C, or D. All materials and submissions are online through the LMS platform to be environmentally friendly. The objectives are to understand effective communication, group processes, and sourcing information.

Jane Schreiber

Janecs

The document discusses several studies that have shown benefits of incorporating technology into education. Some key findings included higher student achievement, interest, and collaboration. Technology was shown to improve critical thinking skills and workforce skills when combined with effective instructional strategies. The presentation argues that based on these research findings, technology integration should be supported in schools.

Idt Week1 Discussion

Educational technology is a process that begins with identifying needs and goals, developing an instructional plan and materials, testing and implementing the plan, and assessing whether the goals were achieved. Effective integration requires teachers to understand learners, have backup plans, and align instruction with standards. Districts must determine gaps, assess technology infrastructure, provide adequate training, and ensure teachers understand their role in implementation and assessment. Assessing whether technology aided or hindered curriculum is key to determining success.

The use of ict

uzma aslam

The document discusses the use of technology in teaching and learning. It defines technological literacy and explains why technology should be integrated into the classroom. Benefits are outlined for both teachers and learners, including active engagement, meeting varying needs, and developing life skills. Barriers to technology integration are also examined, along with strategies for motivating teachers. The role of formative assessment and differentiation using ICT is explored. Web 2.0 tools that can be used are provided as examples.

Definitions and history

Amy Adcock

The document provides an overview of the definitions, history, and components of instructional design. It discusses how instructional design has been defined in various ways that focus on systematic application of strategies, needs analysis, and use of technology. The history outlines how instructional design has evolved from early uses of lantern projectors and films to incorporate computers, learning theories, and models. It notes key influences like Dewey, Skinner, Gagne and how the field has shifted from behaviorism to constructivism. The document concludes by noting current areas like performance technologies, digital literacies and how instructional designers now work across various domains.

What's hot

Technology Integration for Meaning Classroom Use: Chapter 7 - Assessment and ...

Shawndra Bowers

Chapter02 Presentation

Shawndra Bowers

A learning design toolkit for creating effective learning activities

grainne

The use of technology in school

Tracyann Thompson

Authentic learning

Derek Moore

Peer review in an economics writing course: the Pen is still mightier than th...

Course Design Institute and pICT SDSU

AT in IEP Process

Offering adaptive support for self-regulated learning with learning analytics...

Self-regulated learning skills matter in dashboard sense-making

Using online tools to provide relevant, authentic and timely assessment

Hazel Owen

Technology in the classroom

erinschmidt615

i-Collaborate - A system for Building Callaborative Group Processes to Enhanc...

Assessment Process

Phil Winne "Learning Analytics for Learning Science When N = me"