Technology for Feedback and Formative Assessmentsikojp
Slide presentations for the following conferences:
Siko, J.P. (2014, June). Using technology to enhance feedback and formative assessment. Presentation at the Boyne Tech Conference, Boyne City, MI.
Siko, J.P. (2014, March). Using Technology for Feedback and Formative Assessment. Presentation at the Inter-Institutional Teacher Education Council of West Michigan Cooperating Teachers’ Conference, Grand Rapids, MI.
Here is Alex Thrower's presentation from the National Learning Platforms Conference
Alex spoke in the Adopt session titled 'The impact of good parental involvement'
Technology for Feedback and Formative Assessmentsikojp
Slide presentations for the following conferences:
Siko, J.P. (2014, June). Using technology to enhance feedback and formative assessment. Presentation at the Boyne Tech Conference, Boyne City, MI.
Siko, J.P. (2014, March). Using Technology for Feedback and Formative Assessment. Presentation at the Inter-Institutional Teacher Education Council of West Michigan Cooperating Teachers’ Conference, Grand Rapids, MI.
Here is Alex Thrower's presentation from the National Learning Platforms Conference
Alex spoke in the Adopt session titled 'The impact of good parental involvement'
Tim Savage MetaMeets 2010 Presentation - Educational Design and Adoption in V...Siterma The World In 4D
Tim Savage, BA, Sociology, HDIP IT, Education, MSC, Computer Science, is a lecturer in the School of Computer Science and Statistics in Trinity College, Dublin University. He is a member of the Centre for Research in IT in Education (a joint initiative between the School of Education and the School of Computer Science & Statistics).
Acadly helps professors boost participation and communication with students inside and outside the classroom. Watch Acadly's presentation at the Reimagine Education 2017 conference at Philadelphia. The videos in the presentation are available here:
1. Structure: https://twitter.com/Acadlydotcom/status/937797507152863233
2. Instant one-tap roll calls: https://twitter.com/Acadlydotcom/status/937797784576589825
3. Typing math expressions using TeX in the Acadly messenger: https://twitter.com/Acadlydotcom/status/937798225175687180
4. Analytics: https://twitter.com/Acadlydotcom/status/937798721126969345
5. Context aware chat: https://twitter.com/Acadlydotcom/status/937799368366796800
211119 (wr) v1 when f2 f synchronous asynchronous online learningWilfredRubens.com
Bij het ontwerpen van blended learning kun je kiezen tussen de drie manieren in de titel van deze post. Op 2 december 2021 heb ik tijdens de Online Educa in Berlijn een sessie verzorgd over didactische overwegingen die je hierbij kunt hanteren.
Presentation of Inge de Waard for EDEN's NAP webinar on 'Student Evaluation during & after COVID19' - 22 April 2020, 15:30 CEST
More info:
https://www.eden-online.org/student-evaluation-during-and-after-covid-19/
Technology-enhanced assessment and feedback: What should (and shouldn’t) we b...Christopher Deneen
Innovation in learning engagement and the challenges of massification are timely concerns in higher education. These connected areas have particular impact on assessment and feedback. Technology enhanced assessment and feedback (TEAF) is an emergent meeting place for digital learning and assessment of, as and for learning. While TEAF is an area rich with opportunity, it is also fraught with challenges. Drawing on findings his multi-national research and practice, Dr. Christopher Deneen critically engages with both the opportunities and challenges of TEAF.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Design for Learning Strand by Sally Jordan, Open University Science Faculty.
More details at www.cde.london.ac.uk.
Presentation of Simon Paul Atkinson for EDEN's Education in time of pandemic webinar series on 'How to engage and support students online' - 27 April 2020, 17:00 CEST
More info:
https://www.eden-online.org/how-to-engage-and-support-students-online/
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
A presentation delivered on the Learn Live Stage at BETT 2017 on Learning Spaces in Higher Education, the Challenges, Benefits and meaning to Educational Development
This paper presents a proactive anonymous feedback based adaptive teaching for enhancing student learning for engineering courses. In conventional university teaching, typically, students come to the class and instructors lecture the material, assign home assignments, take exams, etc. After grading assignments or exams, the instructor provides feedback to students. Most of the time, students are reluctant to ask questions or ask instructor to revisit the topic which was already covered. However, there is no immediate anonymous feedback mechanism for each topic or class to notify the instructor about topics which are not clear to students. There are advantages that enhance students’ learning experience by using a proactive anonymous feedback approach in teaching, learning and assessment. In this paper, we present the
immediate impacts of proactive anonymous feedback based adaptive teaching on student learning and assessment. Furthermore, anonymous online based feedback mechanism provides faster feedback than conventional mechanism (where students wait until the first exam or so). Immediate feedback for each topic discussed in the class streamlines the process of reporting and the provision of active studying. The results
show that students get better grade and instructors get better student evaluation score since the anonymous feedback provides a mechanism for students to ask questions anonymously and the instructors get an opportunity to answer the questions or concerns in a timely manner. We implemented the proactive anonymous feedback approach in many courses in different semesters and observed similar results. However, as an example, we present one course and instructor to illustrate the effectiveness of the proposed approach.
The challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The challenges of Assessment and Feedback: findings from an HEA project – Denise Whitelock (IET)
This project was undertaken by IET and colleagues from the University of Southampton and is just producing its final report. The project's aim was to produce a synthesis of evidence based research which throws light on the progress made in the practice of Assessment and Feedback in H.E. This presentation will highlight findings with respect to authentic assessment, e-portfolios, peer assessment, feedback for language learning and Advice for Action.
Tim Savage MetaMeets 2010 Presentation - Educational Design and Adoption in V...Siterma The World In 4D
Tim Savage, BA, Sociology, HDIP IT, Education, MSC, Computer Science, is a lecturer in the School of Computer Science and Statistics in Trinity College, Dublin University. He is a member of the Centre for Research in IT in Education (a joint initiative between the School of Education and the School of Computer Science & Statistics).
Acadly helps professors boost participation and communication with students inside and outside the classroom. Watch Acadly's presentation at the Reimagine Education 2017 conference at Philadelphia. The videos in the presentation are available here:
1. Structure: https://twitter.com/Acadlydotcom/status/937797507152863233
2. Instant one-tap roll calls: https://twitter.com/Acadlydotcom/status/937797784576589825
3. Typing math expressions using TeX in the Acadly messenger: https://twitter.com/Acadlydotcom/status/937798225175687180
4. Analytics: https://twitter.com/Acadlydotcom/status/937798721126969345
5. Context aware chat: https://twitter.com/Acadlydotcom/status/937799368366796800
211119 (wr) v1 when f2 f synchronous asynchronous online learningWilfredRubens.com
Bij het ontwerpen van blended learning kun je kiezen tussen de drie manieren in de titel van deze post. Op 2 december 2021 heb ik tijdens de Online Educa in Berlijn een sessie verzorgd over didactische overwegingen die je hierbij kunt hanteren.
Presentation of Inge de Waard for EDEN's NAP webinar on 'Student Evaluation during & after COVID19' - 22 April 2020, 15:30 CEST
More info:
https://www.eden-online.org/student-evaluation-during-and-after-covid-19/
Technology-enhanced assessment and feedback: What should (and shouldn’t) we b...Christopher Deneen
Innovation in learning engagement and the challenges of massification are timely concerns in higher education. These connected areas have particular impact on assessment and feedback. Technology enhanced assessment and feedback (TEAF) is an emergent meeting place for digital learning and assessment of, as and for learning. While TEAF is an area rich with opportunity, it is also fraught with challenges. Drawing on findings his multi-national research and practice, Dr. Christopher Deneen critically engages with both the opportunities and challenges of TEAF.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Design for Learning Strand by Sally Jordan, Open University Science Faculty.
More details at www.cde.london.ac.uk.
Presentation of Simon Paul Atkinson for EDEN's Education in time of pandemic webinar series on 'How to engage and support students online' - 27 April 2020, 17:00 CEST
More info:
https://www.eden-online.org/how-to-engage-and-support-students-online/
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
A presentation delivered on the Learn Live Stage at BETT 2017 on Learning Spaces in Higher Education, the Challenges, Benefits and meaning to Educational Development
This paper presents a proactive anonymous feedback based adaptive teaching for enhancing student learning for engineering courses. In conventional university teaching, typically, students come to the class and instructors lecture the material, assign home assignments, take exams, etc. After grading assignments or exams, the instructor provides feedback to students. Most of the time, students are reluctant to ask questions or ask instructor to revisit the topic which was already covered. However, there is no immediate anonymous feedback mechanism for each topic or class to notify the instructor about topics which are not clear to students. There are advantages that enhance students’ learning experience by using a proactive anonymous feedback approach in teaching, learning and assessment. In this paper, we present the
immediate impacts of proactive anonymous feedback based adaptive teaching on student learning and assessment. Furthermore, anonymous online based feedback mechanism provides faster feedback than conventional mechanism (where students wait until the first exam or so). Immediate feedback for each topic discussed in the class streamlines the process of reporting and the provision of active studying. The results
show that students get better grade and instructors get better student evaluation score since the anonymous feedback provides a mechanism for students to ask questions anonymously and the instructors get an opportunity to answer the questions or concerns in a timely manner. We implemented the proactive anonymous feedback approach in many courses in different semesters and observed similar results. However, as an example, we present one course and instructor to illustrate the effectiveness of the proposed approach.
The challenges of Assessment and Feedback: findings from an HEA projectDenise Whitelock
The challenges of Assessment and Feedback: findings from an HEA project – Denise Whitelock (IET)
This project was undertaken by IET and colleagues from the University of Southampton and is just producing its final report. The project's aim was to produce a synthesis of evidence based research which throws light on the progress made in the practice of Assessment and Feedback in H.E. This presentation will highlight findings with respect to authentic assessment, e-portfolios, peer assessment, feedback for language learning and Advice for Action.
A TOUR OF THE STUDENT’S E-LEARNING PUDDLEacijjournal
E-learning has revolutionized our realm in more than just a listable number of ways. But it took a
paradigm shift when it entered the threshold of the varsity system. With the prevailing spoon-feeding era,
are the students really industry ready? We answer that by confirming afact: web-based learning has
become the oxygen of freshers in the IT Industry instead of the traditionallearning done through
graduation. Furthermore, are university enforced e-learning assessment systems a true representation of a
student's proficiency? This paper is a peep into what web-based e-learning systems are to a student of
today's world, by giving an overview of university-level e-learning in India deploying an example from
SRM University's organizational framework. It assesses a key e-learning trend, the implementation of
which bridges the gap between universities and the industry. It is proposed to provide constructive
feedback to the e-learning community and shine some light on areas of scope for future developments.
Presentation delivered by Stephen Bruce, Learning Technology Support Manager, Edinburgh Napier University at the Scottish Moodle User Group, facilitated by the College Development Network on 2nd Feburary, 2018.
Case Studies in Teaching and Learning with Social Media in Higher EducationMichael Johnson
In this session the presenters shared best practices in using social media by presenting data derived from multiple case studies at a large university in the western United States. The researchers will discuss the effects of these technologies on students’ learning experiences, general principles for successful use of social media, challenges encountered by their use, and ideas for improving the use of social media in higher education courses from both the instructor and student perspectives.
For more information on our cases, see http://spreadsheets5.google.com/a/byu.edu/ccc?key=tponeuwhMQ-XEY2p0c5i02A&hl=en
Enhancing Student Learning through Proactive Feedback Based Adaptive Teaching...IJITE
This paper presents a proactive anonymous feedback based adaptive teaching for enhancing student
learning for engineering courses. In conventional university teaching, typically, students come to the class
and instructors lecture the material, assign home assignments, take exams, etc. After grading assignments
or exams, the instructor provides feedback to students. Most of the time, students are reluctant to ask
questions or ask instructor to revisit the topic which was already covered. However, there is no immediate
anonymous feedback mechanism for each topic or class to notify the instructor about topics which are not
clear to students. There are advantages that enhance students’ learning experience by using a proactive
anonymous feedback approach in teaching, learning and assessment. In this paper, we present the
immediate impacts of proactive anonymous feedback based adaptive teaching on student learning and
assessment. Furthermore, anonymous online based feedback mechanism provides faster feedback than
conventional mechanism (where students wait until the first exam or so). Immediate feedback for each topic
discussed in the class streamlines the process of reporting and the provision of active studying. The results
show that students get better grade and instructors get better student evaluation score since the anonymous
feedback provides a mechanism for students to ask questions anonymously and the instructors get an
opportunity to answer the questions or concerns in a timely manner. We implemented the proactive
anonymous feedback approach in many courses in different semesters and observed similar results.
However, as an example, we present one course and instructor to illustrate the effectiveness of the
proposed approach.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
This presentation helps you to address the key challenges in remote teaching through various teaching platforms & tools for specific purpose, Effective use of technology using SAMR model. Educators can use this content to manage their own professional growth and well-being.
When Student Confidence Clicks - Using Student Response SystemsFabio R. Arico'
In this presentation I illustrate the methodology used to measure the relationship between student attainment, engagement, and self-efficacy beliefs through Student Response Systems.
https://sites.google.com/site/fabioarico
Running head INTERVENTION FOR EDUCATIONEdwards 1INTERVENTION F.docxcowinhelen
Running head: INTERVENTION FOR EDUCATION Edwards 1
INTERVENTION FOR EDUCATION Edwards 6
Intervention for Education
Markis’ Edwards
EDU 671: Fundamentals of Educational Research
Dr. Deborah Naughton
January 15, 2018
Overview
Mathematics is a subject that has no substitute and is compulsory in all modern schools. It teaches students to have the skills to count as well as perform both simple and technical arithmetical questions. Arithmetic is applicable in all professions thus the need for it to be compulsory in all modern schools globally (Brown, Dehoney & Millichap, 2015). Nonetheless, the main stresses associated with arithmetic is, understanding the new concepts in new topics. Many teachers are regarded as the cause of this problem as they fail to understand the concept of comprehension. Many teachers work with the assumption that if students understand the basic rules of mathematics, grasping the new technical terms and formulas can have similar results (Brown, Dehoney & Millichap, 2015). This problem is also not rectified by the regulators as they offer little to no support over the matter. It should be understood that students have different levels or varying computing powers. This means that they can easily make errors by either misreading the signs (computational error) or may misunderstand the underlying concept thus using the wrong logic. Overall, there is a common factor with this problem the inability to connect easily the theoretical features of math with reality (Brown, Dehoney & Millichap, 2015). The proposed intervention is to use digital or virtual teaching techniques to reduce these problems with the long-term aim of eliminating it. The use of computers or simulations to teach students is not new, as several schools have implemented technology in the curriculum in one mode or the other. The main advantage of this technique is that it implements the broad number of learning techniques allowing the students to familiarize themselves with one. This eliminates the limit set by teachers as they teach the course (Brown, Dehoney & Millichap, 2015).
Literature Review
Technology has evolved rapidly in the past decades; it has given way for more processing power, storage capacity and variation in sizes of devices. It has also evolved other sectors in the process such as education; many learning institutions have made the shift from the conventional learning techniques to digital. The main advantage of this shift is that majority of the students are familiar with the operation of these devices, therefore, the need of training is purged. Secondly and most important is that this form of education provides personalized learning, the rate of engagement is higher, students are exposed to competent teaching, assessment of learning is rapid and the quality is higher. As stated earlier, various students have various deficiencies when grasping specific mathem ...
Lessons learned? The digital future of educationTexthelp
As Coronavirus forced schools to close and caused an overnight shift to remote learning, our EdTech Strategist, Patrick, answers key questions on what we have learned during this unprecedented time and what the digital future of education will look like. Including the impact on policy & budget and the EdTech tools that are likely here to stay.
Student Opinions of Technology Enhanced Learningtelshef
What do students really think of Technology Enhanced Learning? Do we live up to their expectations? This discussion session included details of a student survey conducted within the Faculty of Social Sciences, as well as the view from the Students' Union's Education Officer.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
7. Biggs: aligning teaching for constructive learning
Ramsden: the assessment is the curriculum, as far as the students are concerned
Fink: creating significant learning experiences
Gibbs: learning by doing
13. It doesn’t make any difference what
we do in front of the students,
they learn next to nothing.
Eric Mazur, 2009
14. Testing effect / retrieval practice
… long-term memory is increased when some of the learning period is devoted to
retrieving the to-be-remembered information through testing with proper feedback.
Also encourages students to reliably monitor their own learning
20. Clickers in a Flipped Lab: Feedback to Enhance
Engagement in First Year Science
(Dr Ann Marie O’Brien)
Pre-lab
material
Clicker quiz:
MCQs & T/F
Bar chart
Discussion /
teaching
Students:
• huge increase in access of pre-lab material
• positive, enjoyed, engaged
Recommendations:
• “works really well but to be prepared to put in some effort”
• aim for consistency
22. Clickers for Dialogic Feedback in the Early
Years Care & Education Classroom
(Dr Teresa Brown)
Scenario
What would
you do?
Bar chart of
votes
Discussion
Students:
• got feedback on their understanding
• sense of fun and enjoyment
Recommendations:
two hour class
focus on the dialogue and the debate
technical support / rehearse
23. Socrative (as a tutorial coach)
(Alice Luby)
Setup Socrative:
sub-questions with
feedback
Students work at
own pace, check
answers
Feedback: detailed
answer and
possible mistakes
Benefits:
• Student confidence & self-paced
• JIT feedback & corrects mistakes
• Lecturer can see individual progress & tailor interventions
Encouraging first year accounting students to tackle examination style questions in a tutorial setting
breaking down an exam question into a series of multiple choice or text input questions
that would step or lead the student through the exam question
lecturer monitors
24.
25.
26.
27. Socrative is an impressive tool for student interaction, but as
with other similar apps, its raises questions about the use of
third-party applications in a HEI environment.
If their use is not officially approved and something goes
wrong – they are used as a platform for inappropriate
behaviour or to breach student or lecturer confidentiality –
where does the responsibility lie? With the lecturer? With the
student? Who is liable?
Comment by Tony Murphy (IT Tralee / National Forum)
30. Issues with taking Bb Quiz on mobile device
• No phone/device
• No internet/wi-fi
• Other glitch??
• Power not displayed properly
and image not displayed via app
(but both work via browser, Q5)
• Submit early (as all questions
displayed together, easy to hit
Submit and no warning on
mobile device that all not
completed)
32. Optional Task (10 minutes)
• Explore Quizlet or Kahoot or Socrative
• In teams of 3-4, create a 2-3 question quiz
• Be prepared to share with class
Share (10 minutes)
Editor's Notes
Quizlet https://quizlet.com/
Log in with Google damienraftery@gmail.com [Username: Damien_Raftery]
SPEEDS Sociology https://quizlet.com/_4ebpx5
Kahoot https://kahoot.com/
damien.raftery@itcarlow.ie / p/w standard
CRS NeuroMyths: Truth or myth?
Socrative https://socrative.com/
damien.raftery@itcarlow.ie / p/w standard
CRS Quiz
'Constructive alignment' starts with the notion that the learner constructs his or her own learning through relevant learning activities. The teacher's job is to create a learning environment that supports the learning activities appropriate to achieving the desired learning outcomes. The key is that all components in the teaching system - the curriculum and its intended outcomes, the teaching methods used, the assessment tasks - are aligned to each other. All are tuned to learning activities addressed in the desired learning outcomes. The learner finds it difficult to escape without learning appropriately.
Fink – good on curriculum design, starting where students are
Gibbs – encourage students to do and reflect
https://pixabay.com/en/auditorium-classroom-lecture-572776/
https://pixabay.com/en/professor-3d-figure-pointing-at-1541553/
Traditional teacher – show & tell, be enthusiastic
Training as a mathematician
https://pixabay.com/en/professor-3d-figure-pointing-at-1541553/
Not a facilitator of learning, but still in a room designed for lecturing
