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Development of the Open Educational Practices Impact Evaluation IndexROER4D
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Som Naidu
Monash University, Australia
Shironica P. Karunanayaka
The Open University of Sri Lanka
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Presentation of ICA paper, "Connecting in the Facebook Age: Development and Validation of a New Measure of Relationship Maintenance." This presentation includes details from additional validity and reliability testing using confirmatory factor analysis.
Link to paper: http://vitak.files.wordpress.com/2009/02/ica2014-relmaintenance-toshare.pdf
Development and Validation of a New Sexual Script Endorsement ScaleJohn Sakaluk
Sakaluk, J. K., Ip, T., Noble, S., Sagle, T., Lachowsky, N., Lamoureux, M., Spencer, C., Gain, K., & the Undergraduate Research Group in Sexuality. (November, 2010). Paper presented at the annual meeting of the Society for the Scientific Study of Sexuality, Las Vegas, Nevada.
Development of the Open Educational Practices Impact Evaluation IndexROER4D
Development of the Open Educational Practices Impact Evaluation Index
Som Naidu
Monash University, Australia
Shironica P. Karunanayaka
The Open University of Sri Lanka
Open Education Global Conference 207
An exploration of the RAPTA tool (Review and Plan for Technology in Action), and how it can be used to support the Self Assessment review process (SAR) and development of a Quality Improvement plan (QIP)
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Learning analytics to quantize and improve the skills development and attainm...eSAT Journals
Abstract
The intervention of technology in the teaching and learning processes is bringing change. There is requirement of methods and techniques to analyze the generated data in these processes. Traditional way of delivery and assessment is becoming more focused by the application of technology. In this paper, we propose and illustrate an algorithmic methodology that shall allow the stakeholders in education to focus more on skills attainment effectively.
In large size class, there is huge data generated by registration system, administration system, and the learning management system together. We propose the methodology that mainly maps and quantizes the learning outcomes, and that relates to the successful and weaker range of attainments of stakeholders. This algorithmic methodology reads the data viz. course details, outcomes, and assessment scores of a large class and analyzes the skills attainment with respect to the planned each course outcome. The detailed report is generated with the average of attainment of the class strength, highest attainment, and lowest attainment in each of the course outcomes for each student.
Key Words: Learning Analytics, Software tool, System Architecture, Course Outcomes, and Skills Attainment
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Although multimodality is increasingly used in teaching, learning and assessment, there is little
in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher
education. This study contributes to this knowledge by evaluating how VT was used for
assessment purposes at one Australian university and exploring how lecturers and students
experience the use of VT in assessment tasks. Data were collected through interviews with
lecturers, surveys and a focus group with students and review of the use of the VT tool itself.
A five-part VT assessment process was identified and support structures for staff and students
were mapped. The study found that despite the multimedia capability of VT, text only slides
and text with visual slides were the most common design of student created media, while text,
audio and video commenting were used across the six units in the study. Lecturers primarily
used audio comments and grades in the feedback process. While assessment submission was
not always straight forward, and students required extra support with this unfamiliar tool, the
opportunity to engage in multimodal assessment tasks was received positively by students and
staff as an opportunity to enhance the diversity of assessment and feedback.
Taleo, W., Reedy, A., & Isaias, P. (2019). Evaluation of the Use of VoiceThread for Assessments. Paper presented at the 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences.
An exploration of the RAPTA tool (Review and Plan for Technology in Action), and how it can be used to support the Self Assessment review process (SAR) and development of a Quality Improvement plan (QIP)
Leveraging data to improve feedback processes: what counts in the journey fro...Rita Ndagire Kizito
A team presentation at the Bluenotes Virtual presentation where we introduce a data support system using a Wits Application and Blue Explorance to input and analyse course and teaching evaluation data . We then sketch the journey and give an account of the challenges encountered and how we are trying to address them.
Learning analytics to quantize and improve the skills development and attainm...eSAT Journals
Abstract
The intervention of technology in the teaching and learning processes is bringing change. There is requirement of methods and techniques to analyze the generated data in these processes. Traditional way of delivery and assessment is becoming more focused by the application of technology. In this paper, we propose and illustrate an algorithmic methodology that shall allow the stakeholders in education to focus more on skills attainment effectively.
In large size class, there is huge data generated by registration system, administration system, and the learning management system together. We propose the methodology that mainly maps and quantizes the learning outcomes, and that relates to the successful and weaker range of attainments of stakeholders. This algorithmic methodology reads the data viz. course details, outcomes, and assessment scores of a large class and analyzes the skills attainment with respect to the planned each course outcome. The detailed report is generated with the average of attainment of the class strength, highest attainment, and lowest attainment in each of the course outcomes for each student.
Key Words: Learning Analytics, Software tool, System Architecture, Course Outcomes, and Skills Attainment
Evaluation of the Use of VoiceThread for AssessmentWendy Taleo
Although multimodality is increasingly used in teaching, learning and assessment, there is little
in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher
education. This study contributes to this knowledge by evaluating how VT was used for
assessment purposes at one Australian university and exploring how lecturers and students
experience the use of VT in assessment tasks. Data were collected through interviews with
lecturers, surveys and a focus group with students and review of the use of the VT tool itself.
A five-part VT assessment process was identified and support structures for staff and students
were mapped. The study found that despite the multimedia capability of VT, text only slides
and text with visual slides were the most common design of student created media, while text,
audio and video commenting were used across the six units in the study. Lecturers primarily
used audio comments and grades in the feedback process. While assessment submission was
not always straight forward, and students required extra support with this unfamiliar tool, the
opportunity to engage in multimodal assessment tasks was received positively by students and
staff as an opportunity to enhance the diversity of assessment and feedback.
Taleo, W., Reedy, A., & Isaias, P. (2019). Evaluation of the Use of VoiceThread for Assessments. Paper presented at the 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Development and Validation of a Scale to Measure Faculty Attitudes toward Open Educational Resources
1. Development and Validation of a Scale to
Measure Faculty Attitudes toward Open
Educational Resources
28th Annual Conference of the Asian Association of Open Universities
CEMCA
By
Meenu Sharma, Research Associate
Dr. Sanjaya Mishra, Director
Dr. Atul Thakur, Research Associate
Commonwealth Educational Media
Centre for Asia (CEMCA), New Delhi,
India
2. Context
Review of Literature
Rationale of the study
Methodology for ATOER Scale
Results and Analysis
Implications
Work in Progress
5 November 2014
2
Presentation Outline
3. Open Educational Resources (OER) have emerged as most innovative
teaching-learning practices
It facilitates sharing of knowledge; provides access to global content;
allows localization
Teachers' play important role in creation and dissemination of OER
Digitalization has helped teachers to share their work easily, however not
all teacher share their work
Hence, there is need to understand their psychological determinants that
influence use of OER
5 November 2014
3
Context
4. ATTITUDE
Awareness : Lack of awareness of the OER, copyright issues, ICT skills
(Mtebe & Raisamo, 2014; Jameela, 2014; Karunanayaka, 2012)
Sharing of : Belief in open education, altruism, reputation
Resources (Tuomi, 2013; Rolfe, 2012; Wang, & Noe, 2010)
Adoption and : Free availability, ease of use, reuse, low cost
Use of OER (Borthwick et al. 2014, Hussain et al, 2013; Pegler, 2012)
5 November
2014
4
Review of Related Literature
5. Rationale for ATOER Scale
Dearth of empirical researches that follows sound methodological approaches
in OER field
Lack of scales to measure faculty attitude towards OER specifically for user
and non-user; contributor and non-contributor
Content domain specification are not explained in detail
Therefore, ATOER scale was developed to identify positive and negative pre-dispositions
towards OER amongst teachers
5 5 November 2014
6. 1. Domain Identification and Item Generation
65 items were pooled from review of literature
Classified in to three main constructs-Awareness, Sharing of resources and
Adoption and use of OER
26 items were selected through sorting process based on discussion with in
internal team
Hence, 26 items were generated and subjected to content validity
5 November 2014
6
Methodology
7. 2. Content Expert Validation
First stage
30 experts were selected based on their experience and involvement in OER
Three point scale was used to rate items by using online survey (1=Not
necessary, 2= Useful, but not essential, and 3= Essential)
Content Validity Ratio (CVR) was calculated (Lawshe ;1975)
Second stage
CVR was re-calculated combining both ‘Essential’ and ‘Useful’ (CVR E+U)
(Kawachi; 2014)
Third Stage
8 new items were added and divided into three construct
Revised scale of 34 items subjected to judge by selected experts drawn from
review
7 5 November 2014
8. First stage
A total of 19 experts out of 30 responded
Calculated CVR = -0.18 which is very less than critical value of 0.49 at
p<0.05 level for 15 experts ( Lawshe; 1975)
Second stage
The CVRE+U of scale is calculated to be 0.62, which is more than critical
value of 0.49 at p<0.05 level for 15 experts
Third stage
Only 4 out of 30 experts responded
CVRE+U of revised scale was calculated to be 0.68, which is less than
critical value of 0.99 at p<0.05 level for 4 experts
5 November 2014
8
Results and Analysis
9. CVRE+U was calculated combining CVRE+U of second and third stage
8 items including negative (item no. 2, 3, 13, 20, 27, 28, 29 and 34) were
omitted from third stage due to low CVR value
Average value of CVRE+U was calculated 0.88 which is more than critical
value of 0.42 at p<0.05 level for 20 experts
A final valid ATOER scale with 26 items was thus prepared
5 November 2014
9
Final Validation Stage
10. ATOER Scale: Content Validity Ratio
Construct No. of Items CVR (E+U)
AWARENESS 6 0.78
SHARING OF
RESOURCES
13 0.91
ADOPTION AND USE
OF OER
7 0.93
FINAL VALIDATED
ATOER SCALE
26 0.88
10 5 November 2014
11. Implications
RESEARCH : For further/future researches specifically related to
attitude towards OER in different context
INSTITUTIONAL : Strengthen capacity building /development activities
of teachers/ others
POLICY : Helps in development of appropriate policies for
teachers
11 5 November 2014
12. Work in Progress
Standardization of Research tools (reliability with other appropriate
statistical analysis)
Further Data collection
Analysis of qualitative and quantitative data
Writing research outcomes
12 5 November 2014