This document provides examples of eLearning strategies and e-assessment, including:
1. Potential problems and solutions from an academic's perspective when implementing eLearning. Examples of solutions include communities of practice and social networks.
2. Examples of e-assessments using learning management systems, social media, virtual worlds, audience response systems, wikis, e-portfolios, and blogs. Assessments can incorporate applets, simulations, scenarios, and games.
3. Statistics on usage of the Transforming Assessment website which provides resources and examples of e-assessments. The site has had over 5,000 visits from 69 countries since 2010.
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
The presentation was given on the workshop to decide the scope of ICT paper of B.Ed. syllabus of Savitribai Phule Pune University, Pune. After the presentaion scope was modified by participant teacher educators, which are not included in the presentation
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.
This presentation examines three categories of technology for use in Higher Ed Instruction:
1) Web2.0: Slides 5 - 17
2) Cell Phones: Slides 18 - 31
3) Virtual World Learning and Second Life: Slides 33 - 56
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
The presentation was given on the workshop to decide the scope of ICT paper of B.Ed. syllabus of Savitribai Phule Pune University, Pune. After the presentaion scope was modified by participant teacher educators, which are not included in the presentation
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.
This presentation examines three categories of technology for use in Higher Ed Instruction:
1) Web2.0: Slides 5 - 17
2) Cell Phones: Slides 18 - 31
3) Virtual World Learning and Second Life: Slides 33 - 56
Assessment tools and strategies to help you align your course objectives to assessments in your courses. When you align objectives well, you can truly find out whether students are learning what they need to learn from your course.
From the Pearson Platforms OEB workshop entitled Education 3.0. Blurb:
The era of Web 3.0 promises great opportunities for personalisation in our lives and in education. However, is education ready to embrace the opportunities? Students will demand that it does. Educators must separate the technologies that really add value from those that don’t. Join us as we discuss educational practices and theories from past to present and beyond. We will show you practical examples of resources that are meeting the strategic and pedagogic needs of education today.
We present the results of a small case study in which we developed and tested a set of spreadsheets as a 'do-it-yourself' e-examination delivery and marking environment. A trial was conducted in a first year university level class during 2017 at Monash University, Australia. The approach enabled automatic marking for selected response questions and semi-automatic marking for short text responses. The system did not require a network or servers to operate therefore minimising the reliance on complex infrastructure. We paid particular attention to the integrity of the assessment process by ensuring separation of the answer key from the response composition environment. Students undertook a practice session followed by an invigilated exam. Student's perceptions of the process were collected using pre-post surveys (n = 16) comprising qualitative comments and Likert items. The data revealed that students were satisfied with the process (4 or above on 5 point scales). Comments revealed that their experience was in part influenced by their level of computer literacy with respect to enabling skills in the subject domain. Overall the approach was found to be successful with all students successfully completing the e-exam and administrative efficiencies realised in terms of marking time saved.
ASCILITE 2018: Towards authentic e-Exams at scale: robust networked Moodlemathewhillier
We present the design and user evaluation of a resilient online e-Exam platform that is capable of working without a network for most of the exam session, including the conclusion of an exam, without loss of data. We draw upon the education and technology acceptance literature as a basis for evaluation. The technology approach takes advantage of the Moodle learning management system quiz module as a means to provide an electronic workflow for assessments and builds on a range of open source components to construct the robust solution. The approach also enables rich, constructed assessment tasks by providing authentic 'e-tools of the trade' software applications and a consistent operating system on each student's BYO laptop. The robust Moodle exam deployment was trialled in two undergraduate units (subjects) at an Australian university. Students undertook a sequence of practice, mid term and a final examinations using the platform. Additional software and audio files were utilised as part of the exams. Student feedback on their experience was collected using pre and post surveys covering a range of issues related to technology acceptance.
ASCILITE 2018: Integrating mixed reality spatial learning analytics into secu...mathewhillier
We present an approach to using mixed reality (MR) technologies in supervised summative electronic exams. The student learning experience is increasingly replete with a rich range of digital tools, but we rarely see these same e-tools deployed for higher stakes supervised assessment, despite the increasing maturity of technologies that afford authentic learning experiences. MR, including augmented and virtual reality, enables educators to provide rich, immersive learner centred experiences that have unique affordances for collecting a range of learning analytics on student performance. This is especially so in disciplines such as health, engineering, and physical education requiring a spatial dimension. Yet, in many institutions, paper-based exams still dominate, in some measure due to concerns over security, integrity and scalability. This is despite a key concern for educators and institutions in producing employment ready 21st century graduates being the authenticity of assessments used for high stakes judgements. We therefore present a proposal for how MR pedagogies can be deployed for use in supervised examination contexts in a manner that is secure, reliable, and scalable.
Occe2018: Student experiences with a bring your own laptop e-Exam system in p...mathewhillier
This study investigated student's perceptions of a bring-your-own (BYO) laptop based e-Exam system used in trials conducted at an Australian Pre-University college in 2016 and 2017. The trials were conducted in two different subjects, in Geography and Globalisation. Data was gathered using pre-post surveys (n = 128) that comprised qualitative comments and Likert items. Student's perceptions were gathered relating to the ease of use of the e-Exam system, technical reliability, suitability of the assessment task to computerisation and the logistical aspects of the exam process. Many of the typists were taking a computerised supervised test for the first time. A divergence of opinions between those that typed and those that hand-wrote regarding student's future use intentions became more prominent following the exam event.
Occe2018: writing e-exams in pre-university collegemathewhillier
This study examined student's expressed strategies, habits and preferences with respect to responding to supervised text based assessments. Two trials of a computerised examination a system took place in an Australian Pre-University college in 2016 and 2017. Students in several classes studying Geography and Globalisation completed a sequence of practice and assessed work. Data was collected using pre-post surveys about their preferred writing styles, habits strategies in light of their choice to type or handwrite essay and short answer exams. Comparisons were made between those that elected to handwrite and those who chose to type the exam were conducted with several areas being significant. The performance (grades), production (word count) of the typists and hand-writers were also correlated and compared.
Moodle quiz: towards post-paper e-assessmentmathewhillier
Using Moodle quiz for assessments that begin to leverage the affordances of ICTs that go beyond the capabilities of paper equivalents - post paper assessment task design examples.
This is intended to be used frame by frame during a lecture while explaining the differences in each approximation to the volume of the solid depicted in the diagram. The thinner slabs will give a better approximation to the volume. Calculus is all about taking limits...
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
8. Social Networks A range of services can be used and set-up to be internal only or externally accessible. Crosses functional boundaries. Facebook YouTube Wordpress Blog Twitter Yammer messenger LinkedIn
9. Social Networking Facebook: For teaching – Where the students are! For PD Integration with LMS First Year Use ‘groups’. Students don’t need to ‘friend’ each other. For local / foreign student integration. Assessed on quality of critiques. Transforming Assessment FB http://on.fb.me/ta-fb Imaging Our World 2010 http://on.fb.me/cv0AqC Acknowledgement: Josh McCarthy (Architecture UofA) Public facebook group.
10. E-Marking / Rubrics Each student has a marking sheet for individual feedback. Breakdown. Grad quals. Based on MS Excel (not tied to net). Efficient rubric based assessment. Each assessment set-up using templates. Scripted generation of student sheets. Auto print functions to PDF. Comment banks can be shared between markers. Insert auto comments - editable on-the-fly. Evaluate by sliders. Enter data only once. Each assessment item has a work book listing all students in the course. Names source from course summary workbook. Course workbook collates marks and calculates final grades.
11. Main site http://www.transformingassessment.com Secondary http://transformingassessment.adelaide.edu.au (SBLi / Open Sim) YouTube http://www.youtube.com/user/transformassessment Acknowledgements Director: Professor Geoffrey Crisp Project Officer: Shamim Joarder Statistics 9705 visits Jan 2010 to June 2011 69 Countries Australia (AU) 4,062 United Kingdom (GB) 1,503 United States (US) 1,134 New Zealand (NZ) 512 Saudi Arabia (SA) 433 Hong Kong (HK) 277 Singapore (SG) 183 South Africa (ZA) 154 Canada (CA) 141 India (IN) 102 Spain (ES) 81 Germany (DE) 68 Ireland (IE) 61 Netherlands (NL) 59 Malaysia (MY) 54 Italy (IT) 47 Portugal (PT) 44 United Arab Emirates (AE) 41 Russian Federation (RU) 36 Bahrain (BH) 36 Mexico (MX) 32 France (FR) 32 and more! e-Assessment Examples
12. Learning Management Systems http://www.transformingassessment.com/moodle/ Common Features: Activities Resources Questions Assignments Wiki Blogs Uni wide standard Question types are extensible. Requires installation of scripts into the Moodle server. Integration with... Applets (Molecule Editor / Jmol ) Social Network (Facebook) Virtual Worlds (Sloodle / SL) Audio (Nanogong) Mind Maps (Compendium) Remote Labs Virtual Reality View (QuickTime VR) Augmented Reality (Cam markers) Virtual Classrooms (BigBlueButton)
13. Assignment Types Voice submission Multiple Types Single file submission Online text Offline activity Peer review Voice submission Nanogong without Save and Speed Buttons The NanoGong applet can also load a pre-recorded voice file from a website . Wimba Voice Tools in Blackboard Requires installation on Moodle server. Once installed teachers can add it via the ‘add activity’ menu Students use the NanoGong applet to record an audio response and submit it for assessment . http://gong.ust.hk/nanogong/
16. Remote Labs Physical hardware can be connected to the internet. Students can use the equipment 24/7 thus increasing use time (although not to replace actual in lab time). Increases return on equipment investments.
17. Quizzes: Augmented Reality Mix physical and virtual. Use for complex visualisations. Overlay of data on the real world. Interactive activities and quizzes.
18. Quizzes: Augmented Reality Examples of augmented reality using markers. Music – drum sequences. Music – band / instruments Engineering exploded models
19. Quizzes: Assertion-Reasoning Multiple choice quizzes can be much more than recalling facts. For example, using an assertion and reasoning format we can test understanding of why an answer is right or wrong.
20. Quizzes: Certainty-Based, or Confidence-Based Marking (CBM) University College London http://bit.ly/asa9mu Confidence based approaches penalise guessing. Students need to choose a response and declare their level of certainty. Certainty v Mark Expected Certainty levels and consequences
21. 3D Virtual Worlds http://www.transformingassessment.com/secondlife.php (instructions) http://slurl.com/secondlife/transforming%20assessment/254/254/23/ Simulations Interactivity Role Plays 3D Modelling Reconstruction Data visualisation
22. 3D Virtual Worlds SLOODLE As if the student was doing the activity in the LMS A set of scripts for Moodle and SL that acts as a bridge between the two. or Student undertakes assessment in the virtual world Set up Quiz in the LMS. Results are stored in the in grade book. Modules: Quiz, Tracker, Backpack, Blogger, Presenter, Glossary, Drop box... QuizHUD....
24. 3D Virtual Worlds Interactivity by branching Integration using web form to set-up. Branching Example Scripted prims / avatars for interactive Q&A, role plays and simulations.
25. QuizHUD facilitates touch to answer activities/quiz, standard MC Quiz, touch to explore (extra info). Creates interest for students beyond a static text book! Able to test knowledge in context. ‘ Wear’ the HUD object. This controls and presents the quiz. HUD communicates from inside the virtual world to a web server. Touch objects in the environment to answer the questions. Basic feedback is provided in the HUD http://www.youtube.com/watch?v=ZgkUtSSEpBc Web component stores quizzes, results and information pages. HUD object Additional scripted visual feedback after touch 3D Virtual Worlds: Touch to answer activities
26. 3D Virtual Worlds: Touch to answer activities QuizHUD examples for Chemistry, Colour Wheel, Midwifery, Model Solar system. Showing ‘explore’ mode.
27. 3D Virtual Worlds Spaces and Equipment Virtual Lab and Equipment Orientation Reduces time required to orientate to real world physical layouts and equipment. Processes can be established using scripting to assess steps and procedures. Beakers, flasks, crucible, watch glass, mortar and pestle, evaporating dish, pipette, funnel ring, stand, Bunsen burner, test tubes, microscope .... In fact any equipment can be simulated from the basic to the very complex. (Another QuizHUD example). See also iGEM lab in SL: http://maps.secondlife.com/secondlife/LINDSAY%20Virtual%20Medicine/63/71/57
28. Audience Response Systems http://www.urvoting.com/ VotApedia (Urvoting.com) Needs an account. 1. Set up via webform: 2. Choose phone numbers for each response (avoid first 5). 3. Start survey 4. To vote: a. mobile phone: - unanswered call (free) - SMS (costs) b. Web form (free) 5. Stop survey and view results
29. Audience Response Systems: Team Based Learning / Large Classes TBL uses a mix of procedures some of which involve students using ‘scratchies’ to uncover answers (with reducing marks the more they scratch on a given question). This provides instant feedback to students as they work towards a group response and stimulates in-group discussion. A ‘scanner’ is used to collate marks from students in the room to be feedback to the lecturer for further attention (JIT lecturing style). Problem! – collating takes time in large classes interrupting the flow of the session. Potential solution: Replace physical elements with digital ones that leverage what students already have (mobile phones, laptops, ipads etc) to provide more efficient and faster collation/feedback to the lecturer saving ‘admin’ time. TBL process for lecture sessions: Pre-reading -> readiness test -> team test -> discussion/mini lectures.
30. Wiki Some e-assessment examples using Media Wiki http://www.transformingassessment.com/wiki/ Collaborative document editing, discussion, detailed audit trail of edits. Manual marking. Potential for auto summary and data mining. Integrated e-assessments can be computer marked. Dates, versions and authors. Versions can be compared. Note: Wiki built into LMS are often rudimentary! MediaWiki is a free software wiki package, originally for use on Wikipedia
32. Blogs Note: blogs built into LMS are often rudimentary! WordPress is one of the best blogging platforms. See an example http://transformingassessment.com/wordpress/ Blogs can be used by students and by teachers alike. Students can record their reflections and experiences about a particular issue, question, topic, event or objects that you may have made available. Entries are date/time stamped and can be commented upon by others. Assessments can be embedded into a blog entry too. You could use these as discussion points so that students could comment on the questions and the associated feedback. You could also use this format to encourage students to reflect on their level of understanding of key concepts. Students could comment on their approach to solving a problem or how they went about tackling a task that you set.
33.
34. Game based learning / Serious games Simulations, role plays. Business, science, history, language/communication.
35. Scenario Based Learning Location Window Action Window Content Window Environment Window Scenarios entail branching, contingencies, multiple resources. Data is collected on time taken, path taken, resources used (efficiencies) which can be contrasted against the effectiveness of answers. http://www.sblinteractive.org/ http://transformingassessment.adelaide.edu.au/SBLiServer/
36. Scenario Based Learning Location Window Action Window Environment Window Content Window Timer Clickable Image Part Configurable by Teachers Question Release date Question Feedback Release date Moodle Compatible Maximum Attempt Number The scenario presented on this slide is from SBLi . Acknowledgement : Shamim Joarder
37. Scenario Assessment 0 100 5 Resources used Question Score (many) (high) Acknowledgement : Shamim Joarder Many resources viewed and miss the solution Many resources viewed and problem solved Few resources used and problem solved Few resources used And missed solution Efficient, Effective Guessing Not Efficient, Effective Not Efficient, Not effective
38. Scenarios for Diagnostic Assessment Example: Evaluating a student’s prior knowledge of a topic. Provide further descriptive information Provide one or more examples S – Start E – End Q – Multiple Question(s) to be answered Numbers represent weight of resources used. Instructions to student: “Use the least amount of information as you can to answer the questions”. If a student is able to successfully answer the (reasonably sophisticated) questions without needing additional information then we can say (all else being equal – i.e not guessing or cheating) that their prior knowledge or familiarity with the topic is high. Acknowledgement : Shamim Joarder S E Definition Definition + Description Definition + Description + Example Q Q Q 20 30 40
ALTC Fellows – eLearning related. Dr Michael Bulmer 2007 ALTC Associate Fellow The University of Queensland Technology for nurture in large classes Professor Matthew Allen 2008 ALTC Teaching Fellow Curtin University of Technology Learning in Networks of Knowledge (LINK) - improving student educational outcomes in online learning, using Web 2.0 concepts and a knowledge-networking approach Professor Des Butler 2009 ALTC Teaching Fellow Queensland University of Technology Using cost-effective multimedia to create engaging learning experiences in law and other disciplines Professor Michael Christie 2008 ALTC National Teaching Fellow Charles Darwin University Increasing the participation of Indigenous knowledge holders in tertiary teaching through the use of emerging digital technologies Professor Geoffrey Crisp 2009 ALTC National Teaching Fellow The University of Adelaide Rethinking assessment in the participatory digital world – assessment 2.0 Professor Peter Goodyear 2007 ALTC Senior Fellow The University of Sydney Teaching, technology and educational design: the architecture of productive learning environments Professor Ron Oliver 2006 ALTC Associate Fellow Edith Cowan University Promoting the uptake of re-usable ICT based learning designs Inside UQ A/Prof Lesley Lluka – e-conferences for science students. Dr Robbie Wilson – multimedia in T and assessment (video) in biology. Prof Fred D’Agostino and team – web/F2F mode learning community development for arts. Dr Lucinda Chipchase – tele supervision of professional learning. Dr Bronwen Cribb – blended learning program/e-research for microscopy.