Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Harvey Mellar, Institute of Education.
More details at www.cde.london.ac.uk.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. It defines EVS as systems allowing audiences to respond to questions via keypads, with results displayed in real-time. The document outlines benefits of EVS in improving engagement and providing diagnostic feedback. It provides tips on authoring high-quality questions and interpreting response data to inform teaching practices. Best practices are discussed, along with considerations from large-scale pilots on factors influencing EVS effectiveness.
1. The document discusses the use of personal response systems, also known as clickers, in teaching numeracy skills in a prison environment where internet access is limited.
2. Originally, the clickers were used more for summative assessments and competition rather than formative learning, but the author aimed to use them interactively based on research showing it improves learning outcomes.
3. The author implemented a formative assessment cycle with clicker questions to elicit student responses, discussions, and resolutions of misconceptions in order to better facilitate conceptual learning.
This document describes NIMBioS, the National Institute for Mathematical and Biological Synthesis. NIMBioS fosters collaborations between mathematicians and biologists to address fundamental and applied questions in biology. It provides working groups, workshops, tutorials, and educational opportunities. Evaluation of activities focuses on establishing new collaborations and transformative science. Outreach efforts include an undergraduate conference and REU program. Diversity and partnerships with minority-serving institutions are also emphasized. The goal is to enhance quantitative skills in biology and encourage cross-disciplinary research.
This document summarizes two perspectives on using screen experiments to support laboratory learning. Part 1 discusses case studies from Durham University using student-developed interactive screen experiments (ISEs) to help first-year students transition to university, widen access for foundation students, and support conceptual understanding in quantum mechanics. Part 2 discusses the Open University's OpenScience Laboratory and Great Central Consulting's work developing ISEs and virtual experiments to support distance learning and sustainability. Both perspectives see benefits for students and future opportunities, but note challenges around resources, tools, student needs and apparatus changes over time.
This study investigated the effects of different digital video-based feedback environments on developing pre-service teachers' feedback competence during teaching practicums. Pre-service teachers received feedback either through traditional face-to-face sessions (control group), or blended digital video environments with an expert present (V-Feedback+) or without (V-Feedback). Participants provided written feedback on teaching videos before and after the practicum, which was analyzed using content analysis categories. Results showed that the digital video groups provided more specific feedback and suggestions for improvement compared to the control group, and the V-Feedback+ group provided higher quality suggestions. This indicates that digital video-based environments can foster pre-service teachers' feedback skills more than traditional methods, especially
This document discusses key issues from the literature around formative e-assessment. It explores definitions of formative assessment and the roles of teachers and learners. There is some debate around whether formative assessment is an event or ongoing process, and whether feedback should be viewed as a transmission of information or a more complex two-way process. The document also examines what counts as evidence in formative e-assessment and whether certain practices labeled as formative assessment are actually examples of evidence being generated for serial summative assessment purposes.
In May 2018 I ran an e-Assessment workshop for members of the Griffith University Assessment Committee.
Topics included:
- What do we already understand about digital assessment
- What are our current pain-points
- We will identify where these sit on our assessment lifecycle
- Talk through some of the emerging tools and techniques, such as:
- Contract cheating and some ways to address this
- Digital exams and proctoring some tools now available
- Conditional assessments and Marking tools
- Looking at what’s possible in Office 365 + BB
- Use of voice in assessment
The role of e learning in clinical training -a critical evaluationPoh-Sun Goh
The document discusses the role of e-learning in clinical training and provides guidance on how to effectively incorporate technology-enhanced learning. It addresses questions around whether and how e-learning works from the perspectives of students, teachers and administrators. Key recommendations include starting with a repository of educational content, selectively hyperlinking elements, and blending digital and face-to-face learning. The goal is to expand access, allow customization, and promote peer review and continuous improvement of teaching materials.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. It defines EVS as systems allowing audiences to respond to questions via keypads, with results displayed in real-time. The document outlines benefits of EVS in improving engagement and providing diagnostic feedback. It provides tips on authoring high-quality questions and interpreting response data to inform teaching practices. Best practices are discussed, along with considerations from large-scale pilots on factors influencing EVS effectiveness.
1. The document discusses the use of personal response systems, also known as clickers, in teaching numeracy skills in a prison environment where internet access is limited.
2. Originally, the clickers were used more for summative assessments and competition rather than formative learning, but the author aimed to use them interactively based on research showing it improves learning outcomes.
3. The author implemented a formative assessment cycle with clicker questions to elicit student responses, discussions, and resolutions of misconceptions in order to better facilitate conceptual learning.
This document describes NIMBioS, the National Institute for Mathematical and Biological Synthesis. NIMBioS fosters collaborations between mathematicians and biologists to address fundamental and applied questions in biology. It provides working groups, workshops, tutorials, and educational opportunities. Evaluation of activities focuses on establishing new collaborations and transformative science. Outreach efforts include an undergraduate conference and REU program. Diversity and partnerships with minority-serving institutions are also emphasized. The goal is to enhance quantitative skills in biology and encourage cross-disciplinary research.
This document summarizes two perspectives on using screen experiments to support laboratory learning. Part 1 discusses case studies from Durham University using student-developed interactive screen experiments (ISEs) to help first-year students transition to university, widen access for foundation students, and support conceptual understanding in quantum mechanics. Part 2 discusses the Open University's OpenScience Laboratory and Great Central Consulting's work developing ISEs and virtual experiments to support distance learning and sustainability. Both perspectives see benefits for students and future opportunities, but note challenges around resources, tools, student needs and apparatus changes over time.
This study investigated the effects of different digital video-based feedback environments on developing pre-service teachers' feedback competence during teaching practicums. Pre-service teachers received feedback either through traditional face-to-face sessions (control group), or blended digital video environments with an expert present (V-Feedback+) or without (V-Feedback). Participants provided written feedback on teaching videos before and after the practicum, which was analyzed using content analysis categories. Results showed that the digital video groups provided more specific feedback and suggestions for improvement compared to the control group, and the V-Feedback+ group provided higher quality suggestions. This indicates that digital video-based environments can foster pre-service teachers' feedback skills more than traditional methods, especially
This document discusses key issues from the literature around formative e-assessment. It explores definitions of formative assessment and the roles of teachers and learners. There is some debate around whether formative assessment is an event or ongoing process, and whether feedback should be viewed as a transmission of information or a more complex two-way process. The document also examines what counts as evidence in formative e-assessment and whether certain practices labeled as formative assessment are actually examples of evidence being generated for serial summative assessment purposes.
In May 2018 I ran an e-Assessment workshop for members of the Griffith University Assessment Committee.
Topics included:
- What do we already understand about digital assessment
- What are our current pain-points
- We will identify where these sit on our assessment lifecycle
- Talk through some of the emerging tools and techniques, such as:
- Contract cheating and some ways to address this
- Digital exams and proctoring some tools now available
- Conditional assessments and Marking tools
- Looking at what’s possible in Office 365 + BB
- Use of voice in assessment
The role of e learning in clinical training -a critical evaluationPoh-Sun Goh
The document discusses the role of e-learning in clinical training and provides guidance on how to effectively incorporate technology-enhanced learning. It addresses questions around whether and how e-learning works from the perspectives of students, teachers and administrators. Key recommendations include starting with a repository of educational content, selectively hyperlinking elements, and blending digital and face-to-face learning. The goal is to expand access, allow customization, and promote peer review and continuous improvement of teaching materials.
Presentation of a paper at the ASCILITE Conference, discussing how we need to share the findings of failed research, so we can learn from other's mistakes. The full paper may be found at: https://www.researchgate.net/publication/311108135_Failing_forward_in_research_around_technology_enhanced_learning
The document discusses issues that have undermined credibility in science, such as publication bias, lack of replication, and perverse incentives. It highlights examples where findings were oversold, studies lacked methodological rigor, and citation practices distorted the evidence. The second part then proposes some solutions attempted by the author, such as pre-registration, open data sharing, pre-prints, and script sharing. However, it notes changing practices is difficult when others do not, and some solutions do not address the core problems or generate extra work. Overall, progress is being made in improving scientific methods but more remains to be done.
Digital Scholar Webinar: Getting to Outcomes: Supporting Implementation of Ev...SC CTSI at USC and CHLA
This document summarizes a lecture on the Getting To Outcomes (GTO) approach to supporting implementation of evidence-based programs. GTO is a 10-step model that guides practitioners through planning, implementation, and evaluation of programs. Early studies found GTO improved program performance and capacity but not always outcomes. Later randomized trials linked GTO support to better fidelity and some proximal youth outcomes. Overall, GTO shows that implementation support can improve how communities deliver evidence-based programs, though longer-term or more intensive support may be needed to reliably change outcomes.
This document discusses 'Do' type activities which are meant to transform absorbed information into knowledge and skills. It defines do activities as those where learners discover, analyze, verify, organize, discuss, evaluate, apply knowledge. The types of do activities are described as practice activities like drill and practice, hands on activities, and guided analysis. Discovery activities include virtual labs and case studies. Games and simulations are also covered. Examples are provided for each type of activity. Best practices for activities like drill and practice, hands on, guided analysis, virtual labs, case studies, and games/simulations are outlined.
Davis Bookhart: Innovation: points for considerationISCN_Secretariat
The document discusses innovation at universities and outlines some key points. It aims to provide a realistic view of what is possible in university innovation and where to focus attention. The document notes that while research is part of universities' core mission, theoretical research is not always good at commercializing ideas. It also discusses using academic training and hands-on learning to challenge students to solve real-world problems, as well as the advantages and challenges of collaboration between universities and other organizations to foster innovation.
The document summarizes the CaddoSTEAM Project which aims to strengthen STEM education through various teacher professional development programs and curricula. It describes two main programs - the TechSTEP program which provides interactive workshops and projects for high school science and math teachers, and the STEM EDA curriculum for middle school that teaches through hands-on projects. It also outlines other offerings like the Education Discovery Forum for teacher training, and curricula in cyber literacy, cyber science, and advanced math that vertically integrate STEM learning from grades 6 through 12. The goal is to better engage students in STEM through cross-disciplinary, project-based approaches and help teachers feel confident in teaching such material.
Don’t leave me alone: effectiveness of a framed wiki-based learning activityNikolaos Tselios
This study investigated the effect of a wiki-based activity on student learning. 146 university students participated in the activity on search engines and Google. Students were assessed before and after the activity using a 40 question multiple choice test. On average, student scores improved from 38.6% correct to 54.9% correct, a statistically significant gain. The largest learning gains were seen in students who scored lowest on the pre-test. Most students improved their scores by at least 40%. The activity was designed using principles of collaborative learning and did not find any significant difference in learning gains based on student role in the activity groups. Overall, the results suggest that a well-designed wiki activity can enhance learning when implemented according to collaborative learning frameworks.
Phil Winne "Learning Analytics for Learning Science When N = me"CITE
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.
Scaling up Innovation: Why Theories of Change MatterBrandon Muramatsu
by Elaine Seymour, University of Colorado at Boulder. Presented at the Workshop on Disseminating CCLI Innovations: Arlington, VA, February 18-19, 2010. Workshop organized by Joe Tront, Flora McMartin and Brandon Muramatsu.
Using a digital knowledge repository to personalise learning in medical educa...Poh-Sun Goh
TLHE 2014 final draft submission for peer review and consideration for paper presentation. Conference website -http://www.cdtl.nus.edu.sg/tlhe/
(accepted as paper for 30 minute oral presentation after peer review, on Aug 5, 2014)
1) Metacognition involves knowledge of one's own cognition and regulation of one's thinking processes. It is important for self-regulated learning.
2) Explicitly teaching metacognitive strategies like planning, monitoring, and evaluating can improve learning, especially when linked to specific academic domains.
3) Teachers should model metacognitive skills, consistently use metacognitive terminology, and provide opportunities for guided practice with feedback to help students develop metacognitive abilities. Online tools can support metacognitive activities.
Provocation focuses on using and developing new research methods to more rapidly advance the field and take advantage of rapid technological development. The new methods and theories being proposed are not supported by the current academic system, which values knowledge for its own sake, pre-planned research, discipline-driven and fiscal disconnect over relevance, iterative experimentation, interdisciplinary collaboration, community engagement, and fiscal sustainability. There is a need to create new processes that reinforce academics to develop new methods and theories through open-source and real-time peer review.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Provocation focuses on using and developing new research methods to more rapidly advance the field and take advantage of rapid technological development. The new methods and theories being proposed are not supported by the current academic system, which values knowledge for its own sake, pre-planned research, discipline-driven and fiscal disconnect over relevance, iterative experimentation, interdisciplinary collaboration, community engagement, and fiscal sustainability. There is a need to create new processes that reinforce academics to develop new methods and theories through open-source and real-time peer review.
This document discusses learning analytics dashboards and how to design them effectively. It provides examples of existing learning analytics dashboards such as SNAPP, GISMO, and the Student Activity Meter. Common issues with dashboards are outlined, such as having too many screens, inadequate data context, and poor visualizations. The document recommends designing dashboards by reducing non-data elements, enhancing data visualization, and organizing information to support its intended meaning and use.
How to hit a moving target: developing evaluation instruments in an evolving ...Ursula Rutherford
Ursula Rutherford is developing evaluation instruments to assess student learning in an evolving undergraduate engineering curriculum at Coventry University that is increasingly adopting activity-led learning (ALL). The research has three interconnected strands to identify teaching quality indicators, investigate how they can be recognized, and evaluate their effectiveness. However, the rapid changes in modules and student cohorts pose a challenge for validating new instruments. Rutherford is seeking ideas from others on how to demonstrate rigor in the research and reliability of instruments developed in this environment of constant change and shorter feedback cycles.
formative e-assessment: cases, patterns and scenariosYishay Mor
This document summarizes a study on formative electronic assessment. The study used a participatory methodology to research formative e-assessment through desk research, literature reviews, and workshops. Key findings included the lack of consistency in defining formative e-assessment and the importance of feedback and adapting instruction based on student responses. The study presented several case examples and design patterns for formative e-assessment identified through the research.
Presentation of a paper at the ASCILITE Conference, discussing how we need to share the findings of failed research, so we can learn from other's mistakes. The full paper may be found at: https://www.researchgate.net/publication/311108135_Failing_forward_in_research_around_technology_enhanced_learning
The document discusses issues that have undermined credibility in science, such as publication bias, lack of replication, and perverse incentives. It highlights examples where findings were oversold, studies lacked methodological rigor, and citation practices distorted the evidence. The second part then proposes some solutions attempted by the author, such as pre-registration, open data sharing, pre-prints, and script sharing. However, it notes changing practices is difficult when others do not, and some solutions do not address the core problems or generate extra work. Overall, progress is being made in improving scientific methods but more remains to be done.
Digital Scholar Webinar: Getting to Outcomes: Supporting Implementation of Ev...SC CTSI at USC and CHLA
This document summarizes a lecture on the Getting To Outcomes (GTO) approach to supporting implementation of evidence-based programs. GTO is a 10-step model that guides practitioners through planning, implementation, and evaluation of programs. Early studies found GTO improved program performance and capacity but not always outcomes. Later randomized trials linked GTO support to better fidelity and some proximal youth outcomes. Overall, GTO shows that implementation support can improve how communities deliver evidence-based programs, though longer-term or more intensive support may be needed to reliably change outcomes.
This document discusses 'Do' type activities which are meant to transform absorbed information into knowledge and skills. It defines do activities as those where learners discover, analyze, verify, organize, discuss, evaluate, apply knowledge. The types of do activities are described as practice activities like drill and practice, hands on activities, and guided analysis. Discovery activities include virtual labs and case studies. Games and simulations are also covered. Examples are provided for each type of activity. Best practices for activities like drill and practice, hands on, guided analysis, virtual labs, case studies, and games/simulations are outlined.
Davis Bookhart: Innovation: points for considerationISCN_Secretariat
The document discusses innovation at universities and outlines some key points. It aims to provide a realistic view of what is possible in university innovation and where to focus attention. The document notes that while research is part of universities' core mission, theoretical research is not always good at commercializing ideas. It also discusses using academic training and hands-on learning to challenge students to solve real-world problems, as well as the advantages and challenges of collaboration between universities and other organizations to foster innovation.
The document summarizes the CaddoSTEAM Project which aims to strengthen STEM education through various teacher professional development programs and curricula. It describes two main programs - the TechSTEP program which provides interactive workshops and projects for high school science and math teachers, and the STEM EDA curriculum for middle school that teaches through hands-on projects. It also outlines other offerings like the Education Discovery Forum for teacher training, and curricula in cyber literacy, cyber science, and advanced math that vertically integrate STEM learning from grades 6 through 12. The goal is to better engage students in STEM through cross-disciplinary, project-based approaches and help teachers feel confident in teaching such material.
Don’t leave me alone: effectiveness of a framed wiki-based learning activityNikolaos Tselios
This study investigated the effect of a wiki-based activity on student learning. 146 university students participated in the activity on search engines and Google. Students were assessed before and after the activity using a 40 question multiple choice test. On average, student scores improved from 38.6% correct to 54.9% correct, a statistically significant gain. The largest learning gains were seen in students who scored lowest on the pre-test. Most students improved their scores by at least 40%. The activity was designed using principles of collaborative learning and did not find any significant difference in learning gains based on student role in the activity groups. Overall, the results suggest that a well-designed wiki activity can enhance learning when implemented according to collaborative learning frameworks.
Phil Winne "Learning Analytics for Learning Science When N = me"CITE
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.
Scaling up Innovation: Why Theories of Change MatterBrandon Muramatsu
by Elaine Seymour, University of Colorado at Boulder. Presented at the Workshop on Disseminating CCLI Innovations: Arlington, VA, February 18-19, 2010. Workshop organized by Joe Tront, Flora McMartin and Brandon Muramatsu.
Using a digital knowledge repository to personalise learning in medical educa...Poh-Sun Goh
TLHE 2014 final draft submission for peer review and consideration for paper presentation. Conference website -http://www.cdtl.nus.edu.sg/tlhe/
(accepted as paper for 30 minute oral presentation after peer review, on Aug 5, 2014)
1) Metacognition involves knowledge of one's own cognition and regulation of one's thinking processes. It is important for self-regulated learning.
2) Explicitly teaching metacognitive strategies like planning, monitoring, and evaluating can improve learning, especially when linked to specific academic domains.
3) Teachers should model metacognitive skills, consistently use metacognitive terminology, and provide opportunities for guided practice with feedback to help students develop metacognitive abilities. Online tools can support metacognitive activities.
Provocation focuses on using and developing new research methods to more rapidly advance the field and take advantage of rapid technological development. The new methods and theories being proposed are not supported by the current academic system, which values knowledge for its own sake, pre-planned research, discipline-driven and fiscal disconnect over relevance, iterative experimentation, interdisciplinary collaboration, community engagement, and fiscal sustainability. There is a need to create new processes that reinforce academics to develop new methods and theories through open-source and real-time peer review.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Provocation focuses on using and developing new research methods to more rapidly advance the field and take advantage of rapid technological development. The new methods and theories being proposed are not supported by the current academic system, which values knowledge for its own sake, pre-planned research, discipline-driven and fiscal disconnect over relevance, iterative experimentation, interdisciplinary collaboration, community engagement, and fiscal sustainability. There is a need to create new processes that reinforce academics to develop new methods and theories through open-source and real-time peer review.
This document discusses learning analytics dashboards and how to design them effectively. It provides examples of existing learning analytics dashboards such as SNAPP, GISMO, and the Student Activity Meter. Common issues with dashboards are outlined, such as having too many screens, inadequate data context, and poor visualizations. The document recommends designing dashboards by reducing non-data elements, enhancing data visualization, and organizing information to support its intended meaning and use.
How to hit a moving target: developing evaluation instruments in an evolving ...Ursula Rutherford
Ursula Rutherford is developing evaluation instruments to assess student learning in an evolving undergraduate engineering curriculum at Coventry University that is increasingly adopting activity-led learning (ALL). The research has three interconnected strands to identify teaching quality indicators, investigate how they can be recognized, and evaluate their effectiveness. However, the rapid changes in modules and student cohorts pose a challenge for validating new instruments. Rutherford is seeking ideas from others on how to demonstrate rigor in the research and reliability of instruments developed in this environment of constant change and shorter feedback cycles.
formative e-assessment: cases, patterns and scenariosYishay Mor
This document summarizes a study on formative electronic assessment. The study used a participatory methodology to research formative e-assessment through desk research, literature reviews, and workshops. Key findings included the lack of consistency in defining formative e-assessment and the importance of feedback and adapting instruction based on student responses. The study presented several case examples and design patterns for formative e-assessment identified through the research.
This document summarizes a scoping study on formative e-assessment commissioned by JISC. The study used a participatory methodology involving practitioners to develop design patterns for formative e-assessment. Through literature reviews and case studies, the study explored issues in formative assessment and the role of technology. Workshops were held to develop patterns from case stories and apply them to future scenarios. The study concluded that collaborative elicitation of patterns from cases has potential for professional development, but formative e-assessment is a complex topic that requires further work.
Representing practice: practice models, patterns, bundles ....Colin Milligan
This document discusses various approaches to representing teaching practice, including practice models, patterns, and bundles. It describes projects aimed at developing and evaluating these representations, including the Mod4L, Planet, and Share projects. Practice models are intended to structure learning activities, but may not inspire teachers or capture sufficient detail. Patterns describe effective solutions to problems, identified from practice rather than theory. Bundles also describe solutions, each with a problem statement, description of the solution, and factors for success or failure. The document considers challenges in representing practice generically while maintaining relevance and usability for teachers.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
This presentation was first delivered at the Sixth International Blended Learning Conference, as part of a joint workshop, on the 16th of June 2011. It introduces the JISC-funded Viewpoints curriculum design project, given some examples of Viewpoints outputs, and gives some conclusions.
The document discusses various patterns for teaching and learning including feedback patterns, classroom display patterns, and using stories and scenarios. It provides examples of patterns like "Try Once, Refine Once" which involves giving students immediate feedback in an iterative way to help them learn without having to think through each step. Another pattern called "Feedback on Feedback" addresses how to provide tutors with feedback on their own feedback strategies. The document also discusses applying patterns to design solutions for current challenges through the use of "fantasy stories".
Sandra dykes storyboard_week_9 multi presentationsandralynndykes
The document discusses virtual science labs that can be used in classrooms. It describes how virtual labs allow students to learn science concepts through online experiments, animations and interactions. Research shows that using both virtual and real labs can provide effective active learning. The document argues that virtual labs give students meaningful learning experiences and real-world connections in a cost-effective way. Younger teachers who are open to innovations and have training are most likely to adopt virtual labs early on.
The document discusses alternatives to traditional assessment methods that give teachers more flexibility in evaluating student learning. It describes several classroom assessment techniques including observations, student self-assessments, peer assessments, journals, concept mapping, group discussions, interviews, and student-generated tests. These alternative methods assess higher-order thinking skills and focus on the learning process in addition to products. They provide teachers with ongoing feedback to improve instruction.
The document provides an overview of using an inquiry-based approach to learning in the 21st century classroom. It discusses how this approach is student-centered and focuses on problem-solving, collaboration, and using technology. The summary also outlines the main stages of implementing an inquiry project, including selecting a topic, planning learning experiences, facilitating the process, and using authentic assessment.
This document summarizes a workshop on using the Viewpoints framework to support curriculum design focusing on assessment and feedback. The workshop introduced participants to the Viewpoints project, had them work through tasks exploring assessment and feedback principles and implementation ideas using provided resources, and concluded with sharing experiences and evaluations. The Viewpoints framework and resources were demonstrated to help curriculum teams consider the learner perspective and support effective course and module design focused on key themes like assessment and feedback.
Share System (M3, U4, A2: Project Based Learning)Meka Walters
This document describes a project-based learning activity for kindergarten students called ShareSystem. The goal of the activity is for students to collaboratively design and test systems for fairly sharing new toys amongst the entire class. The activity involves students brainstorming ideas, designing a sharing system, testing their system in real life, revising their system based on feedback, and presenting and reflecting on their work. Through this project, students practice collaboration, communication, and other 21st century skills while designing a system that addresses a real issue in their classroom.
The document summarizes a workshop on assessment and feedback using the Viewpoints framework. Viewpoints is a curriculum design project that provides tools to help staff consider the learner perspective. The workshop involved groups using Viewpoints cards on assessment principles mapped to a student timeline to address objectives, then sharing outputs. Attendees found the workshop informative, engaging, and useful for considering assessment and feedback from the learner view.
Teaching and learning practice - the view from both sides of the fencecies
The document discusses a hybrid learning model developed by CETL(NI) to enhance the learning experience. The model brings together the 8 Learning Event Model and a closed set of learning verbs. It provides a common language for describing teaching and learning interactions and reflects what learners do in practice. Both teachers and learners found it useful for reflection, and it increased awareness of expectations of different roles.
Exploring Experiential Learning Activities: Simulations, Role Play, and Real ...Franzi Ng
1. Courses that require applying theoretical concepts to practical situations, such as business, healthcare, social work, and education. Experiential activities like simulations, role plays, and real-world projects help students practice applying concepts.
2. Topics that involve interpersonal skills, decision-making, teamwork, leadership and communication. Experiential approaches provide opportunities for students to develop and practice these skills in a low-stakes environment.
3. Subjects that involve processes or systems that are difficult to understand from descriptions alone. Hands-on activities through simulations, experiments, or field experiences
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. EVS, also known as polling systems, allow lecturers to pose questions to students who respond using keypad devices. Results are immediately displayed, providing formative feedback. The document outlines the benefits of EVS in improving engagement and learning, as well as tips for effective usage and potential drawbacks such as logistical challenges.
Building a System of Learning and Instructional Improvement – Barbara Schneider EduSkills OECD
This presentation was given by Barbaba Schneider at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This document discusses using computational thinking and scenario-based learning to teach students. It defines computational thinking as a problem-solving process that uses tools and technology to solve problems. Scenario-based learning focuses on having students define real-world problems and scenarios without a single right answer, while problem-based learning often has predefined problems and answers. The document provides examples of scenarios and shares resources developed through an NSF grant, including a Google Sites template for building scenarios and a rubric for assessing computational thinking skills. It encourages teachers to partner with businesses to develop authentic scenarios that help students build important critical thinking abilities.
Similar to RIDE 2010 presentation - Formative e-assessment: case stories, design patterns, and future scenarios (20)
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Ormond Simpson, Education Consultant, Visiting CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Gwyneth Hughes, Reader in Higher Education, Institute of Education, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Chaired by Dr Clare Sansom, Senior Lecturer, Birkbeck College, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Centre for Distance Education lunchtime seminar - conducted by Ormond Simpson, CDE Visiting Fellow.
This seminar shows that student support need not be a pure institutional cost in distance education. If properly designed and evaluated it can actually make a financial profit for the institution as well as enhance its reputation. Heath warning - this presentation contains some mathematics....
Audio of the seminar can be found here: www.cde.london.ac.uk. More information on Ormond's work can be found here: www.ormondsimpson.com.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Analytics: as if learning mattered
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Adam Cooper (Co-Director, Cetis)
Audio of the session and more details can be found at www.cde.london.ac.uk.
The Learning Ecosystem – A Content Agnostic Adaptive Learning and Analytics System
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by George Mitchell (Chief Operations Officer, CCKF Ltd, Dublin).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environment.
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Annika Wolff, Knowledge Media Institute, Open University.
Audio of the session and more details can be found at www.cde.london.ac.uk.
Moving from Learning Analytics to Social (Emotional) Learning Analytics.
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Mariella Stivala (St Martin’s Institute of Higher Education, Malta).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr J Simon Rofe (School of Oriental and African Studies, University of London). Audio and video of the conference can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Professor Margaret Cox, Dr Jonathan San Diego and Dr Barry Quinn (King's College London). Audio of the session and more details can be found at www.cde.london.ac.uk.
This document summarizes key points from a presentation on MOOCs and e-learning. It finds that while MOOC completion rates are only around 6-9%, completion rates for traditional university modules and programs are higher at 55% and 85% respectively. Motivation is an important factor in student retention and dropout. The future of MOOCs will depend on how they are funded, whether through governments, grants, industry, institutions themselves, or student fees. For MOOCs to be profitable, retention activities would need to increase student continuation by over 0.8% to cover costs. Overall the document questions the categorization of MOOCs as a form of e-learning and examines factors influencing student participation and motivation.
Presentation from 'Enhancing the student experience' workshop at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Ormond Simpson (HE consultant, Visiting CDE Fellow). Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
People who exhibit a high degree of self-regulation use different learning strategies in MOOCs compared to those with low self-regulation. Those with high self-regulation tend to be active learners who set clear goals and adapt them as needed. They are more likely to actively participate and contribute. Those with low self-regulation tend towards more passive learning and behaviors like lurking. Prior experience, confidence, and motivation also impact engagement in MOOCs.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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RIDE 2010 presentation - Formative e-assessment: case stories, design patterns, and future scenarios
1. Formative e-assessment: case
stories, design patterns, and
future scenarios
Harvey Mellar
London Knowledge Lab
Institute of Education, University of London
http://feasst.wlecentre.ac.uk/
http://www.jisc.ac.uk/whatwedo/projects/feasst.aspx
2. Overview
Short term, scoping study commissioned by JISC, and supported by the Centre for
Excellence in Work-based Learning for Education Professionals
• Methodology
• Desk research
• Literature review
• Comparing frameworks
• Five Practical Enquiry Days
• Combination of collaborative reflection, report back from teams, and guest
plenaries
• Launch day, three Planet workshops, developers' day
(Adopted and adapted the Planet Project's Participatory Methodology for
Practical Design Patterns - http://patternlanguagenetwork.wordpress.com)
• Wiki for collaborative authoring of patterns
http://purl.org/planet/Groups.FormativeEAssessment/
4. A definition
“An assessment functions formatively when
evidence about student achievement elicited by
the assessment is interpreted and used to make
decisions about the next steps in instruction that
are likely to be better, or better founded, than
the decisions that would have been made in the
absence of that evidence”
(Dylan Wiliam)
5. Five strategies
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment.
Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
6. Moments of contingency
Teachers design their instruction to yield evidence about student
achievement, by carefully crafting hinge-point questions, for
example. These create ‘moments of
contingency’, in which the direction of
the instruction will depend on student
responses. Teachers provide feedback that engages
students, make time in class for students to work on
improvement, and activate students as instructional resources
for one another.
(Leahy, Lyon, Thompson and Wiliam, 2005)
9. 9
Pattern Mining Workshop
Shift from anecdotes
to transferable design
knowledge by
identifying
commonalities across
case stories, and
capturing them in a
semi-structured form
10. The core template
• Context
– Where, when, who (all the things you can’t change)
• Problem (pick one!)
– We want to do A under condition B but are
constrained by C
• Solution
(in any order that
works for you)
C o n t e x t
Problem Solution
When, Where,
Who
What are we trying to
achieve / solve?
Cookbook: ingredients,
procedure, expected
outcomes
14. Creature of the week
(Judy Robertson)
Situation
Large class (138), first and second year computer
science students. Assignment: create a virtual pet in
Second Life
Task
Engage and motivate the students
show examples of good work which others could
learn from
show students their work is valued.
build a sense of community.http://purl.org/planet/Cases/creatureoftheweek
15.
16. CoMo (Niall Winters, Yishay Mor)
Situation
Royal Veterinary College
Hospital rotations as part of the training
Task
Allow students to capture critical incidents in text
and image
Support sharing of clinical experiences and co-
reflection
http://purl.org/planet/Cases/CoMo
21. Problem
Lack of immediate feedback for students
leads to fossilisation of errors and
misconceptions
providing immediate feedback in an
iterative fashion can also hinder effective
learning since students are able to "grope
their way" step-by-step to a correct
solution without necessarily having to
think about each answer as a whole.
22. Context
Class size
Large (30-300)
Content
Skillsfacts
Mode of instruction
Blendedon-line. Computer tested
23. Solution
• Students are posed questions of a type which elicit answers that
can contain multiple errors
• If a student's answer is entirely correct a mark of 100% is
awarded
• If their answer contains errors, a mark is given which contributes
to a percentage of the total mark for the question, along with
detailed - yet generic - feedback on the location and type of the
errors
• Students are then permitted a second attempt in which to refine
their answer
• The mark for the 2nd attempt contributes to remaining
percentage of the total mark for the question
• Feedback on any remaining errors is also given, along with the
correct answer(s)
• No further attempts are permitted
25. Good feedback should
Alert learners to their weaknesses.
Diagnose the causes and dynamics of these.
Include operational suggestions to improve the learning
experience.
Address socio-emotive factors.
Tutors know this, but are pressed for
time, or are not aware of their feedback
strategies
Large teaching organisations are not equipped to
provide tutors with personal feedback on their
teaching
Problem
26. Context
Large scale, technology supported, graded
courses
many tutors instructing many students
Feedback is mediated by technology that allows it
to be captured and processed in real time
Topic of study is subject to both grading and
formative feedback
27. Solution
Embed a mechanism in the learning and teaching system
that regularly captures tutor feedback, analyses it, and
presents them with graphical representation of the types of
feedback they have given. Ideally, this should also include
constructive advice as to how to shift from less to more
effective forms.
In computer supported environments (e.g. VLEs), this
mechanism could be integrated into the system, providing
tutors with immediate analysis of their feedback, as well as
long-term aggregates.
29. High achievers
When using Try Once Refine Once, there is a risk
that high-achievers do not receive feedback
So
• Use Showcase Learning to celebrate students’
work and provoke feedback from peers and
tutors
• Use Feedback on Feedback to alert tutors to the
problem
31. Reminder of the five strategies
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment.
Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
35. Practical design patterns for
teaching and learning with
technology
A book for Sense Publisher's 'Technology
Enhanced Learning' series
Editors: Yishay Mor (London Knowledge Lab),
Steven Warburton (King's College London) and
Niall Winters (London Knowledge Lab)
http://www.practicalpatternsbook.org/Home
Editor's Notes
We define formative e-assessment as the use of ICT to support the iterative process of gathering and analysing information about student learning by teachers as well as learners and of evaluating it in relation to prior achievement and attainment of intended, as well as unintended learning outcomes, in a way that allows the teacher or student to adjust the learning trajectory
Key findings from the literature
The domain is complex and contentious:
there is a wide heterogeneity in the literature, and frequent slippage between terms such as ‘assessment’ and ‘learning’, ‘formative’ and ‘summative’ and there are widely differing theoretical emphases
a wide variety of perspectives and practices exist which prioritise different educational goals; components have been identified to reflect a variety of actors, learning intentions, roles and activities, and the mechanisms involved in enabling progression of learning towards measurable attributes
From: ‘practice’ assessment, or serial (or repeated) summative assessment
To: synonymous with learning
What does ‘e’ add?
Speed
Storage capacity
Processing
Communication
Construction and representation
Mutability
Adaptivity’ is a core component of e-assessment processes indicating the flexible responsiveness on the part of learners and teachers which may or may not itself involve the use of technology.
I. Speed
Speed of response is often important in enabling feedback to have an effect
Supports rapid iteration – in many cases the ability to give feedback quickly means that the student’s next problem solving iteration can begin more quickly.
II. Storage capacity
Ability to access very large amounts of data (so appropriate feedback/additional work/illustrations can be identified).
III. Processing
Automation – in some situations the e-assessment system can analyse responses automatically and provide appropriate feedback.
Scalability – can often be the result of some level of automation.
Adaptivity – systems can adapt to students.
V. Communication
Often the advantage of the ‘e’ is that it enables rapid communication of ideas across a range of audiences, and the technology allows this range to be controlled it can be just one person, a group, a class or more
This communication aspect means that aspects of communication can be captured and given a degree of semi-permanence
This semi permanence supports the sharing of intellectual objects.
V. Construction and representation
Representation – the ability to represent ideas in a variety of ways and to move and translate between these representations
Technology can support learners in the construction of representations of their own ideas.
By representation technology enables concepts to be ‘shaped’ and therefore affects their meaning, i.e. representation makes use of symbols which help meanings develop
In representing their ideas in digital artefacts (creating these intellectual objects) learners open up a window on their thinking.
VI. Mutability
Shared objects are not fixed, they can change/be changed easily and quickly.