From Summative To Formative Assessment in the Flipped Classroom using the Mobler App
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Eduhub Days 2017, Lugano (Show & tell) From summative to formative assessment in the flipped classroom using the Mobler App Christian Glahn, HTW Chur; Marion Gruber, UZH Flipped classroom didactics require an understanding on the level of preparedness of students before they return to contact sessions. Using formative assessment strategies is one way to understand the student challenges and understanding of concepts. After four pilot rounds at UZH and HTW Chur the Mobler App has matured and with the availability of the EduID Mobile App, it becomes easier to connect mobile formative assessment into regular courses. In this session we will share our experiences in integrating the Mobler App into flipped classroom settings. Based on a worked example, we will demonstrate how to use Course Activities to activate Mobler Questions and how to monitor student progress from within the LMS as part of formative assessment strategies.
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This document discusses the history and types of printing and cloud printing. It provides details on various printing technologies over history from woodblock printing to modern 3D printing. It describes cloud printing as allowing printing over the internet from any device. The document compares different cloud printing services like Google Cloud Print, Apple AirPrint, and HP ePrint and discusses their advantages like direct printing from mobile devices without a computer and supporting various file types and devices.
Summative & formative assessment
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
Summative and Formative Assessment
Summative assessments measure student understanding of material at set points, such as after a unit or semester, through tests and exams. They help teachers evaluate curriculum and determine if standards are being met. Formative assessments are ongoing, such as feedback, peer reviews, and self-assessments, and are used to guide student learning and improvement. Both summative and formative assessments are useful for technology-based projects to measure acquired skills and provide guidance.
Google Cloud Print
Google Cloud Print allows users to print documents remotely from their smartphones. To use this feature, a computer with Windows XP, Vista, or 7 and the latest version of Chrome browser is needed. The computer must be connected to a printer and turned on for network printing. To set it up, install the latest Chrome browser, enable Google Cloud Print in the browser settings, and sign into a Gmail account. Documents can then be printed from the Gmail mobile app by selecting the desired printer.
Formative and Summative Assessment - Faculty Development
Dr. Amy Lane led a workshop on assessment that:
1) Explored concepts related to assessment, discussed contexts and perspectives, and introduced different types of assessment including formative and summative assessment.
2) Described classroom assessment strategies for online courses and how to select assessments aligned with learning objectives.
3) Identified assessment resources for faculty and reflected on learning assessment best practices.
Ppt summative assessment
The document discusses pre-formative and summative assessments, noting that formative assessments are used during instruction to provide feedback and guide teaching while summative assessments measure learning at the end of a unit. A variety of tools can be used for assessments, including tests, rubrics, observations and more, with the best assessments using multiple tailored approaches.
Summative assessment( advantages vs. disadvantages)
Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
Mobile technology presentation
The presentation discusses mobile technology and how it is changing how people access the internet, with 80% predicted to access online from mobile devices by 2015; it covers different types of mobile devices like smartphones, tablets, and eReaders and benefits like portability, accessibility, and apps; and includes discussions around 4G vs WiFi networks, iOS and Android app markets, mobile optimized websites, and cloud computing.
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How to teach online in critical situations such as in lockdown. How teacher approach students, effective mediums to be used, types of assessment in online classes, procedure, attendance record, pros and examples etc.
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Results of Application of Lessons Learned Flipped Classroom--Follow Up Study
The professor implemented a modified "lessons learned" flipped classroom approach in an introductory marketing class based on the results of a previous study. The modifications included highly focused lectures followed by weekly discussions applying concepts, and utilizing student projects throughout the semester. Assessment of student outcomes showed no significant difference in quiz scores but statistically higher final exam and marketing project scores compared to the previous flipped classroom approach. While student evaluations reverted to the mean, qualitative feedback was positive and learning outcomes improved with the modified approach. The professor concluded the lessons learned approach was an effective way to implement a flipped classroom strategy while improving key learning outcomes.
The Google Driven Classroom- Training Grant Proposal
This is a group made grant proposal created during FRIT 7232.
It discusses training for teachers proposing how they should utilize Google Chromebooks.
7464 Movie Maker Workshop Plan Mtl
This document outlines a workshop for teachers on using Movie Maker to create digital stories. The workshop will introduce teachers to Movie Maker's features and provide examples of how it can be used across grade levels and subjects. Teachers will learn how to drag and drop images, video, text and more to create presentations and demonstrations for students. Through hands-on practice, teachers will start building their own digital stories on a topic of their choice. Feedback from an online survey will help improve future workshops on integrating accessible technology like Movie Maker to enhance student learning.
Multi-Access Presentation for UVic Corporate/External Relations Tour
Presentation of Multi-Access Learning given as part of tour hosted by UVic Corporate/External Relations.
Blended mode of teaching and learning
This Presentation is in connection with Blended Mode of Teaching & Learning: Concept Note (As Prescribed by the UGC New, Delhi)
Final Project Presentation
The Albuquerque School District required teachers to complete technology training through a state initiative. A survey found that teachers were interested in using new tools to engage students in communication and collaboration. An online blog course was designed to introduce teachers to web 2.0 tools like blogs and require collaborative activities. Formative surveys found that elementary teachers were interested in classroom technology support. The blog course focused on interaction, the writing process, and collaborative learning through group activities aligned with curriculum standards. Teachers would learn to use blogs for instruction and online facilitation.
App Circus Project - Group 5.pptx
The document reviews 10 apps for classroom use, summarizing the key features and educational benefits of each app. It finds that Google Classroom, MusiQuest, Prodigy, Quizlet, and ClassDojo are particularly effective at enhancing classroom experiences by streamlining management, engaging students through gamification, facilitating communication between teachers and parents, and supporting curriculum standards. Overall, the apps highlighted provide tools to assess student understanding, adapt instruction, and promote skills like collaboration, problem-solving, and self-directed learning.
D school assignment 2 ideate
The document discusses ideas for making the transition from school to work easier for teachers and students. Over 40 ideas are listed, such as guest lecturers, an online portal with career information, mentoring programs, and a "gap year" for students. The selection process identifies the most practical idea as career workshops led by experts to help students with preferences, applications, resumes, interviews, and mentoring. The most disruptive idea is a mandatory gap year for work or study experience. The favorite idea is an online portal and contact center providing a one-stop-shop for career guidance, including surveys, simulations, advice, and forums to connect students.
2014 03-18 qcc pif grant
1) The document summarizes the results of implementing a revised emporium model curriculum for developmental mathematics courses at Quinsigamond Community College.
2) Key findings include higher pass rates on final exams for students in the emporium model compared to traditional courses, and more students completing courses early.
3) The emporium model also helped increase the percentage of students satisfying mastery requirements who then passed final exams.
4) Additional initiatives discussed include an Algebraic Reasoning program in Worcester public schools and math boot camps showing improved Accuplacer scores.
Multi-Access presentation to University of Victoria Computer Science Department
This document summarizes a presentation by Dr. Valerie Irvine on multi-access learning. It discusses how higher education needs to adapt to increasing online learning options and declining domestic enrollment. Dr. Irvine proposes a model of multi-access learning that gives students more choice and control over how they access courses, either face-to-face, synchronous online, asynchronous online, or open. A pilot of this approach saw high student satisfaction and preference for the flexibility. Dr. Irvine argues that multi-access learning can help universities increase revenue streams and better serve student needs.
How to maximise your survey response rates webinar 4 march 2020 vr3
Webinar by Jisc digital experience insights team on maximising your survey response rates on the 4th March 2020
Rosenthal Final Draft Technology Interview Essay Instruct Tech-1-2
1) Technology in education has advanced significantly in recent years, with the popularity of tools like Google Classroom and portable laptop labs replacing overhead projectors.
2) Teachers now use interactive technologies like Kahoot and Vernier LabQuest to engage students and allow them to collect and analyze data from science experiments.
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Discrete Mathematics Course Outline
The goal of this course is to introduce students to ideas and techniques from discrete mathematics that are widely used in computer science. Ultimately, students are expected to understand and use (abstract) discrete structures that are the backbones of computer science. In particular, this class is meant to introduce logic, proofs, sets, functions, relations, counting, graphs and trees and with an emphasis on applications in computer science.
Thinking Outside of the Classroom: Campus Technology 2013 presentation
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Improving Retention in Online Courses -- Inside HigherEd webinar
Improving Student Retention in Online Learning
Tuesday, June 10, 2014 11:00:00 AM MDT - 12:00:00 PM MDT
Online learning continues to grow and make up a larger percentage of enrollments in higher education. However, over the years, institutions often report higher attrition rates for online courses than traditional face-to-face courses. As enrollments in online courses increase and online learning becomes a larger part of institutions' long-term planning, faculty and administrators are confronted with finding ways to improve retention in online courses and online programs. In this free webinar, presented by Academic Partnerships, the literature on attrition in online learning will be discussed as well as various strategies used to improve student retention in online learning.
Application of mirc through 2 triple 3 single
1. The document introduces using the mIRC web application in an English class for Form 4 students over the course of a school term to improve their English usage and participation.
2. The plan is to use mIRC in the English class, with the teacher demonstrating how to use it and having students communicate through chatting groups and sharing files.
3. Students will be evaluated through presentations, monthly tests on mIRC, and a questionnaire at the end to assess if mIRC improved their English and participation.
The Beginner's Guide to Google Classroom
Education systems are being changed and new ways are introducing to make education easy and without wasting time in any circumstances. Online teaching via Google classroom is one of those ways. It became easy for teachers students and parents to make it useful.
To know more please visit:
https://medium.com/@Mohid_Ahmed/the-beginners-guide-to-google-classroom-35e47c5eb945?sk=efdc986ad103290cd0b8d92218ac5b8e
You can also visit: https://www.colaraz.com/talent/sudent/
NoteBowl - Social Learning Platform (1)
NoteBowl is a social learning platform that aims to bring courses, campus communities, and related information together in one place. It allows students, professors, and administrators to access resources, communicate, and engage with their university. NoteBowl piloted its platform in three University of Arizona summer courses and found high rates of student and professor satisfaction compared to other learning management systems. Features like anonymous questions and real-time collaboration tools helped improve the classroom experience. The CIO of the University of Arizona was impressed with the pilot results and looks forward to continued partnership with NoteBowl.
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More from Marion R. Gruber
Flexibel in neuen Kontexten lernen
Glahn, C. & Gruber, M. R. (2019). Flexibel in neuen Kontexten lernen. Vortrag am Higher and Professional Education Forum 2019, Flexibles Lernen an Hochschulen gestalten, Freitag 15.11.2019, ZHAW, School of Management and Law, Winterthur, CH.
Abstract:
Mobile Apps versprechen neues Lernen und wir wollen die Technologien der Studierenden besser für das Lehren und Lernen nutzten. Weil mobile Apps immer im Verbund mit anderen Technologien zu sehen sind, stellt sich die Frage nach dem Mehrwert mobiler Apps für die Hochschuldidaktik. In dieser Studie wurde über 5 Jahre hinweg der kontextualisierende Effekt mobiler Apps vor dem Hintergrund der Aktivitätstheorie untersucht. Es wurde gezeigt, dass es Apps als Lehrmittel allein durch ihren Bereitstellungsmodus die Lernsituationen erweitern und das Lernen flexibilisieren können.
Learning-Design-Thinking mit Learning-Design-Karten
Gruber, M. R. (2020). Learning-Design-Thinking mit Learing-Design-Karten. Workshop am IAS Tag der Lehre 2020, To infinity and beyond. Exploratives Lernen im Hochschulunterricht, Mittwoch 8. Januar 2020, ZHAW Wädenswil, Campus Grünetal.
Zum Inhalt:
Das Erstellen digitaler Lernangebote für die Hochschullehre ist sehr anspruchsvoll und zeitintensiv. Deshalb ist es für die Konzeption und Umsetzung von Blended-Learning-Angeboten wichtig, Zeit und Ressourcen sparende Methoden anzuwenden, die es ermöglichen, digitale Technologien in unsere bestehende Lehrpraxis zu integrieren und Lerndesigns zu überdenken, um die Lernaktivitäten neu arrangieren und gestalten zu können. Dafür müssen diese an den Lernzielen und den erwarteten Lernergebnissen ausgerichtet sein, die Lernprozesse gut strukturiert und angemessene Methoden und Werkzeuge ausgewählt werden. Doch wie können wir in unsere existierende Face-to-Face Lehrpraxis E-Learning-Elemente zielgerichtet integrieren? Gibt es Methoden und Werkzeuge, die uns dabei unterstützen?
In diesem Workshop wird ein pattern-based Ansatz vorgestellt, mit dessen Hilfe komplexe Lehr- und Lernszenarien vorbereitet und analysiert werden. Diese Methode bietet sowohl ein Toolkit als auch ein Framework zur Konzeption, Analyse und Kommunikation von Lehr- und Lerndesigns. Das vorgestellte Framework hilft in relativ kurzer Zeit, reichhaltige Lernerlebnisse mithilfe von LMS-Funktionen und -Features für die Studierenden zu entwickeln und umzusetzen.
Design Thinking for Technology Enhanced Learning
When researching or implementing technology enhanced learning is hard, because many aspects influence the learning experiences. This slidedeck structures the educational design space and discusses the role of design patterns to shape this space into concrete and researchable learning experiences. The presentation contains our learning design canvas that puts different LD theories and models and integrates them.
This slidedeck is the extended version of the design thinking workshop at the EATEL Summer School 2019 in Bari, Italy.
Christian Glahn and Marion R. Gruber
Learning Design for Teachers in a Hurry
This document discusses educational design for teachers with limited time. It proposes a 5-step process: 1) isolate learning activity building blocks, 2) categorize learning activity types, 3) operationalize administrative activity types, 4) operationalize learning activity types, and 5) build macro-pattern libraries to guide activity arrangement. Examples of activity types and patterns like brainstorming, inquiry-based learning, and case-based teaching are provided. The goal is to help teachers quickly design blended and technology-enhanced learning activities.
Lessons Learnt from using the Mobler App: From Test Questions Towards Mobile ...
This presentation looks at the assessment concepts underpinning the Mobler app and focusses on the implications of using mobile devices for assessing the students' learning in higher education. These slides were presented at the Eduhub SIG E-Assessment Meeting Nov. 26, 2015.
Schneller, Besser, Weiter - Social Media in der Forschung nutzen
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Diese Präsentation gibt einen Überblick zur Anwendung der Mobler-App im Hochschulkontext. Die Folien wurden am 18.11.2016 an der Universität Zürich im Rahmen der Lunchveranstaltungen präsentiert.
Beyond Delivery Modes and Apps - A Case Study on Mobile Blended Learning
Presentation at Tenth European Conference on Technology Enhanced Learning (ec-tel 2015) in Toledo (Spain), 15-18 September 2015.
Mendeley - Literaturverwaltung und soziales Netzwerken in einem
Präsentation für den Workshop "Mendeley - Literaturverwaltung und soziales Netzwerken in einem" am 18.5.2015 bei "Digitale Lehre und Forschung", Dekanat, Philosophische Fakultät, UZH.
Mendeley - Literaturverwaltung und mehr!
Lunchveranstaltung der Informatikdienste der UZH, Mittwoch 31.10.2012, 12:30-13:30 Uhr.
Mendeley - Literaturverwaltung und mehr!
Dr. Marion Gruber, E-Learning Koordinatorin, Philosophische Fakultät, Universität Zürich
Mendeley ist ein plattformübergreifendes, systemunabhängiges Werkzeug zur Literaturverwaltung, mit dem Sie im akademischen Bereich auch Kontakte knüpfen und pflegen können. Sie arbeiten in Arbeitsgruppen zusammen und tauschen untereinander Informationen aus. Diese Anwendung hilft Ihnen, Ihre Literatur zu organisieren, zu teilen, zu kommentieren und zu zitieren. Sie legen Ihre eigenen Literatursammlungen an und verwalten diese. Sie lesen Ihre Literatur wo Sie wollen und wann Sie wollen. Sie ist jederzeit über das Internet verfügbar.
Möglichkeiten und Grenzen von Social Media in Hochschullehre und Forschung
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Museale Kunst- und Kulturvermittlung mit digitalen Medien. Über den Einsatz v...
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Social Media in Education
This webinar focuses on the usage of Social Software and Web2.0 for teaching and learning. The webinar gives an overview on available web-tools and services that are useful for teaching and learning. The broad range of social media applications enables new forms of online interaction. They are suited to work together, to support creating content, and to share it in your community. In order to transfer these opportunities to education we will identify applicaton scenarios, good practices, and discuss opportunities and limitations of the tools and services for their effective use.
Social Software and Web2.0 in Teacher Education and Teacher Training (Report)
The pilot project analyzed the use of social software and web tools in teacher education. It resulted in an online wiki resource on this topic with over 3,000 page views from around the world. The wiki covered eight main topics related to using social tools for education, including social bookmarking, collaborative writing, and blogging. Educational application scenarios were developed for six of the topics. The project engaged teachers, teacher trainees, and educators to share experiences using social tools and identify opportunities and limitations. Overall, the wiki provided a collaborative knowledge base on integrating social media into teacher learning and training.
Micro-Blogging - How to Use Twitter for Teaching and Learning
Initial-Workshops about “Micro-Blogging for Teaching and Learning” at the Lucerne University of Applied Sciences and Arts on September 6, 2011.
This 30 minutes workshop gave an overview on the microblogging service Twitter and focused on the usage for social learning, the creation of a personal learning network, a learning community, for communication, and sharing links and resources. A discussion about experiences, hopes and concerns closed this session. The participants were interested university members, researchers and teachers.
Social Web in Teacher Education and Teacher Training
The document discusses the use of social web tools in teacher education and training. It defines terms like social web, web 2.0, social software and social media. It provides an overview of popular tools and services and potential applications in education. These include social bookmarking, collaborative idea development, blogging, collaborative writing, file sharing and social networking. It also discusses opportunities for educational use but notes the need to address limitations and challenges to ensure effective integration of these tools.
Social Web in Lehre und Forschung
Überblicksveranstaltung zum Einsatz von Sozialer Software und Web2.0-Werkzeugen an der Universität.
Share.TEC Pilot "Social Web in Education".
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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- 1. From Summative To Formative Assessment in the Flipped Classroom using the Mobler App Marion R. Gruber (@em3rg3) & Christian Glahn (@phish108)
- 2. 0 10 20 30 40 50 60 70 80 90 100 @em3rg3 @phish108 When do students learn?
- 3. Flipped Classroom and Formative Assessment @em3rg3 @phish108 Activity 1 2 3 4 5 6 7 Lecture Online/ Mobile Understanding Challenges Understanding? Challenges?
- 4. Flipped Classroom and Formative Assessment @em3rg3 @phish108 Activity 1 2 3 4 5 6 7 Lecture Online/ Mobile Understanding Challenges Understanding? Challenges?
- 5. @em3rg3 @phish108 Keep Lecturers in the Driver’s Seat!
- 6. § Integration into weekly exercises § Mobler exercises complement online tests as alternatives § Integration into knowledge assessment § Mobler exercises are available for an online test with 1 attempt for the test. § Integration into course topics § After each lecture a new set of questions is released for the session topic § Integration into exam preparation § After the end of the course additional exercises are released for exam preparation § Student cooperation § Allow students to create questions within the LMS to be used in Mobler @em3rg3 @phish108 Mobile Blended Learning with Mobler
- 7. Learning Analytics for Formative Assessment @em3rg3 @phish108 Formative E-Assessment needs Learning Analytics retention progress rhythm persistence speed difficulty
- 9. How would you use Mobler? Marion R. Gruber: @em3rg3 ▸ @UZHphilDLF Christian Glahn: @phish108 ▸ @htwblc Many Thanks to Olga Tartakovski at IPMZ