Innovative and Inquiry-based Teaching for Excellence
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Description of an international collaborative project between the California State University, Long Beach, MERLOT (www.merlot.org), and the Academic Staff College of Lucknow University, India to redesign higher education instruction in India. The project is partially funded by the William and Flora Hewlett Foundation. Inquiry-based learning and the innovative use of Open Educational Resources within the context of defining and assessing student learning outcomes is the focus of the collaborative effort.
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Skills of university professor and their evaluation.
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This document discusses a study that aimed to identify essential teaching competencies for university professors in Spain and establish a system to assess teaching quality. It describes the 4 phases of the study: 1) developing an evaluation model of competencies, 2) expert validation of the model, 3) applying the model to evaluate students, and 4) evaluation of the model by experts at the LIFE Laboratory in Geneva. The LIFE Laboratory focuses on teacher training and education research. Experts at LIFE evaluated the competency model, which is organized into 5 dimensions: course programs/guides, teaching methods, coherence of teaching resources, evaluation systems, and teacher attitude.). Reflections on methodology used in assessing teachers´perceptions of colle...
). Reflections on methodology used in assessing teachers´perceptions of colle...University of Iceland
Title:
Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence
Abstract/ Introduction
In many countries new curriculum areas are emerging in response to societal changes. This calls for enhanced efficacy and success depends on whether teachers trust themselves and their colleagues to meet new demands. Further, learners are expected to develop agency for change and teachers to develop collective teacher efficacy (CTE).
Increased emphasis on competences and global comparative studies…. Children of today may have fewer opportunities to challenge and solve open ended problems. The power concept CTE enables educators to identify their own weaknesses and strengths in relation to the challenges of the 21st century. Research identified four new curriculum areas in the EmergeCTE project where particular demands were made of teachers: sustainability, use of information and communication technology, innovation education and school science in the 21st century and focused on action competence (AC) as the teaching task. Key features of AC individuals are that they are participants capable of being critical actors in democratic processes.
The purpose of this symposium is to discuss selected issues from the EmergeCTE research. These include issues in the development of the questionnaires (paper 1), the role of case study in supporting questionnaire development (paper 2) and finally about mining the data and finding the factors (paper 3).
The citation (APA style)
Svanborg R. Jónsdóttir, Allyson Macdonald, Svanborg R. Jónsdóttir, Svava Pétursdóttir og Sigurbjörg Jóhannesdóttir. (2017, 23. November). Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence. Á SERA Scottish Education Research Association Annual Conference. University of Dundee, Scotland.Retrieved from https://www.slideshare.net/sibba/reflections-on-methodologyAssessment of Higher Education Learning Outcomes
- The document discusses the Assessment of Higher Education Learning Outcomes (AHELO) project, an OECD initiative to assess learning outcomes in higher education internationally.
- AHELO aims to create valid measures of learning outcomes that can be used across cultures, languages, and types of higher education institutions. This will provide a more balanced assessment than rankings which often rely on input factors.
- The feasibility study will develop and test assessment instruments in engineering, economics, and generic skills, and collect contextual data from students and faculty. It will evaluate whether reliable cross-national assessment is possible and implementation is feasible.
The critical role of teachers in optimizing technologies for open learning
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).
Lecturers’ checklist instrument to monitor students’ understanding in distanc...
Lecturers’ checklist instrument to monitor students’ understanding in distanc...Journal of Education and Learning (EduLearn)
This paper aimed at exploring the results of participant self monitoring using
a checklist instrument in distance learning with flipped classroom setting.
The participants were 11 lecturers of Bioprocess Engineering Study Program
at Institut Teknologi Del (IT Del), Indonesia. The objective of the checklist
instrument was for the lecturers to monitor their students’ understanding
about the lessons given each week. The data generated from the instrument
was analysed descriptively. The results found that pre-class, in-class and outclass
are
important
parts of learning in flipped classroom setting. The data
showed that 56% of students achieved good understading of the knowledge
taught by their lecturers. The same idea as in-class, attendance checking and
interaction between students and lecturers had a key factor in the learning
process. It was found that students’ understanding increased by 20% (very
good), 62% (good) and 18% (moderate) through questions and answers,
discussions, and tests at the end of class. Those were the modes of
interactions that had been done in class. In line with an
out-class checklist, giving assignments and feedback could improve students
understanding into the level of very good (61%), good (27%) and
sufficient (10%). with using a checklist tool, participants in this study selfmonitored
their progress in a flipped classroom while taking distance
learning courses online to improve the quality of their class. Presentation 2
- The document discusses a study that investigated the relationship between EFL learners' motivation and learning strategies in a WebQuest classroom at Chaoyang University of Technology.
- It reviewed literature on WebQuests, motivation, and learning strategies to inform the study.
- The study used quantitative methods like surveys and qualitative methods like interviews to examine the relationship between motivation and learning strategies for EFL learners in a WebQuest course.
Oleh oleh hong kong mulyati
Hasil penelitian tentang guru dan pembelajaran matematika di Indonesia oleh Bank Dunia...semoga bisa menjadi bahan refleksi
CCC-M F2F meeting_150928
This document outlines the agenda and objectives for a project meeting focused on creating, collaborating and computing in mathematics. The agenda includes analyzing student data from exams, sharing strategies and experiences, and reviewing strategies seen in the project. Key themes of the project include student success, digital literacy, and using data to monitor practice. Objectives for the current year focus on developing a community of practice, measuring results, and promoting reflective practice. A key activity is using video-based reflection. The meeting will include small group work analyzing data to identify student learning problems and their causes.
Obs record March 2014
The document is a lesson observation form for a teacher, Helen Ward, who was observed teaching a BTEC Level 3 IT course on event drive systems. The summary is:
1) The observer provided an overall grade of 1 (outstanding) for the lesson and identified several strengths, including excellent planning, pacing, questioning techniques, and student engagement.
2) The document includes sections to record information about the lesson context, evidence from the observation, and the impact on students.
3) In the evidence section, the observer praised the teacher's preparation, teaching methods, management of learning, assessment and feedback provided to students.
Evalution criterion & procedures in semester system
The document provides information about an induction program on evaluation criteria and procedures for a semester system. It discusses key features of a semester system including dividing the academic year into two six-month semesters, ongoing evaluation throughout each semester, developing regular study habits among students, and reducing examination burden. The document also outlines subjects offered in the first semester, evaluation methods like assignments, presentations, term papers and attendance tracking. Suggestions are provided for students and teachers to be engaged throughout each semester and actively participate in learning.
Accounting research method (updated) bu desi
This document outlines the syllabus for an accounting research methods course at Universitas Indonesia. The course aims to help students understand the concepts, benefits, and process of research in the field of accounting. Specifically, students will learn how to define problems, review literature, develop frameworks, formulate hypotheses, collect and analyze data, and prepare research reports. Assessment will include exams, assignments, and a group research project involving preparing progress reports and a final research report. Class sessions will involve lectures, discussions, and presentations of students' research.
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Innovative and Inquiry-based Teaching for Excellence
- 1. Innovative and Inquiry-Based Teaching for Excellence: IITE Program Tim Keirn, Professor of History, California State University, Long Beach Gerry Hanley, Executive Director, MERLOT California State University System
- 7. Credential Student Learning Outcomes
- 8. Course Student Learning Outcomes
- 9. Paper Student Learning Outcomes
- 12. Lesson Plan for Unit in Paper: Part 3 Assessment Rubric for lesson (Minimum marks-7; Maximum marks- 80) Criteria Proficiency levels Not proficient Proficient Exemplary Predictions in Virtual Exercise 0-5 correct 0-3 marks 5-10 correct 4-6 marks 10 and more correct 7-10 mark s Experimental designing More than 2 mistakes in experimental design 1-3 marks 1-2 mistakes in experimental design 4-6 marks 0 mistake in experimental design 7-10 mark s Skill in handling animals Ethical committee recommendations followed with more than 3 deviations 1-3 marks Ethical committee recommendations followed with only 2-3 deviations 4-6 marks Ethical committee recommendations followed completely or with a maximum of 1 deviation 7-10 mark s Precision in observation Takes observations once a day and at irregular timings 1-3 marks Observations twice a day at more or less precise timing 4-6 marks Observations three times a day at precise timings 7-10 mark s Analysis of results No statistical analysis 1-3 marks Minimum (Primary) statistical analysis 4-6 marks Complex ( Appropriate ecological equations used) 7-10 mark s Presentation of results No tables and graphs, just written descriptions 1-3 marks Only tables 4-6 marks Well represented graphs & tables 7-10 mark s Interpretation & Discussion of Results Lack of use of results of statistical analysis, based on just numerical differences; 0-2 supporting evidences from other related studies 1-3 marks Use of primary statistical results; 2-5 supporting evidences from other related studies 4-6 marks Use of results of complex statistical analysis; more than 5 supporting evidences and suggestions for alternate explanations 7-10 mark s Identification of lacunae & need for further investigation No lacunae identified in the study and no suggestions for further investigations 1-3 marks Lacunae identified but no suggestions for further investigation 4-6 marks Lacunae identified and suggestions for further investigations made 7-10 mark s
- 14. Customize Your Own IITE Course with MERLOT +
Editor's Notes
- What is a valuable service? Best practice (changes in business practices) Expert practice (reliable, efficient, accuracte) Cost effective practices Personable – people personnally appreciate your service Overall, you provide a services that is faster, cheaper, better than they could do themselves – you are adding capacity to their organizations What’s a valuable product? Deployable Trainable Cost effective Good – (long ½ life, quality, reliable)