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The document summarizes the results of a library orientation project and STAR reading assessment conducted at a high school. It found that the library orientation was successful, with over 80% of students reporting it was helpful. However, the STAR reading assessment results showed most students testing below grade level, though there was hope for improvement. It recommends expanding the orientation online and continuing STAR reading assessments to track progress over time.
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Presentation 2
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- 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.
The critical appraisal of the public presentation Of Psyhology: building info...
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3) Student feedback indicated that the project was successful in developing their information literacy skills, such as evaluating sources and searching databases, in a way that was engaging through open-ended topics and collaborative work.
Affective behaviour cognition learning gains project presentation
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Continuous Improvement in Teaching and Learning – The Community College Open ...
Continuous Improvement in Teaching and Learning – The Community College Open ...Wa State Board Community and Technical Colleges
Using intelligent tutoring systems, virtual laboratories, simulations, and frequent opportunities for assessment and feedback, The Open Learning Initiative (OLI) builds open learning environments that support continuous improvement in teaching and learning.
One of the most powerful features of web-based learning environments is that we can embed assessment into, virtually all, instructional activities. As students interact with OLI environments, we collect real-time data of student work. We use this data to create four positive feedback loops:
• feedback to students
• feedback to instructors
• feedback to course designers
• feedback to learning science researchers
In this JumpStart Session, we demonstrate how OLI uses the web to deliver online instruction that instantiates course designs based on research and how the learning environments, in turn, support ongoing research. We will discuss the Community College Open Learning Initiative (CC-OLI) and how faculty and colleges across the country can participate in CC-OLI and the connection between CC-OLI and Washington State’s Open Course Library project.Peacock, R. Teaching Information Literacy Online: Competencies for Academic L...
Peacock, R. Teaching Information Literacy Online: Competencies for Academic L...IL Group (CILIP Information Literacy Group)
This document provides an overview of Dr. Rebeca Peacock's research on competencies for academic librarians providing effective online library instruction. It includes an introduction outlining the problem and research questions, a literature review on relevant topics, an explanation of the competency-based needs assessment methodology used, and a presentation of the findings including the competency model developed and identified barriers. The document is well-structured and provides context for the research conducted.Learner Analytics and the “Big Data” Promise for Course & Program Assessment
Presentation delivered at the San Diego State University "One Day in May" conference on May 22, 201 by John Whitmer, Hillary Kaplowitz, and Thomas J. Norman
Universities archive massive amounts of data about students and their activities. Students also generate significant amounts of “digital exhaust” as they use academic technologies. How can faculty and administrators use automated analysis of this data to save time and conduct targeted interventions to improve student learning?
The emerging discipline of Learner Analytics conducts analysis of this data to learn about student behaviors, predict students at-risk of failure, and identify potential interventions to help those students. In this presentation, we will discuss the contours of this discipline and review the state of research conducted to date. We will then look at several examples of Learner Analytics services and hear from California State University educators who are using these tools to help their students. Finally, we will suggest some immediate ways that Analytics can be conducted at San Diego State.
Presenters:
John Whitmer, California State University, Chico
Hillary Kaplowitz, California State University, Northridge
Thomas J. Norman, CSU Dominguez Hills
Exams evaluate students. Who’s evaluating exams? Data-Informed Exam Design
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The power of learning analytics to measure learning gains: an OU, Surrey and ...
Learning gains has increasingly become apparent within the HE literature, gained traction in government policies in the UK, and are at the heart of Teaching Excellence Framework (TFL). As such, this raises a question to what extent teaching and learning environment can actually predict students’ learning gains using principles of learning analytics. In this presentation, which is joined work with University of Surrey and Oxford Brookes, I will focus on some preliminary findings based upon developing and testing an Affective-Behaviour-Cognition learning gains model using longitudinal approach. The main aim of the research is to examine whether learning gains occur on all three levels of Affective-Behaviour-Cognition model and whether any particular student or course characteristics can predict learning gains or lack of learning and dropout. For more info, see https://abclearninggains.com/
2008 Osu Job Talk 12 05
The document summarizes research conducted on assessing student performance in geological observation. The research aimed to develop ways to assess students' perception, explanation, and gestures involved in geological observation. Data was collected from video recordings of students in classroom and field activities. Analysis of the data identified components of perception, types of explanations, and gestures used by students at different levels of performance. The research led to a model for assessing geological observation that accounts for conceptual and cognitive development in geosciences.
Highlights From Future of Education - mSchool + DreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
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