This document discusses using feedback to improve instructional design practices. It describes initiatives at Thompson Rivers University to more systematically evaluate and share learning activities. Interviews identified factors for successful activities and feedback desired by designers. Designers deal with many variables intuitively, unaware of implications. The complexity of their work is underrecognized. Providing shared "rules of thumb" documents and distributing the design process could help amplify designers' response to complex problems. Feedback should test hypotheses about what works and inform practice through action research. This closes the loop between feedback, analytics, and design.
Supporting High Impact Practices with portfolio-based learning Alison PootePortfolios Australia
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.
TTPlus is an European funded research project which looks at the actual practice of trainers in companies.
Have a look at the website
http://ttplus.bazaar.org
Supporting High Impact Practices with portfolio-based learning Alison PootePortfolios Australia
"Born out of a recognition that today’s graduates need to be responsible global citizens, aware of and respectful of other cultures, and equipped to respond to the challenges the future holds, High-Impact Practices (HIPs) offer a structure to help educators create learning cultures designed to develop the whole person and nurture graduates who are genuinely future-ready. HIPs were first proposed by George Kuh (2008) and his research suggests that when done well, they can enhance student success, retention and engagement. This presentation will introduce the eleven HIPs, the elements essential to making practice meaningful and high-impact, and the central role that portfolios can play in supporting these practices. A number of international examples of portfolio practice will be showcased to demonstrate this theory in action.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
"
The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.
TTPlus is an European funded research project which looks at the actual practice of trainers in companies.
Have a look at the website
http://ttplus.bazaar.org
Group Assessment in Higher Education - Possibilities & ChallengesDavid Morrison-Love
This presentation explores some of the challenges, opportunities and ways of designing effective group work for students in Higher Education. It draws upon particular structures and examples that have been successfully employed by courses in the School of Education at the University of Glasgow.
These slides are an overview of the new English Australia CPD Framework, Sophie and Clare have both been involved in the development and consultations about the framework and show the steps involved in using the Framework as well as the theoretical underpinnings.
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Welcome to these slides about using and creating Rubrics for College. Learn, share and enjoy this slideshow, and uncover some useful information that you can immediately apply to make your life easier while enhancing the learning experience of your students!
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
Group Assessment in Higher Education - Possibilities & ChallengesDavid Morrison-Love
This presentation explores some of the challenges, opportunities and ways of designing effective group work for students in Higher Education. It draws upon particular structures and examples that have been successfully employed by courses in the School of Education at the University of Glasgow.
These slides are an overview of the new English Australia CPD Framework, Sophie and Clare have both been involved in the development and consultations about the framework and show the steps involved in using the Framework as well as the theoretical underpinnings.
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
Reimagining and Reinforcing Student Success Into Career Success Across the Cu...credomarketing
The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
Welcome to these slides about using and creating Rubrics for College. Learn, share and enjoy this slideshow, and uncover some useful information that you can immediately apply to make your life easier while enhancing the learning experience of your students!
This presentation is linked to a workshop presented at the HEA Enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1yYJket
A presentation made to the EEE project in Valladolid, 14th November 2011, talking about ways of thinking about widget services, and describing work carried out in the iTEC and Omelette projects
This book was written by :
Abe Susanto, I Made Wiryana, Adang Suhendra in 2001.
and this is very useful for you who want continue your study in Germany.
All of informations or Tips are available in this book.
I was using this book as my instruction for preparing my study here.
Best Practices in Higher Education - Role of Commerce & Management Teachersgpsudhakaar
Workshop on Best Practices in Higher Education - Role of Commerce & Management Teachers for the Commerce and Teachers Association of the Women's University Vijayapura
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
Richard Lai 2014 - An assessment ePortfoilo for developing the reflective thi...ePortfolios Australia
Deep approaches to learning by students are encouraged by teaching that fosters engagement with learning and assessment tasks and clearly stated learning outcomes and expectations. Students learn deeper if they are required to reflect on what they have learned. Reflective thinking by students is not only a description of 'what they have seen or done', but rather it is a process of their drawing comparisons with what happened, what they already know, how they relate this experience to the theories that they have been introduced to and how they modify their own ideas in light of this reflection. In this paper, we present our experiences in using the 4 R (Report, Relate, Reason and Reconstruct) principle developed by John Bain (2002) in teaching a software engineering subject. Students are required to submit the 4R ePortfolios on the major topics of the subject as a part of their overall assessment.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. The role of feedback in the design of
learning activities
or…how do we know that a good learning activity is 'good'
Dai Griffiths – CETIS / Institute for Educational Cybernetics, The University of Bolton
Griff Richards, Michelle Harrison – Thompson Rivers University
2. Introduction
The Insiders
Producing courses
Research into instructional design practice
The Visitor
Technology Enhanced Learning researcher
Learning Design
3. Context
TRU Open Learning
Over 400 courses – print/web, now moving to
online (a shift in practice)
Revision/New course development - large
teams, work with external SMEs
Online paced cohort – design for open
contexts (new focus on OERs)
Instructional design team initiatives
In a constantly changing environment how do
you more systematically improve, evaluate,
share and reflect on practice?
4. Initiatives
So far…
Workshops
Attempt at activity tagging – development of a
catalogue?
Pilot survey for student feedback (online questionnaire)
To do…
Focus groups (Faculty/other stakeholders)
Embed tools directly in courses (at the activity level)
Survey questionnaire
Analytics (some constraints)
Development of activity catalogue (higher level) for
sharing
5. Idea: design patterns + analytics can
provide feedback and improve practice
But it was not possible to inspect the courses and
identify the patterns
So what feedback could help the design task?
We did interviews to establish
Factors which determine success in learning
activities
The feedback which designers would like
6. The interviews were very
interesting!
We drew out the themes with a Qualitative
Data Analysis tool
Obtained a list of factors determining success
of learning activities
These are candidates for gathering feedback
We also found
Approaches taken by designers in seeking
effective activities
Constraints on designers in doing this
7. Students Lecturers Designers Delivery team
Acessibility issues Appropriate group Activity Promptness/delay
formation instructions in the system
Cultural fit with Evident presence Amount of text and Reliability of
students of lecturer online balance of media technical systems
Perceived activity Lecturer 'buy in' to Degree of Scheduling of
usefulness the activity complexity courses
Student learning Level of formative Facilitator
process feedback workload
preferences
Technical barriers Preparation for the Activity structures
activity familiar to students
Time pressure Quality of Fit of pedagogy /
facilitiation context / student
Uneven Relationship to
participation levels learning objectives
Rubrics for
marking
8. How can institutions deal with 24
combinatorial states?
We can attenuate the variety, through well established
methods which position students as being identical:
Curricula
Cohorts
Assessments
We can amplify our response, for example
Through peer learning
Through team work
Or we can shut it out and hope it goes away.
Through institutional double speak about the importance of
the learning experience
By isolating strategic planning, design and delivery
This simplifies the institutions strategy (at least in the short
term!)
See Oleg Liber's application of Stafford Beer to education
9. What are the implications of the
interviews for the designers task?
Designers use professional and personal knowledge,
skills and intuition to produce good solutions to
impossible problems
These major themes (and more) need to be balanced
Institutional policy
The learners, their capabilities, preferences, and
available time
The type and level of the knowledge
The preferences and capabilities of the subject matter
experts
Fit with learning outcomes
The intricacies of copyright
The nature of the online environment v. face to face
equivalent
10. How could we amplify the designers
response?
Designers currently wrestle with the combinatorial
states
Individually
Intuitively, based on their experience of learning
and of the context
Unaware of the wider implications
The complexity and strategic importance of what
they do is not recognised
Make explicit the rules of thumb for
The problems faced
How we deal with that particular problem around
here
Start the design problem further along
See Pawson & Tilley's Realistic Evaluation for approach to rules
11. Off-load some of the effort to a document
See Hollan & Hutchins distributed cognition
12. “In this instructional design group this
is how we resolve that problem...”
a) There is a moral imperative for equality of
opportunity
b) Many of our learners are
Unused to group work
Unused to online collaboration
Get stressed when they are being assessed
c)So it is our rule of thumb to enable learners to
practice taking on roles in complex activities
by providing a non-assessed activity, before
using a complex activity in assessment
13. But of course, this is contested...
Alternatively:
a) There is a moral and economicimperative to serve the
learner
b) Our learners are focused on obtaining a qualification
They look for the assessment weighting of the activities
They act strategically and avoid any learning activity which
does not contribute to their grades
c)So it is our rule of thumb that all learning activities
(especially complex activities which take a lot of time)
will lead to assessment
The role of feedback and analytics is to enable us to
choose between rival interpretations
14. More feedback, or a dictat, is just
another thing to deal with
The rules of thumb should always be
An answer to a problem identified by the
people who have to apply them
Provisional hypotheses
Socially constructed
Contested
Feedback on learning activities should be
focused on confirming or falsifying the
hypotheses
Feedback on activities then becomes a research
based capacity raising exercise
15. In summary, a methodology for
feedback on learning activities...
Does not simply confirm successful delivery
Hypothesises what works where when and why
Examines hypotheses in an iterative process of action
research which informs practice
Is consultative and negotiated
Explicitly links feedback, analytics & design
Results in documents that
Take (a little) pressure off Instructional Designers by
providing design principles
Provide a basis for explaining the design task and
decisions to students and colleagues
So another title for you: “How a learning designer
learned to stop worrying and love learning analytics”
16. Thanks for your attention, and please
feel free to contact us
Dai Griffiths: d.e.griffiths@bolton.ac.uk
Michelle Harrison: mharrison@tru.ca
Dai Griffiths thanks Thomson Rivers Open Learning for their
support provided in his visiting scholarship in 2011. Without
it this research would not have taken place.