This document summarizes a study on using audio feedback versus written feedback on student work. The study found that some student groups, such as African American and Hispanic students, preferred audio feedback at higher rates compared to the average of 22%. However, ESL students, older students, and basic writing students preferred other options like conferences or a combination of feedback types. The conclusions indicate that while audio feedback works well for some students, it does not for all, so students should have a choice in the type of feedback they receive. Future work will analyze how the choice of feedback type influences student revision.
E-Learn 2007 - PowerPoint Games in K-12 e-Learning EnvironmentsMichael Barbour
Barbour, M. K., Kinsella, J. & Rieber, L. P. (2007, October). PowerPoint games in K-12 e-learning environments. Paper presentation at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Quebec City , QC.
There is no denying the success and popularity of WebQuests among teachers. WebQuests are very creative and very useful. For those of us interested in technology integration in the schools, this is a significant step in the right direction. Yet, WebQuests are instructivist examples of technology integration – they are web-enhanced forms of direct instruction (albeit some teachers have students create their own WebQuests). We consider constructing homemade PowerPoint games as a constructionist alternative to WebQuests. PowerPoint is nearly ubiquitous software tool and PowerPoint games are already a familiar part of many classrooms, though usually in the form of already existing games (such as Jeopardy) that a teacher modifies for instruction. This project is different in that it contends that a better use of class time for learning is to turn over the act of game design to the children themselves. In this project, students in social studies course delivered by a mid-western high school designed PowerPoint Games as a means to review for portions of their mid-term examination.
A High-tech Behavior Analytic Approach
Progress Report Presented at the RAIND Institute Faculty Meeting
September 17, 2015
Plavnick, Skibbe, Mariage, Englert, & Thompson
Students and Faculty – Do They Agree on What Makes an Effective Online Classr...D2L Barry
Students and Faculty – Do They Agree on What Makes an Effective Online Classroom? Kayla Westra -Minnesota West CTC. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
E-Learn 2007 - PowerPoint Games in K-12 e-Learning EnvironmentsMichael Barbour
Barbour, M. K., Kinsella, J. & Rieber, L. P. (2007, October). PowerPoint games in K-12 e-learning environments. Paper presentation at the annual World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, Quebec City , QC.
There is no denying the success and popularity of WebQuests among teachers. WebQuests are very creative and very useful. For those of us interested in technology integration in the schools, this is a significant step in the right direction. Yet, WebQuests are instructivist examples of technology integration – they are web-enhanced forms of direct instruction (albeit some teachers have students create their own WebQuests). We consider constructing homemade PowerPoint games as a constructionist alternative to WebQuests. PowerPoint is nearly ubiquitous software tool and PowerPoint games are already a familiar part of many classrooms, though usually in the form of already existing games (such as Jeopardy) that a teacher modifies for instruction. This project is different in that it contends that a better use of class time for learning is to turn over the act of game design to the children themselves. In this project, students in social studies course delivered by a mid-western high school designed PowerPoint Games as a means to review for portions of their mid-term examination.
A High-tech Behavior Analytic Approach
Progress Report Presented at the RAIND Institute Faculty Meeting
September 17, 2015
Plavnick, Skibbe, Mariage, Englert, & Thompson
Students and Faculty – Do They Agree on What Makes an Effective Online Classr...D2L Barry
Students and Faculty – Do They Agree on What Makes an Effective Online Classroom? Kayla Westra -Minnesota West CTC. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
ATME Travel Marketing Conference - How Big Data, Deep Web & Semantic Technolo...Robert Cole
Travel marketing, and the world in general, will be impacted dramatically by Big Data, the Deep Web and the Semantic Web. This keynote presentation by RockCheetah's Robert Cole at the Association of Travel Marketing Executives annual conference held in Miami on April 17, 2013.
In a world where everything is getting more complex and we are all experiencing personal information overload, there is a growing need to understand the tools and processes that are used to make sense of complex subjects and situations. These tools aren't hard to learn or even tough to implement but they are also not part of many people's education.
Information Architecture is a practice of making sense. A set of principles, lessons and tools to help anyone make sense of any thing. Whether you are - a student or professional, a designer, technologist or small business owner, an intern or executive - learn how information architecture can help you make sense of your next endeavor.
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?OER Hub
These slides accompanied the OER Research Hub webinar "The Impact of Open Textbooks in the USA and South Africa: When? Why? How?" on 28 May 2014. Speakers: Megan Beckett (Siyavula), Beck Pitt (The Open University, OER Research Hub) and Daniel Williamson (OpenStax College). The session was chaired by Martin Weller (The Open University, OER Research Hub).
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
The Impact of Open Textbooks in the USA and South Africa: When? Why? How?Beck Pitt
These slides were produced for an OER Research Hub webinar that I co-presented with Megan Beckett (Siyavula) and Daniel Williamson (OpenStax College) on 28 May 2014. The presentation discusses some of the findings of surveys that were carried out during autumn/winter 2013 and early 2014.
You can watch a recording of the webinar here: http://tinyurl.com/p926br2
Abstract available here: http://oerresearchhub.org/news-and-events/oer-research-hub-webinar-programme/open-texts/
Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
CWPA 2015_ Sustaining Teacher and Student Sanity macktial
Sustaining Teacher and Student Sanity: An Examination of the Effectiveness of Various Methods of Instructor Response - Jill Dahlman, Patricia Eagan, Tialitha Macklin, Piper Selden, and Stacy Wittstock
Many composition teachers—and the 2015 CCCC Call for Proposals—frame risk as a positive and creative exercise, one that is necessary in reaching the reward of education. This position suggests that those of us in higher education have the privilege to take such risks. But for first generation students, particularly students of color and low-income students, risk is experienced differently.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
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
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
2. Background: Creating the Study
• Focus on Assessment with a Focus on Revision
• WSU’s Composition is Portfolio-Based
• Commentary/Response/Assessment
• Conferences as Best Practice
• Technological Advances
• Hypothesis:
• Students and Teachers Would Prefer Audio
Response to Written Response
@timacklin
3. Background: Methodology
• Teachers = iAnnotate App with iPad and Adobe
Reader
• Students = Dropbox and Adobe Reader
• Voice Annotation Only
• Control – Written Feedback
• Pre (Survey 1) and Post Surveys (Surveys 2A and
2W)
@timacklin
6. Study Results –
Choice of Response
@timacklin
• Higher Than Average Preference for Audio
(22%) -
• African American Students (56%)
• Hispanic/Latino Students (33%)
• Students with Multiple Ethnic Identifications
(40%)
• Other Ethnic Identifications (33%)
7. Study Results – Choice of Response
(Audio Preference)
@timacklin
8. Study Results –
Choice of Response
• Lower Than Average Preference for Audio (22%) –
@timacklin
• ESL Students (15%) – Preferred Conferences
• Students Over 26 Years Old (0%) – Preferred
Conferences
• Basic Writing Students (0%) – Preferred Combo,
Conferences, and Margins
• Native American Students (0%) – Preferred
Conferences
9. Study Results – Choice of Response
(Non-Audio Preference)
@timacklin
11. Conclusions
@timacklin
• Use Technology Critically
• Audio Response is Not a Panacea
• Doesn’t Work Well for Everyone
• Does Work Well for a Select Population
• Give Students Choice in Response Type?
12. Future Work
• Analyze Revision Using These Same
Participants
• Expand Analysis of Student Demographics Who
Do Choose Audio in Future Study
• Analyze How Choice in Response Type
Influences Revision
• Dialogic Response Study in Progress
@timacklin
13. Beyond Best Practices: The New Frontier of
Responding to Student Work
Tialitha Macklin
tialitha.macklin@wsu.edu
www.timacklin.com
Editor's Notes
Introduce Myself
Small piece of my dissertation on student views on response
Will all the hype around audio feedback in traditional (face to face) writing classrooms, I went into the study thinking that most students would be on board with this technology
Reveals that students in all three surveys chose combo most
Students who received only written feedback overwhelmingly chose combo with 59%
Students who received audio feedback chose combo at 27%
Audio went from 3% choice in 1st survey to 22% in survey 2A
Students who received audio feedback – 22% of them indicated that audio feedback was their preferred choice of response ; only 2% who didn’t receive audio feedback chose audio
No students chose grade only for survey 2
Student responses by demographic were the same (age, gender, first generation, credit level) , for the most part, across the board with a few exceptions…
This is most of our non-white students and students who comprise the first-generation category (although a good portion of that population is Caucasian)
Small sample sizes merit more study:
African American – 15 total students
Hispanic/Latino – 22 total students
Multiple Ethnic Identifications – 12 total students
Other Ethnic Identifications – 11 total students
Student who chose audio feedback tended to do so because of:
Conversational tone
Teacher cares about them
Personalization of feedback
Novelty
Clarity
Small sample sizes merit more study:
ESL – 34 total students (this is a good sample size)
Older students – 6 students
By Course type – 100 level students 24 students (good sample size)
Native American Student – only 1 student
Students who did not choose audio did so because:
Technology issues and confusion
Time – Took longer to listen to comments than to read them
Ease in access
Visual Learners
Don’t take technology as “miracle” to fix everything
Audio Cannot Work for All Students Or All Teachers
Does work well for certain populations
As teachers, we must do the best we can to best serve our students. But sometimes our best isn’t quite enough to meet the needs of all students and that is ok.
No one kind of response can do everything just like no one teacher or class can do everything that we want them to but it is important that we keep trying and researching to make those improvements, even if they are just small ones.
