Evaluation of meaningful feedback and comparison of the constructivist vs. the cognitive theory of online learning. Completed as an assignment for ELT7008-8-6 Northcentral University, Prescott Valley, AZ.
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This presentation investigates approaches to enhancing critical thinking in the 21st century. The use of philosophy, P4C and epistemology are examined. The focus here is on critical thinking enhancement in high schools.
We begin with a review of the UbD backward design process including videos and examples. Then, we bring in the topic of differentiated instruction within the UbD process. We have attempted to keep this overview as clear and concise as possible, and believe it represents a practical approach in satisfying the requirement of standardization while accounting for student differences.
This presentation investigates approaches to enhancing critical thinking in the 21st century. The use of philosophy, P4C and epistemology are examined. The focus here is on critical thinking enhancement in high schools.
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GATA Winter Academy: Giving Meaningful Feedback workshop, presented by Rochel...cnast
On January 10, 2013, PhD student Rochelle Stevenson presented a workshop on Giving Meaningful Feedback as part of GATA Winter Academy. Workshops like this one provide professional development for teaching assistants at the University of Windsor.
Ppt tirunevelli webinar 2020 july contribution of western schools of thoughtsWilliamdharmaraja
A webinar on ' SCHOOLS of WESTERN PHILOSOPHY ' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Ms Kalpana Chavan
St. Xavier’s Institute of Education, Mumbai.
Definition of Humanism| Humanist Ideas| Humanistic Approach| Humanistic Applications/Humanistic way of teaching| Principles of Humanistic Learning theory| Role of teachers and students in Humanistic Learning theory| Humanistic Approach Examples in Education
GATA Winter Academy: Giving Meaningful Feedback workshop, presented by Rochel...cnast
On January 10, 2013, PhD student Rochelle Stevenson presented a workshop on Giving Meaningful Feedback as part of GATA Winter Academy. Workshops like this one provide professional development for teaching assistants at the University of Windsor.
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Abstract
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Meaningful Feedback in the Online Learning Environment
1. Meaningful Feedback
in the Online Learning
Environment
By Jenna Linskens
Northcentral University
Prescott Valley, AZ
ELT7008-8-6
S
2. Focus Concepts:
Definition of Feedback
Importance of Meaningful Feedback
Benefits of Feedback
Strategies for Meaningful Feedback
Final Thoughts
S
3. Definition of
Feedback
“Feedback is information
about how a student has
performed in relation to some
standard or goal (knowledge
of results)” (Nicol and Milligan,
2006, p. 1).
4. Compared Feedback
Constructivist Theory of Cognitive Theory of
Feedback Feedback
S Constructivism stresses that S Cognitive theorists recognize
“meaning is a function of how the that learning involves
individual creates meaning from
his or her experiences and “associations established
actions” (Jonassen, 1991, as through contiguity and
cited by Dabbagh&Bannan- repetition. They also
Ritland, 2005, p.167). acknowledge the importance of
reinforcement, and stress its
S Feedback “creates a point of role in providing feedback about
connection between participants the correctness of the response
and allows them to look at their
ideas in another light” (Palloff & over its role as a motivator”
Pratt, 2007, p. 179). (Good &Brophy, 1990, as cited
by Mergel, 1998, p. 7).
5. Importance of
Meaningful
Feedback
“Students learn faster and
more effectively when they are
provided with the feedback of
their current performance and
what might be needed in order
to improve”
(Balaji&Chakrabarti, 2010, p.
6).
6. Results of Feedback
In a Learner-Centered In an Instructor-Led
Environment Environment
S Encourages meaningful dialogue S Provides organized instruction
S Increases collaboration S Enhances the learner‟s self control of
information processing
S Promotes peer and self-evaluation
S Relies on learning strategies to
facilitate understanding
S Builds a sense of community
S Focuses on performance mastery
S Prompts reflection
S Supports learning strategies that
S Allows students to summarize, promote articulation of understanding
evaluate and construct broader and reflection on performance
connections
7. Benefits of
Feedback
“The e-moderator has a critical role
to play in identifying key issues
remaining to be addressed, making
explicit ideas or issues that have
newly emerged, [and] suggesting
paths for further development”
(Benfield, 2002, p. 4).
8. Good Feedback Practice
S helps clarify what good performance is (goals, criteria, expected
standards);
S facilitates the development of reflection and self-assessment in learning;
S delivers high quality information to students about their learning;
S encourages teacher and peer dialogue around learning;
S encourages positive motivational beliefs and self-esteem;
S provides opportunities to close the gap between current and desired
performance;
S provides information to teachers that can be used to help shape the
teaching.
10. Best eLearning Practices 4
Prompt Feedback
S Video S Prompt feedback is attained through: online quizzes,
layered responses, online surveys, emails, and chat
forums, all completed in a timely manner.
S How to improve feedback: escape distractions, be more
specific, asking probing questions, using peer
evaluations, recycling responses, and increasing 1:1
feedback, managing time better, tagging comments,
using chat rooms for more immediate feedback, triaging
questions, improving time management skills, and
using the cut & paste features.
11. Instructor‟s Role in Feedback
In the Constructivist In the Cognitive Theory
Theory of Feedback of Feedback
S Facilitator, mentor or coach S Lecturer
S Feedback occurs through S The delivery of curriculum and
online discussions with periodic instruction is the central focus
and timely summaries, timely of the course.
feedback to questions, and
S Feedback is limited to
written acknowledgment or successful completion and
confirmation, and affirmation to understanding of specific goals
work and participation through often times measured through
praise and reassurance. standardized assessment
12. Guidelines for Feedback
S Plan ahead, don‟t make up the feedback
S Think first, get your thoughts straight before you type
S Make notes, figure out what you want to say
S Use short paragraphs, less is more
S Make it clear, the reader needs to be able to understand what you are saying
S Don‟t over quote, and then say “I agree”, summarize the message and add your comment
S Don‟t just agree (or disagree) with the writer, tell why you feel a certain way and support it with facts
S Read through before clicking submit, check for spelling & grammatical errors and that the message
is appropriate without being demeaning or insulting
S Provide feedback in a timely manner, don‟t wait until the end, which can result in feeling rushed and
providing less meaningful feedback
13. Final
Thoughts
“Detailed instructions provided
for completing the activities,
regular feedback from the
instructor and increased
communication among
students encourages greater
participation” in an online
environment
(Balaji&Chakrabarti, 2010, p.
16).
14. The Empowered Learner: A
Constructivist View
S The more we engage students in self-evaluation, the more
meaningful the course.
S The more we engage students in collaborative activities and
assessments, the longer the learning community will last
S The more meaningful the course, the more likely to build
lifelong learners
S “Learning online is about inclusion, caring, and inquiry. It is a
co-constructed learning environment” (Palloff & Pratt, 2005, p.
53).
15. References
Alley, L.R. &Jansak, K.E. (2001, Winter). The ten keys to quality assurance and assessment in online learning. Journal
of Interactive Instruction Development, (13)3, 3-18.
Balaji, M.S. &Chakrabarti, D. (2010, Spring). Student interactions in online discussion forum: Empirical research from
„media richness theory‟ perspective. Journal of Interactive Online Learning, 9(1), 1-22.
Benfield, G. (2002, June 27). Designing and managing effective online discussions. Oxford Centre for Staff and
Learning Development Learning and Teaching Briefing Papers Series. Retrieved from
http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/online_discussions.pdf
Dabbagh, N. &Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and
application. Columbus, OH: Pearson. *Lee, J., Carter-Wells, J., Glaeser, B., Ivers, K., & Street, C. (2006). Facilitating
the development of a learning community in an online graduate program. Quarterly Review of Distance Education. (7)1
pp. 13-33. Retrieved from Proquest.
Nicol, D.J. & Milligan, C. (2006). Rethinking technology-supported assessment in relation to the seven principals of
good feedback practice. Innovative Assessment in Higher Education. London: Taylor and Francis Group Ltd.
Palloff, R.M. & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.
Palloff, R.M. & Pratt, K. (Ed.) (2007). Building online learning communities: Effective strategies for the virtual classroom.
San Francisco, CA: Jossey-Bass.
Vonderwell, S., Liang, X., & Alderman, K. (2007, Spring). Asynchronous discussions and assessment in online learning.
Journal of Research on Technology in Education, 39(3), 309-328. Retrieved from ProQuest.
Winegar, M. & Burns, E. (2012). Best eLearning Practices 4 Prompt Feedback [Video]. Retrieved from YouTube
http://youtu.be/TPsaQRYG3d0
Editor's Notes
Introductory slide to assignment #6
This presentation will cover the following topics.
Feedback is a form of assessment and provides information onhow they are performing according to the objectives of the course or activity (Nicol and Milligan, 2006).“Assessment is an important aspect of any teaching and learning system” (Benson, 2003 as cited by Vonderwell, Liang & Alderman, 2007, p. 310). Assessment, whether it is summative or formative, is am important part of the learning process, allowing the students to reflect on their learning, review what they understand, practice their skills and apply what they have learned (Vonderwell, et al, 2007).
While the cognitive theory stresses the importance of assessment as a separate activity from the learning, the constructivist believes assessment and learning should be integrated and not separate from each other (Mergel, 1998). The cognitive theory stresses a separation of processes and knowledge and that different learning outcomes require different cognitive processes and instructional strategies (Dabbagh & Bannan-Ritland, 2005).
Feedback is an important part of online discussions and learning. The instructor needs to structure the online discussions to compliment classroom lectures, create experiences that lead to determined outcomes, and use assessment that will improve student learning (Balaji & Chakrabarti, 2010). Assessment is necessary to determine if learning objectives have been met. Constant student-faculty interactions and immediate feedback in online environments are suggested to raise the students comfort levels with technology and encourages them to be more proactive (Balaji & Chakrabarti, 2010).” Assessment an is an important part of learning and can “provide instructors with immediate feedback to promote student learning and progress, and help students take ownership of their learning” (Vonderwell, et. al, 2007, p. 310).
Learner-centered suggestions come from Alley and Jansak, (2001) and Vonderwell, et. al, (2007). Instructor-led suggestions come from Dabbagh and Bannan-Ritland (2005).By allowing students the flexibility in the form of assessment and presentation that represents the collaborative learning process students “increase their grasp of course concepts” (Palloff & Pratt, 2005, p. 53).By developing interdependence, students build collaboration and community and are “able to construct a collaborative view of the material being discussed that goes far beyond the ideas each held at the start” (Palloff & Pratt, 2007, p. 179).It is important to remember that although the instructor is the “guide on the side” in a learner-centered environment the instructor must “actively work to ensure online discussions engage students and lead to high quality educational outcomes” (Benfield, 2002, p. 1).
A potential problem in student participation in online discussions is the evaluation of the student’s contribution. Balaji and Chakrabarti (2010) site Pena-Shaff, Altman and Stephenson (2005) stating “students have rebelled when discussions are graded, resulting in a negative impact on their participation” (p. 2).A good instructor will sit back and allow participants to discuss as well step in and redirect the discussion as needed.
Nicol and Milligan (2006,p. 1) cite Nicol and Macfarlane-Dick (2004) identifying seven principals of good feedback that may support the learner.
The instructor’s role in facilitating appropriate online interactions and discussions is important in supporting effective learning. The instructor is responsible for keeping the discussions on track, contributing additional information and insights to stimulate student learning and critical thinking, connecting the discussions and the course requirements, and maintaining the group norms. Instructor feedback should help create a positive student attitude toward learning as well as motivate the students to continue to explore and expand their learning, as well as encourage higher level thinking skills (Balaji & Chakrabarti, 2010). The instructor needs to “foster an environment in which participants feel ‘safe’ to voice their opinions and are respected for their views” (Benfield, 2002, p. 2).
Video from YouTube on best practices related to feedback by Winegar and Burns (2012) who completed a survey of instructors. Information from the video includes the following ideas:A quick thought: although the copy & paste method may save on time for the instructor, as a student you feel less validated and that the instructor only cares about cookie-cutter comments that do not promote engagement, self-reflection, and promote higher level thinking skills. This has happened to me on a number of occasions with instructors in the NCU program. I therefore attempt to add some form of personalization to comments that although maybe copy and pasted, they are not identical in thought due to the quoted material or summary of the student’s work.
“An essential role of the [instructor] is to overcome incoherence, provide feedback and scaffold student learning” (Vonderwell, et. al, 2007, p. 311). Instructors should provide feedback that will encourage student inquiry, build collaboration, and allow students to self-assess as well as provide peer feedback (Vonderwell, et. al, 2007). “ Effective student-centered learning can occur when students can assume responsibility” (Alley & Jansak, 2001, p. 8) for learning an unknown, while in a “sit and get” environment the students “cannot accelerate [their] learning processes through deliberate learning” (Alley & Jansak, 2001, p. 8).“A learning curriculum is the field of resources that learners make use of while participating in a community of practice, whereas a teaching curriculum limits learning by structuring the resources and controlling participants’ access to them” (Lee, et. al, 2006, p. 20). In a collaborative environment with peer feedback students describe an enhanced sends of self-worth, decreased sense of isolation and increased social support towards their learning (Lee, Carter-Wells, Glaeser, Ivers, & Street, 2006). Suggestions for instructor feedback in an online environment were mentioned on slide 10. Additional thoughts from Benfield (2002) are included here. “A course structure that clearly outlines course competencies, self assessments that index prior learning, and formative assessments that explicitly linked to target competencies motivate the learner to take responsibility for [their] learning” (Alley & Jansak, 2001, p. 8).
Guidelines for feedback as suggested in Palloff and Pratt (2005) should be provided to the students when creating collaborative work and collaborative assessments.It is also recommended by Palloff and Pratt (2005) that the instructor provide points in the rubric for meaningful and professional feedback which helps to provide guidelines on feedback for the students and promotes “more honest and constructive” feedback (p. 50).
“Students who see themselves as lacking membership may take isolationist stances common among disaffected learners” (Lee, et. al, 2006, p. 19) while students who “see their learning activities as being part of an accepted learning community, then the motivation to sustain and enhance that community may well cause students to value and contribute to their identity. As such, they will likely begin to identify with other learners, thus adding to the learning community in productive ways” (Lee, et. al, 2006, p. 19).
Learning in an online environment generates more collaborative knowledge “that is greater than the knowledge of any individual” (Lee, et. al, 2006, p. 20). When learning in an online environment that follows the constructivist theory, instructors and students feel challenged and as a result challenge each other to “critically evaluate the course content and to apply their new learning to solving problems of practice based on reasoned rationales” (Lee, et. al, 2006, p. 24). The goal of the constructivist is that the online classroom will rely on collaboration “to engage students in meaning-making and knowledge acquisition” and “building a strong online learning community” (Palloff and Pratt, 2005, p. 53). With all of this information, why then does a school like NCU remove the cohort, community, concept from the e-learning process? We learn it, but don’t practice it? Is it to challenge individuals who may have a strong belief in constructivist theory to remember “what came first – the chicken or the egg?” That without a cognitive theory others would not exist? Or perhaps to demonstrate that one type of learning is better than another? Either way, the current methods of instruction promoted by NCU in the doctoral program promotes a sense of isolation and lack of community. If more can be gained from collaboration, than that is what I’m seeking. Or, as a peer once told me, when I write my dissertation I will be the loneliest person on the earth – so perhaps NCU is trying to prepare me for even more isolation and a lack of of emotional support.