The PDF version of a power point project that I put together for an online graduate level education course I took with American Intercontinental University
The PDF version of a power point project that I put together for an online graduate level education course I took with American Intercontinental University
EUROCALL 2013: Improving revision success with written feedback using an onli...Juhana Nieminen
The effectiveness of written feedback on writing has been extensively investigated. Although the debate concerning the most effective approach to feedback on writing still continues, giving feedback on student writing can considered an important part in the development of writing skills in a foreign language. Typically, previous research has explored the effectiveness of feedback provided using the traditional pen-and-paper method, that is, adding brief handwritten comments on a student paper, such as underlining or coding of grammatical errors, sometimes accompanied by short explanations. Naturally, text processing software provide similar features that allow commenting student texts.
Non-corrective approaches to feedback, in which the students themselves try to correct the errors in their text based on clues or comments, have shown great promise in improving writing skills. In general, the more detailed the feedback, the more time it requires from the teacher to produce the feedback. A more detailed feedback and concrete examples help students to correct any errors in their texts more reliably. However, for the teacher, writing, typing and updating of the explanations is time consuming and reuse complicated.
A more recent approach to providing feedback on writing is to use a text commenting tool which allows reuse of extended commentary, examples and weblinks to student texts. However, only a few studies have investigated the effectiveness of rich feedback currently allowed by such text annotation/feedback tools.
This paper investigates the success rate of undergraduate and graduate engineering students in revising their own texts after receiving rich written feedback provided by the teacher using an online commenting tool. More specifically, this paper aims to determine:
(1) to what extent students are able to revise their text according to teacher feedback?;
(2) what kind of feedback helps students successfully revise their texts?;
(3) what kind of feedback is difficult for students to revise?;
(4) how the use of such a tool influences teacher workload and the quality of the given feedback?
The data included in this study contains an analysis of several hundred individual teacher feedback comments and the corresponding revisions by students. The data was collected from a set of basic undergraduate engineering writing courses with a main focus on academic and scientific writing style.
Author(s):
Jan-Mikael Rybicki (Aalto University) & Juhana Nieminen (Aalto University)
SITE 2009 - PowerPoint Games in a Secondary Laptop EnvironmentMichael Barbour
Barbour, M. K., Kinsella, J., & Toker, S. (2009, March). PowerPoint games in a secondary laptop environment. Paper presented at the annual conference of the Society for Information Technology and Teacher Education, Charleston, SC.
There is no denying the success and popularity of WebQuests among teachers. For those interested in technology integration, 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. We consider constructing homemade PowerPoint games as a constructionist alternative to WebQuests. PowerPoint is nearly ubiquitous software and teachers already use existing games in their classrooms. The authors contend 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 two examinations.
Learners’ Understanding and Preferences of FeedbackRichter Thomas
A comparative study across five countries on how students in Higher education perceive feedback and which demands they have
Presented at the E-Learn conference 2012 in Montreal
EUROCALL 2013: Improving revision success with written feedback using an onli...Juhana Nieminen
The effectiveness of written feedback on writing has been extensively investigated. Although the debate concerning the most effective approach to feedback on writing still continues, giving feedback on student writing can considered an important part in the development of writing skills in a foreign language. Typically, previous research has explored the effectiveness of feedback provided using the traditional pen-and-paper method, that is, adding brief handwritten comments on a student paper, such as underlining or coding of grammatical errors, sometimes accompanied by short explanations. Naturally, text processing software provide similar features that allow commenting student texts.
Non-corrective approaches to feedback, in which the students themselves try to correct the errors in their text based on clues or comments, have shown great promise in improving writing skills. In general, the more detailed the feedback, the more time it requires from the teacher to produce the feedback. A more detailed feedback and concrete examples help students to correct any errors in their texts more reliably. However, for the teacher, writing, typing and updating of the explanations is time consuming and reuse complicated.
A more recent approach to providing feedback on writing is to use a text commenting tool which allows reuse of extended commentary, examples and weblinks to student texts. However, only a few studies have investigated the effectiveness of rich feedback currently allowed by such text annotation/feedback tools.
This paper investigates the success rate of undergraduate and graduate engineering students in revising their own texts after receiving rich written feedback provided by the teacher using an online commenting tool. More specifically, this paper aims to determine:
(1) to what extent students are able to revise their text according to teacher feedback?;
(2) what kind of feedback helps students successfully revise their texts?;
(3) what kind of feedback is difficult for students to revise?;
(4) how the use of such a tool influences teacher workload and the quality of the given feedback?
The data included in this study contains an analysis of several hundred individual teacher feedback comments and the corresponding revisions by students. The data was collected from a set of basic undergraduate engineering writing courses with a main focus on academic and scientific writing style.
Author(s):
Jan-Mikael Rybicki (Aalto University) & Juhana Nieminen (Aalto University)
SITE 2009 - PowerPoint Games in a Secondary Laptop EnvironmentMichael Barbour
Barbour, M. K., Kinsella, J., & Toker, S. (2009, March). PowerPoint games in a secondary laptop environment. Paper presented at the annual conference of the Society for Information Technology and Teacher Education, Charleston, SC.
There is no denying the success and popularity of WebQuests among teachers. For those interested in technology integration, 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. We consider constructing homemade PowerPoint games as a constructionist alternative to WebQuests. PowerPoint is nearly ubiquitous software and teachers already use existing games in their classrooms. The authors contend 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 two examinations.
Learners’ Understanding and Preferences of FeedbackRichter Thomas
A comparative study across five countries on how students in Higher education perceive feedback and which demands they have
Presented at the E-Learn conference 2012 in Montreal
Student's Attitudes about Computer-Assisted Writing Classes: A Qualitative StudyMxioMel Alt Alv
Computer technology in English as a Second Language (ESL) and English as a Foreign Language (EFL) composition classrooms is becoming a norm of 21st-century literacy, environment, and culture.
RESEARCH PROPOSAL ASSIGNMENTDUE 12032018 5PMSUBMIT ON BLACK.docxgholly1
RESEARCH PROPOSAL ASSIGNMENT
DUE: 12/03/2018 5PM
SUBMIT ON BLACKBOARD
For this assignment, you will draw on your lessons from the topic development and data collection you did in the course to write a 10-13 page (double-spaced) proposal outlining details that you propose for a 4-month study. In this proposal, you will be expected to include the following:
I. Introduction and research question: Offer a brief context for your topic. This can include some interesting current event that is connected to your topic, relevant brief historical details, and/or the setting up of the broader theoretical, political or social issues or conversation your question is attempting to address. This introduction should then clearly lead into your research question. In other words, your articulation of your research question should naturally flow from the introductory context you set up. State the research question clearly. You must include citations for any claims you make!
II. Rationale/Significance: Explain to us the significance of your project. Some ways you can think about this question; you don’t have to answer all of these:
a. Why is your study original?
b. Why is it important to ask this question you are posing? What would it help us understand better?
c. Why is doing it qualitatively a valuable contribution?
d. Are the participants or site something other scholars haven’t considered but should? Why?
III. Literature Review: Provide a brief overview of the bodies of literature that will be informing your project. This is an outline of your literature review so remember, this should only be references to secondary and scholarly sources (e.g.—NOT newspapers). Cite some examples (5-7) of the scholarship you would use. Answer the following:
a. Which areas of scholarship (disciplines, sub-disciplines, schools of thought, areas of study, etc.) will you be drawing from?
b. Why are you drawing from these? How does it help inform your work?
c. What are the broader discussions, debates, conversations, etc. that these bodies of literature are having about your topic?
d. What will be your study’s contribution to this discussion? In other words, what do you think is missing in their scholarly conversation? What haven’t they tackled (or adequately tackled) yet?
IV. Methods: In this section, provide full details about your methodological approach to this study [JUSTIFY EVERYTHING].Answer the following:
a. What will be the fieldsite for your study? A center? A government agency? A building? Some meeting? Explain briefly why this would be appropriate for your study.
b. Who will be the participants in your study? Whom will you observe? Whom will you interview? Provide number of individuals, positions, etc. Explain why you are making these decisions.
c. Which methods will you be using? Why? Provide details. How many hours/days will you spend doing participant-observation? How many semi-structured interviews? If relevant, what kind of material culture data do.
From 2011 EDUCAUSE Learning Initiative (ELI) Annual Conference on research conducted about UTK instructional technology research support program - Project RITE.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• 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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Science Vocabulary Builder Project
1. Science Vocabulary Builder ProjectSTUDENT LEARNING IMPACT PROJECTEvidence Document Deb White Teacher Candidate Minnesota New Country School 20 November 2009
2. Project Purpose: To assess whether students using online flashcards to study vocabulary words experience larger gains than students using traditional paper flashcards. Objectives: Students who complete the Science Vocabulary Builder Project will… Learn meanings associated with Latin and Greek root words frequently used in science terminology Become more confident in their ability to define unfamiliar words Develop increased awareness of their personal studying preferences Learn about online flashcards, a new tool to help them build vocabulary knowledge for any subject
3.
4. Maintain Study Log Paper Flashcards Treatment B *Vocabulary = 66 Greek and Latin root words
5.
6. Knowing root words (along with prefixes and suffixes) empowers learners to interpret unfamiliar terms by looking at each word’s parts (IRA/NCTE, 2007).
7. In science, Latin and Greek root words are essential for understanding many terms and concepts (White, 2009a). For Example: Photo: light Tropo: turn; change Syn: with; together -thesis: an arranging -ism: the process of
8.
9. A substantial body of research indicates that reading comprehension is directly related to vocabulary instruction (Pressley, 2001).
10. Learning root words improves spelling because patterns become recognizable (IRA/NCTE, 2007).
11.
12. Two characteristics of effective vocabulary instruction include learning parts of words and students playing with the words in a variety of activities (DeAngelis, 2007). Online flashcard web sites generally incorporate games, self-tests, and other activities to promote learning.This SLIP was designed to assess whether students using online flashcards would learn more root words than students who studied with traditional paper flashcards.
13. Learning Context Minnesota New Country School – A modern one-room schoolhouse! Project-based; no letter grades, bells, or traditional classrooms Approximately 115 students in grades 6-12 Students grouped into eight advisories consisting of multiple developmental/age levels (up to 15 students per advisory) Each student has a workspace and computer
14.
15. 23 students completed all requirements to earn credit for participating.Characteristics of the 23 participants: Ethnic Populations 20 White, non-Hispanic 2 Bi-racial (1 Blk/Wht; 1 unknown) 1 Hispanic Exceptionalities 1 Physical and Other Health Disability 2 Emotional/Behavioral Disorder 1 Autism Spectrum
37. Assessment Measures Pre-assessment: Determining existing vocabulary knowledge Matching items were developed using guidelines from Stiggins (2005).
38.
39. The terms that comprised each of the four lists remained the same.
40. However, the sequence in which the terms appeared on each list was modified for the Post-Assessment. Note: Participants did not have access to their Pre-Assessment until after the Post-Assessment was completed and collected. Both assessments were scored at the end of the study to minimize potential researcher bias that could occur during daily interactions with students.
41. Learning Results Revisiting the Project Purpose: To assess whether students using online flashcards to study vocabulary words experience larger gains than students using traditional paper flashcards. Research Questions: Q1. Which study method was associated with the greatest growth in student scores on the Vocabulary Assessment? Q2. What was the relationship between students’ scores on the Pre-Assessment and the percent change they demonstrated at the end of the Project? Q3. What was the relationship between amount of study time reported and percent change in scores on the Vocabulary Assessments?
42. Q1. Which study method was associated with the greatest growth in student scores on the Vocabulary Assessment? On average, students who studied with online flashcards improved their scores 29.7% more than students who studied with paper flashcards. Students who reported that they did not study at all showed, on average, a 16% decrease in score. n=10 n=10 n=3 Mean Percent Change for All 23 Participants = +97.9%
43.
44. Students whose Pre-Assessment scores were in the middle range (24-40) tended to show very modest gains (mean=41.5%; n=8).*Note: Only one student achieved a perfect score (66) on the Post-Assessment, and none did so on the Pre-Assessment.
45. Q3. What was the relationship between amount of study time reported and percent change in scores on the Vocabulary Assessments? The data indicate no correlation between the amount of study time reported and percent change in vocabulary score. Self-reported data can be unreliable. Observations made during this Project indicated that a number of students did not record their study time accurately or consistently.
46.
47. This is probably the result of uncontrolled (spurious) variables and sources of error such as:
56. Increased control of spurious variables (via structure of research design) to strengthen internal validity.
57. Multiple types of measures (to determine convergent construct validity).
58.
59. Some students have already recognized the value of this knowledge for interpreting unfamiliar terms.
60. Several students became motivated to continue developing their root word vocabulary independently.
61.
62. On that note…How am I going to keep students engaged? It’s not practical to offer whiz-bang-fun-yet-meaningful-and-standards-based learning activities each minute for every student. I’m afraid that I’ll get burned-out trying. It is both an instructional strength (that I can provide quality and engaging learning opportunities) and a weakness (the fact that I want to create an active learning environment for all students so badly that I might kill myself or go broke trying to do so)! (Continued)
63.
64.
65. References and Acknowledgments, cont’d Root words used frequently in chemistry. (n.d.). Retrieved October 18, 2009, from http://www.csun.edu/science/books/sourcebook/chapters/1vocabulary/resources/chemistry_roots.pdf Snow, C. (2008). What is the vocabulary of science? In A. S. Rosebery & B. Warren (Eds.), Teaching science to English language learners (pp. 71-83). Arlington, VA: NSTA Press. Stiggins, R. J. (2005). Student-involved assessment for learning (4th ed.). Upper Saddle River, NJ: Pearson Education. White, D. S. (2009a). Discussion: It’s all Greek (and Latin) to me. Resource produced for BIOL 100 Teaching Assistants at Minnesota State University, Mankato during spring semester. White, D. S. (2009b). Science vocabulary builder project – MNCS. Quizlet online flashcard set created on October 28, 2009, at http://quizlet.com/1343630/ science-vocabulary- builder-project-mncs-flash-cards/ To the student participants, their advisors, Nichole Kotasek, and Rob Groebner…THANK YOU!