Technology for Feedback and Formative Assessment
•Download as PPTX, PDF•
2 likes•1,374 views
This document discusses using technology to provide effective feedback and formative assessment to students. It recommends using tools like PollEverywhere, Twitter chats with hashtags, and Google Forms to collect student responses and feedback in an efficient manner. These tools allow for real-time feedback between teachers and students as well as among students. The timing of feedback is important to improve student performance, so these technologies help educators quickly receive and deliver comments.
Report
Share
Report
Share
Recommended
May sbe presentation
The document proposes a vision for integrating technology into learning to improve student performance, motivation, and skills. It suggests using a learning management system, blogs, wikis, and online resources to provide a flexible learning platform. Students would receive professional development on how to learn online and use course tools. Assessments would be available online and allow multiple attempts to promote learning over punishment. The plan aims to connect classroom learning to the real world through online discussions, collaborations, and presenting student work to a real audience.
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
This document discusses learning outcomes, student outcomes (SOAPs), and assessment in courses. It provides:
1) Guidance on identifying course learning outcomes aligned to department SOAPs and how the course relates to the program.
2) An explanation of student learning outcomes and how to write measurable outcomes using Bloom's Taxonomy.
3) Suggestions for aligning assessment activities, like exams and projects, to measured learning outcomes and asking whether assessments authentically demonstrate application of knowledge and skills.
4) Emphasis on using assessment results to improve ("close the loop" on) teaching and student learning.
Perk Up Your Projects with Web 2.0
The document outlines an agenda for a workshop on using Web 2.0 tools for education. It includes a warm-up activity, overview of available tools and resources, collaborative exploration of select tools, groups reporting back and reflecting, whole group discussion, and wrap-up. Attendees are directed to a workshop website containing various image, video, and other media creation tools to explore individually and in small groups before sharing feedback. The goal is for educators to learn how these digital tools can enhance their teaching and student learning.
Teaching & Learning Online: It's All About the Pedagogy Day 1
This is the presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
Classdroid extended - an application for improving feedback between teachers ...
This document proposes an app called Classdroid Extended to provide more consistent constructive feedback from teachers to students. It outlines several problems with the current lack of feedback and lays out a three-phase plan to create a two-way feedback system using tools like dictation, tagging, and portfolios. The goals are to increase transparency, engagement, evaluation and critical thinking for students. Potential constraints discussed include concerns about student-teacher communication outside of school and whether feedback should only be provided during school hours. The document calls for critiquing whether this app could exacerbate lagging attendance or work in low-resource areas.
Assessment101
This document provides an overview of assessment tools and strategies for librarians. It defines formative and summative assessment and discusses the differences between assessment and evaluation. Key points about effective classroom assessment are outlined. Tips for creating learning outcomes and assessments are provided. Specific tools discussed include clickers, Google Forms, Poll Everywhere, and Blackboard surveys. Attendees are encouraged to ask questions and provide feedback.
Using Social Media to Help Learning Scale New Heights
This document discusses how social media can be used to support principles of good teaching practice and Bloom's taxonomy of learning. It provides examples of using Pinterest and Twitter in educational settings. Benefits include encouraging interaction and collaboration between students and faculty. Challenges include privacy concerns and maintaining community guidelines. Evidence suggests social media can be effective when used to solve problems and meet clear learning objectives, but instructors should limit the number of new tools, provide training, and evaluate outcomes.
Twearning: Twitter + Active Learning = Improved Student Engagement
This document discusses using Twitter to improve student engagement and performance in education. It proposes having students use Twitter for class discussions and assignments to reinforce learning. An example assignment requires students to follow a professional athlete on Twitter and develop a social media policy. Assessment of Twitter's effectiveness includes student surveys showing increased contribution to content knowledge, and course grades that were higher after implementing Twitter assignments. The document advocates assessing Twitter's impact through various methods like observation, surveys, tests, and student work.
Recommended
May sbe presentation
The document proposes a vision for integrating technology into learning to improve student performance, motivation, and skills. It suggests using a learning management system, blogs, wikis, and online resources to provide a flexible learning platform. Students would receive professional development on how to learn online and use course tools. Assessments would be available online and allow multiple attempts to promote learning over punishment. The plan aims to connect classroom learning to the real world through online discussions, collaborations, and presenting student work to a real audience.
LEARNING OUTCOMES, SOAPS AND ASSESSMENT
This document discusses learning outcomes, student outcomes (SOAPs), and assessment in courses. It provides:
1) Guidance on identifying course learning outcomes aligned to department SOAPs and how the course relates to the program.
2) An explanation of student learning outcomes and how to write measurable outcomes using Bloom's Taxonomy.
3) Suggestions for aligning assessment activities, like exams and projects, to measured learning outcomes and asking whether assessments authentically demonstrate application of knowledge and skills.
4) Emphasis on using assessment results to improve ("close the loop" on) teaching and student learning.
Perk Up Your Projects with Web 2.0
The document outlines an agenda for a workshop on using Web 2.0 tools for education. It includes a warm-up activity, overview of available tools and resources, collaborative exploration of select tools, groups reporting back and reflecting, whole group discussion, and wrap-up. Attendees are directed to a workshop website containing various image, video, and other media creation tools to explore individually and in small groups before sharing feedback. The goal is for educators to learn how these digital tools can enhance their teaching and student learning.
Teaching & Learning Online: It's All About the Pedagogy Day 1
This is the presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
Classdroid extended - an application for improving feedback between teachers ...
This document proposes an app called Classdroid Extended to provide more consistent constructive feedback from teachers to students. It outlines several problems with the current lack of feedback and lays out a three-phase plan to create a two-way feedback system using tools like dictation, tagging, and portfolios. The goals are to increase transparency, engagement, evaluation and critical thinking for students. Potential constraints discussed include concerns about student-teacher communication outside of school and whether feedback should only be provided during school hours. The document calls for critiquing whether this app could exacerbate lagging attendance or work in low-resource areas.
Assessment101
This document provides an overview of assessment tools and strategies for librarians. It defines formative and summative assessment and discusses the differences between assessment and evaluation. Key points about effective classroom assessment are outlined. Tips for creating learning outcomes and assessments are provided. Specific tools discussed include clickers, Google Forms, Poll Everywhere, and Blackboard surveys. Attendees are encouraged to ask questions and provide feedback.
Using Social Media to Help Learning Scale New Heights
This document discusses how social media can be used to support principles of good teaching practice and Bloom's taxonomy of learning. It provides examples of using Pinterest and Twitter in educational settings. Benefits include encouraging interaction and collaboration between students and faculty. Challenges include privacy concerns and maintaining community guidelines. Evidence suggests social media can be effective when used to solve problems and meet clear learning objectives, but instructors should limit the number of new tools, provide training, and evaluate outcomes.
Twearning: Twitter + Active Learning = Improved Student Engagement
This document discusses using Twitter to improve student engagement and performance in education. It proposes having students use Twitter for class discussions and assignments to reinforce learning. An example assignment requires students to follow a professional athlete on Twitter and develop a social media policy. Assessment of Twitter's effectiveness includes student surveys showing increased contribution to content knowledge, and course grades that were higher after implementing Twitter assignments. The document advocates assessing Twitter's impact through various methods like observation, surveys, tests, and student work.
Feedback why bother pauline smith
Feedback is important for measuring the success of sessions, identifying areas for improvement, and planning more effectively for the future. There are various methods for collecting feedback such as evaluation forms, post-its, small group discussions, and voting systems. When collecting feedback, it is important to identify the information needed, ask actionable questions, use the most appropriate evaluation method, schedule it into the session, and know when to stop collecting feedback so that the information can be used to improve.
Science routines
This document discusses science process skills and integrating technology into teaching. It outlines skills like making observations, asking questions, planning investigations, and communicating explanations. It then provides examples of web tools and technologies teachers can use like blogs, YouTube, flipped classroom, and Google platforms. The document also discusses assessing the impact of blogs on teaching and an academic framework for curriculum planning, observation, and reporting.
One Minute Tips, Take Two! Student Perceptions of Videos Used for Teaching In...
Presentation at the Virginia Library Association Annual Conference, October 22, 2015
Lucinda Rush, Rachel Stott, Topher Lawton, Megan Smith
Digital learning objects are all the rage, but what does the YouTube generation think? We will discuss student perceptions of videos used for information literacy instruction and methods for incorporating short videos into assessable learning activities.
M enabling assessment for learning presentation
This document discusses the use of classroom polling software and mobile technologies for formative assessment. It describes how these tools can provide immediate feedback to teachers and students, facilitate active learning, and gauge conceptual understanding during lectures. Several polling applications are mentioned, including Kahoot, Socrative, and Participoll. The document provides tips for best pedagogical use, such as using polls for quizzing on readings, testing recall of lectures, or eliciting pre-existing student thinking. It emphasizes that stimulating discussion questions are key and that teachers should test the tools first and define the learning rationale before each use.
Cit presentation
This thesis examines the use of Web 2.0 tools as learning activities among adult higher education faculty. A survey was conducted of faculty at Empire State College and Granite State College to understand their familiarity and use of tools like YouTube, Facebook, Skype, and blogs. The results showed that while many faculty were familiar with these tools for personal use, only about 30% used them in their coursework. Barriers to use included a lack of time to learn tools and concerns about students' technology capabilities. However, most faculty expressed interest in learning more about integrating Web 2.0 tools to enhance online learning experiences for adult students.
Online Learning Innovations: Rethinking Classroom Practices
This is a copy of the power point presentation by Cheryl Bray for TESOL Arabia, 2011 on Saturday March 12th. This is uploaded for the benefit of those who attended the presentation.
Please respect the copyright of the author and do not present the materials as your own.
Early Warnings Leading to Increased Retention--It Works!
This document discusses how Ida Jones used Blackboard's Early Warning System to increase student retention and performance in an online business law course at California State University, Fresno. She sent frequent emails and acknowledgments to students during the first few weeks of class to engage them. This "high touch" approach led to a significant increase in course completion rates and a reduction in failing grades and incompletes over time. A survey found that students felt the instructor acknowledged their participation and helped build a sense of community in the online course. The presentation provides tips for using the Early Warning System and frequent email contact to improve online student retention.
Web based instrucitonal-strategies[1]
This document provides an overview of web-based instructional strategies for teachers to use technology more effectively in the classroom. It introduces four strategies: multi-media scrapbooks where students curate online content on a topic; virtual field trips for exploring real-world locations; topic hotlists which are collections of websites on a curriculum topic; and online simulations to demonstrate concepts that are hard to show in the classroom. The presentation was made to teachers looking for new technology strategies but was not well received due to additional workload this late in the year. Keeping the number of introduced strategies small helped prevent overwhelming teachers.
Twitter as a community of practice tool for language teachers
The document discusses how language teachers use the #mfltwitterati hashtag on Twitter. It finds that over 2000 teachers regularly use the hashtag to share teaching ideas, resources, and experiences. A survey of 116 hashtag users found that most find it contributes significantly to their professional development and improves their teaching practices by inspiring new ideas and approaches. Key features that indicate it functions as a true online community of practice include mutual engagement among members, shared goals of helping each other teach better, and the large shared repertoire of teaching materials uploaded to dropboxes.
Online Assessment Birmingham Mba
The document discusses using online assessment for the Accounting for Managers module on the Birmingham MBA program. It outlines the choices involved in transitioning the mid-term exam online, including question types, feedback options, and technology used. Challenges encountered during the first online exam are also described, as well as the costs and benefits of online assessment.
Presentation in 2011 Distance Learning Conference
This document summarizes a presentation about using the open-source platform Drupal to serve as a learning management system (LMS) at Penn State, as an alternative to their existing Angel LMS. It describes conducting a pilot study using Drupal for an engineering leadership course, with 20-30 students. The presentation demonstrates the functionality of the Drupal-based LMS, including syllabus, modules, assignments, forums and calendar features. It concludes with an evaluation of transitioning from Angel to Drupal based on designer and student feedback, discussing pros and cons, and next steps.
Web based instrucitonal strategies
This document provides instructional strategies for incorporating more technology in the classroom. It introduces multi-media scrapbooks where students collect online text and graphics on a topic and explain their choices. Virtual field trips allow students to explore real-life locations online. Topic hotlists are collections of websites on a topic to broaden student exposure. Online simulations duplicate demonstrations of concepts that are difficult to show students, like physics simulations. The strategies were presented to teachers looking for new technology ideas but were not well received due to additional workload. Keeping the number of strategies small helped prevent overwhelming teachers.
Edbrix Presentation
The core engine of Online-learning is the Google Hangout application suite which provides a basic free account to both the student and the instructor. However, Online-learning is more than just a “virtual” classroom where instructors deliver online information to students. Online-learning allows the instructor to create a profile of their credentials, course material, class schedules and most importantly, the Cost of the Class and to post this information in the Online-learning fully indexed, fully searchable Online-learning Marketplace Database.
In an incredibly short period of time, Online-learning will become a comprehensive marketplace where teachers and instructors of every vein will create courses, set up online classrooms and deliver knowledge using video broadcasting – both live and archived, E-Books and other written material as well as other technology formats. The Online-learning Marketplace will provide the teacher the ability to sell courses, deliver on-to-one online training, one-to-one video and one-to-many video in a virtual classroom with a degree of access and collaboration never before available.
Assigning and Assessing Blog Assignments
Blogs can be used in the classroom to address issues like declining class discussion and students not completing readings. They allow students to post reading reflections before class, which promotes discussion and ensures readings are completed. Students receive marks for posting, attracting comments, and commenting on others' posts. However, there are potential issues like blogs not saving work and students providing inaccurate information. Instructors must also consider privacy and confidentiality.
A case for digital strategy at UALR
Digital technologies are becoming ubiquitous in students' lives and how they communicate and access information. To better engage and retain more students, the university must adopt a digital strategy and become a part of students' online conversations by listening to them and participating in social media. The university has taken several steps towards this, such as establishing a digital team, providing training, redesigning key websites to be mobile-friendly and student-centered, using data analytics, and migrating websites to newer systems to improve content and functionality. Adopting best practices around digital experiences and tools can help improve the student experience and make the university's digital presence more sophisticated, unique, and able to meet unmet student needs.
Online facilitator training program for medical office procedures
The document outlines an online training program for instructors to facilitate medical office procedure courses through distance learning. The training program aims to teach instructors about using the Blackboard learning management system and various web tools. It also covers designing organized course sites, developing online communities, student-centered learning and evaluation methods. The training incorporates theories of distance learning and provides mentoring, materials, and assessments for instructors.
Taking advantage of social media in your courses
A workshop delivered at the #FlexLearning2015 conference, Madison Area Technical College.
flexlearning2015.wikispaces.com
Lighting the Path with Asynchronous Learning Tutorials
For Lilly Conference on Teaching and Learning 2011 w/ Amy Harris, Jenny Dale, & Vanessa Apple Feb 2011
Digital Exit Tickets
The document discusses several digital exit passes that teachers can use for students to summarize what they have learned at the end of a lesson. These include Socrative, Google Forms, PollEverywhere, Blabberize, comic creators, and PowerPoint. Students can complete quizzes, ask and answer questions, share ideas in real-time polls, record voices over pictures, create comics, or compile slideshows to demonstrate their understanding of the lesson's key concepts in 3 sentences or less.
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...Centre for Distance Education
CDE-funded Teaching and Research Award project "Identifying Effective Formative Assessment Practices and Feedback Processes: Lecturer and Student Experiences", as displayed at RIDE 2010 conference.
Lead researcher Dr. Stylianos Hatzipanagos(stylianos.hatzipanagos@kcl.ac.uk, King's College London).Using audio email feedback in formative assessment
Presentation delivered at the A Word In Your Ear Conference 2009 at Sheffiled Hallam University.
Alex Spiers & George Macgregor
Liverpool John Moores University
Framing Feedback for Formative Assessment, Denise Whitelock
Presentation given to formative e-assessment project group at the Institute of Education, 3rd July 2008. Synopsis of projects at The Open University, UK.
More Related Content
What's hot
Feedback why bother pauline smith
Feedback is important for measuring the success of sessions, identifying areas for improvement, and planning more effectively for the future. There are various methods for collecting feedback such as evaluation forms, post-its, small group discussions, and voting systems. When collecting feedback, it is important to identify the information needed, ask actionable questions, use the most appropriate evaluation method, schedule it into the session, and know when to stop collecting feedback so that the information can be used to improve.
Science routines
This document discusses science process skills and integrating technology into teaching. It outlines skills like making observations, asking questions, planning investigations, and communicating explanations. It then provides examples of web tools and technologies teachers can use like blogs, YouTube, flipped classroom, and Google platforms. The document also discusses assessing the impact of blogs on teaching and an academic framework for curriculum planning, observation, and reporting.
One Minute Tips, Take Two! Student Perceptions of Videos Used for Teaching In...
Presentation at the Virginia Library Association Annual Conference, October 22, 2015
Lucinda Rush, Rachel Stott, Topher Lawton, Megan Smith
Digital learning objects are all the rage, but what does the YouTube generation think? We will discuss student perceptions of videos used for information literacy instruction and methods for incorporating short videos into assessable learning activities.
M enabling assessment for learning presentation
This document discusses the use of classroom polling software and mobile technologies for formative assessment. It describes how these tools can provide immediate feedback to teachers and students, facilitate active learning, and gauge conceptual understanding during lectures. Several polling applications are mentioned, including Kahoot, Socrative, and Participoll. The document provides tips for best pedagogical use, such as using polls for quizzing on readings, testing recall of lectures, or eliciting pre-existing student thinking. It emphasizes that stimulating discussion questions are key and that teachers should test the tools first and define the learning rationale before each use.
Cit presentation
This thesis examines the use of Web 2.0 tools as learning activities among adult higher education faculty. A survey was conducted of faculty at Empire State College and Granite State College to understand their familiarity and use of tools like YouTube, Facebook, Skype, and blogs. The results showed that while many faculty were familiar with these tools for personal use, only about 30% used them in their coursework. Barriers to use included a lack of time to learn tools and concerns about students' technology capabilities. However, most faculty expressed interest in learning more about integrating Web 2.0 tools to enhance online learning experiences for adult students.
Online Learning Innovations: Rethinking Classroom Practices
This is a copy of the power point presentation by Cheryl Bray for TESOL Arabia, 2011 on Saturday March 12th. This is uploaded for the benefit of those who attended the presentation.
Please respect the copyright of the author and do not present the materials as your own.
Early Warnings Leading to Increased Retention--It Works!
This document discusses how Ida Jones used Blackboard's Early Warning System to increase student retention and performance in an online business law course at California State University, Fresno. She sent frequent emails and acknowledgments to students during the first few weeks of class to engage them. This "high touch" approach led to a significant increase in course completion rates and a reduction in failing grades and incompletes over time. A survey found that students felt the instructor acknowledged their participation and helped build a sense of community in the online course. The presentation provides tips for using the Early Warning System and frequent email contact to improve online student retention.
Web based instrucitonal-strategies[1]
This document provides an overview of web-based instructional strategies for teachers to use technology more effectively in the classroom. It introduces four strategies: multi-media scrapbooks where students curate online content on a topic; virtual field trips for exploring real-world locations; topic hotlists which are collections of websites on a curriculum topic; and online simulations to demonstrate concepts that are hard to show in the classroom. The presentation was made to teachers looking for new technology strategies but was not well received due to additional workload this late in the year. Keeping the number of introduced strategies small helped prevent overwhelming teachers.
Twitter as a community of practice tool for language teachers
The document discusses how language teachers use the #mfltwitterati hashtag on Twitter. It finds that over 2000 teachers regularly use the hashtag to share teaching ideas, resources, and experiences. A survey of 116 hashtag users found that most find it contributes significantly to their professional development and improves their teaching practices by inspiring new ideas and approaches. Key features that indicate it functions as a true online community of practice include mutual engagement among members, shared goals of helping each other teach better, and the large shared repertoire of teaching materials uploaded to dropboxes.
Online Assessment Birmingham Mba
The document discusses using online assessment for the Accounting for Managers module on the Birmingham MBA program. It outlines the choices involved in transitioning the mid-term exam online, including question types, feedback options, and technology used. Challenges encountered during the first online exam are also described, as well as the costs and benefits of online assessment.
Presentation in 2011 Distance Learning Conference
This document summarizes a presentation about using the open-source platform Drupal to serve as a learning management system (LMS) at Penn State, as an alternative to their existing Angel LMS. It describes conducting a pilot study using Drupal for an engineering leadership course, with 20-30 students. The presentation demonstrates the functionality of the Drupal-based LMS, including syllabus, modules, assignments, forums and calendar features. It concludes with an evaluation of transitioning from Angel to Drupal based on designer and student feedback, discussing pros and cons, and next steps.
Web based instrucitonal strategies
This document provides instructional strategies for incorporating more technology in the classroom. It introduces multi-media scrapbooks where students collect online text and graphics on a topic and explain their choices. Virtual field trips allow students to explore real-life locations online. Topic hotlists are collections of websites on a topic to broaden student exposure. Online simulations duplicate demonstrations of concepts that are difficult to show students, like physics simulations. The strategies were presented to teachers looking for new technology ideas but were not well received due to additional workload. Keeping the number of strategies small helped prevent overwhelming teachers.
Edbrix Presentation
The core engine of Online-learning is the Google Hangout application suite which provides a basic free account to both the student and the instructor. However, Online-learning is more than just a “virtual” classroom where instructors deliver online information to students. Online-learning allows the instructor to create a profile of their credentials, course material, class schedules and most importantly, the Cost of the Class and to post this information in the Online-learning fully indexed, fully searchable Online-learning Marketplace Database.
In an incredibly short period of time, Online-learning will become a comprehensive marketplace where teachers and instructors of every vein will create courses, set up online classrooms and deliver knowledge using video broadcasting – both live and archived, E-Books and other written material as well as other technology formats. The Online-learning Marketplace will provide the teacher the ability to sell courses, deliver on-to-one online training, one-to-one video and one-to-many video in a virtual classroom with a degree of access and collaboration never before available.
Assigning and Assessing Blog Assignments
Blogs can be used in the classroom to address issues like declining class discussion and students not completing readings. They allow students to post reading reflections before class, which promotes discussion and ensures readings are completed. Students receive marks for posting, attracting comments, and commenting on others' posts. However, there are potential issues like blogs not saving work and students providing inaccurate information. Instructors must also consider privacy and confidentiality.
A case for digital strategy at UALR
Digital technologies are becoming ubiquitous in students' lives and how they communicate and access information. To better engage and retain more students, the university must adopt a digital strategy and become a part of students' online conversations by listening to them and participating in social media. The university has taken several steps towards this, such as establishing a digital team, providing training, redesigning key websites to be mobile-friendly and student-centered, using data analytics, and migrating websites to newer systems to improve content and functionality. Adopting best practices around digital experiences and tools can help improve the student experience and make the university's digital presence more sophisticated, unique, and able to meet unmet student needs.
Online facilitator training program for medical office procedures
The document outlines an online training program for instructors to facilitate medical office procedure courses through distance learning. The training program aims to teach instructors about using the Blackboard learning management system and various web tools. It also covers designing organized course sites, developing online communities, student-centered learning and evaluation methods. The training incorporates theories of distance learning and provides mentoring, materials, and assessments for instructors.
Taking advantage of social media in your courses
A workshop delivered at the #FlexLearning2015 conference, Madison Area Technical College.
flexlearning2015.wikispaces.com
Lighting the Path with Asynchronous Learning Tutorials
For Lilly Conference on Teaching and Learning 2011 w/ Amy Harris, Jenny Dale, & Vanessa Apple Feb 2011
Digital Exit Tickets
The document discusses several digital exit passes that teachers can use for students to summarize what they have learned at the end of a lesson. These include Socrative, Google Forms, PollEverywhere, Blabberize, comic creators, and PowerPoint. Students can complete quizzes, ask and answer questions, share ideas in real-time polls, record voices over pictures, create comics, or compile slideshows to demonstrate their understanding of the lesson's key concepts in 3 sentences or less.
What's hot (19)
One Minute Tips, Take Two! Student Perceptions of Videos Used for Teaching In...
One Minute Tips, Take Two! Student Perceptions of Videos Used for Teaching In...
Online Learning Innovations: Rethinking Classroom Practices
Online Learning Innovations: Rethinking Classroom Practices
Early Warnings Leading to Increased Retention--It Works!
Early Warnings Leading to Increased Retention--It Works!
Twitter as a community of practice tool for language teachers
Twitter as a community of practice tool for language teachers
Online facilitator training program for medical office procedures
Online facilitator training program for medical office procedures
Lighting the Path with Asynchronous Learning Tutorials
Lighting the Path with Asynchronous Learning Tutorials
Viewers also liked
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...Centre for Distance Education
CDE-funded Teaching and Research Award project "Identifying Effective Formative Assessment Practices and Feedback Processes: Lecturer and Student Experiences", as displayed at RIDE 2010 conference.
Lead researcher Dr. Stylianos Hatzipanagos(stylianos.hatzipanagos@kcl.ac.uk, King's College London).Using audio email feedback in formative assessment
Presentation delivered at the A Word In Your Ear Conference 2009 at Sheffiled Hallam University.
Alex Spiers & George Macgregor
Liverpool John Moores University
Framing Feedback for Formative Assessment, Denise Whitelock
Presentation given to formative e-assessment project group at the Institute of Education, 3rd July 2008. Synopsis of projects at The Open University, UK.
Formative assessment and peer feedback
Presentation on formative assessment and peer feedback: what is it, why use is and what guidelines have to be respected by teachers and peers. With two examples to illustrate how the process can be set up.
Formative assessment & feedback with student response tools - PETE&C
This document discusses formative assessment tools and their considerations for use. It provides an overview of various formative assessment tools including Poll Everywhere, Choice, Moodle, Google Docs, mind mapping, forums, chat, and games. For each tool, it outlines key considerations for their effective use, such as whether students have the necessary technology or accounts. Overall, the document emphasizes that formative assessment is most effective when questions are clear and concise and feedback is provided to allow students to improve.
Assessment vs evaluation
Assessment and evaluation are related but distinct processes for measuring student learning. Assessment is an ongoing process aimed at improving student learning by collecting information over time through various methods, such as samples of student work, observations, self-assessments, and tests. The results are used to provide feedback to students and improve teaching. Evaluation makes overall judgments about broader programs and courses by analyzing multiple sources of information, such as test scores, assessment reports, and interviews. While assessment and evaluation are sometimes used interchangeably, evaluation has a broader scope focused on summative experiences, not just individual student performance.
Viewers also liked (6)
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...
Using audio email feedback in formative assessment
Using audio email feedback in formative assessment
Framing Feedback for Formative Assessment, Denise Whitelock
Framing Feedback for Formative Assessment, Denise Whitelock
Formative assessment & feedback with student response tools - PETE&C
Formative assessment & feedback with student response tools - PETE&C
Similar to Technology for Feedback and Formative Assessment
Integrating Technology (Elk Island) handout
This document discusses integrating technology tools for assessment for learning. It provides examples of tools for providing different types of feedback, including screencasts, webcasts, blogs, and social media platforms. QR codes and polling tools are also presented as ways to facilitate feedback and input from students. The document encourages sharing favorite technology tools for feedback and having an online discussion using the provided links and hashtags.
EDUCAUSE Social Media Workshop
This document provides guidance on using social media for teaching and learning. It discusses how to build a professional network on Twitter by following key influencers, using relevant hashtags, and participating in live Twitter chats. Examples are given of using Facebook to increase instructor-student communication and using Twitter to facilitate in-class feedback and participation. The benefits of sharing content through YouTube, Flickr, and other sites to engage students are outlined. It is emphasized that social media is just a tool and instructors should develop a sound pedagogical strategy to enhance learning outcomes. Questions to consider regarding strategy, evaluation, resources, and policies are presented to help instructors effectively integrate social media.
A Likely Pair_CMU Conf
Using engaging technologies to formatively assess, which serves as a precursor to student achievement
Career Centers and Social Media
Slides from a lecture on social media applied to University career centers. Subjects: Why Social Media? | Strategy elements | What can we do with social media? | Potential problems | Focus: Facebook and LinkedIn
A Likely Pair_CMU Conf
This document summarizes a workshop about engaging technologies and student achievement. The workshop introduced interactive technologies like Poll Everywhere, QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey that can be used for formative assessment. Instructors participated in activities using these tools and discussed how they can help determine what students know before exams and improve learning. The technologies promote active learning and student engagement, which are linked to higher achievement.
Integrating technology handout
The document summarizes Kurtis Hewson's presentation at the Alberta Assessment Consortium Annual Conference on integrating technology for assessment for learning. Some of the key points discussed include using backchannels like Twitter or TodaysMeet to allow for secondary conversations during lessons. The presentation also provided examples of using screencasts and webcasts for feedback and highlighted research showing feedback has one of the highest positive effects on student learning. A variety of free technology tools for collecting both peer and teacher feedback were also shared.
ELI Social Media Workshop 2012
The document discusses using social media for educational purposes. It covers getting started with Twitter, building networks, and hashtags. It also discusses using social media for pedagogical goals like increasing communication and engagement. Specific social media like Twitter, Facebook, YouTube are explored with examples of educational uses. Managing social networks through linking and dashboards is also covered.
A Likely Pair: Engaging Technologies and Student Achievement
Student Achievement and 5 Engaging Technologies (Poll Everywhere, QuizBreak!,Quiz Revolution, Study Blue,and SurveyMonkey)
Social Media for Educators - NMC11
ocial media, including Twitter, Facebook, and YouTube, is changing the way we communicate, share ideas, and build networks. By exploiting the power and popularity of these tools, we can provide students an enhanced learning experience. This session will focus on how social media can be used in education, both inside and outside the classroom. More specifically, we will offer real-life, tried-and-true examples to demonstrate social media's ability to increase course communication and collaboration; create engaging learning activities; enhance the student experience (e.g. satisfaction); and improve student learning and performance. Note: Attendees must bring their own computers
http://www.nmc.org/preso/8322
Technology Enhanced Learning Workshop, Social Media for Educators
The document discusses Tanya Joosten's use of social media for educational purposes. It provides tips for using social media profiles and participating in educational hashtags and live Twitter sessions. It emphasizes connecting with colleagues through conferences and professional groups on social media. It also addresses managing student expectations when using social media in the classroom, including issues like devices, apps, hashtags, archives, timing and technical support.
Social Media in Education Workshop
The document summarizes a workshop on using social media in education. The workshop covered setting up accounts on Twitter and Facebook, and discussed various ways social media can be used pedagogically, including for announcements, supplemental materials, collecting real-world data, and backchannel communication. It also addressed concerns around privacy and best practices when using social media. Participants engaged in hands-on activities and discussions around these topics.
Social Media Workshop
This workshop was presented at eLearning Asia, Singapore, June 2011 by Tanya Joosten, Sharon Stoerger, and Dylan Barth
Voicethread
VoiceThread is an online tool that allows users to collaborate on presentations from different locations. People can add text, audio comments, photos or videos to presentations created by others. It is used by teachers to facilitate collaborative work between students on group projects from home. Benefits for students include developing communication skills, sharing ideas with global peers, and keeping up with classwork remotely. Teachers play an important role in moderating discussions, providing structure and evaluating students. Examples showed how VoiceThread could be used for activities like counting to 100 on the 100th day of school.
Social media classroom
The document discusses using social media tools in the classroom to create a social media classroom (SMC). It provides examples of SMCs that use platforms like Moodle, Ning, and custom social networks. These SMCs encourage collaboration through components like social bookmarking, discussions, wikis, and blogs. Studies found SMCs create a sense of community and are effective discussion tools for students.
Future of Digital and Social Media in Academics by Dr. H Chaturvedi
Future of digital and social media in academics - Challenges and opportunities for Higher education in India by Dr. H. Chaturvedi, Director BIMTECH
Integrating Twitter into Education
The document outlines a plan to incorporate Twitter into education. It discusses using Twitter to improve communication, interaction and participation between instructors and students. Tutorials, best practices and assignments would be created to teach students how to use Twitter's features like hashtags, retweeting and messaging appropriately and establish personal learning networks. Benefits include increased student engagement, collaboration and connecting with professionals. Formative feedback would be gathered and participation would determine the plan's success.
TLF2012 Engaging microblogging in lectures and large classes
- The document discusses using microblogging tools like Twitter to engage students during lectures. It outlines benefits like increased focus, participation and innovation as well as concerns around inviting the world into discussions.
- Various microblogging platforms are presented, including Twitter, Facebook and tools designed for education. The Curtin Hotseat tool allows anonymous participation and metrics collection.
- Research found students who engaged more via microblogging during lectures received higher grades, with top posters getting A's and less active students lower grades.
Blended learning globaledcon 2010
This document discusses blended learning, which combines face-to-face classroom instruction with online education. It provides examples of strategies for blended learning, such as flipping the classroom to do homework online and have interactive class discussions. A variety of online tools are presented, including videos, blogs, wikis and social networks. The document also addresses assessing online learning and challenges of implementing blended models, such as developing new rubrics that evaluate both content mastery and product quality.
Social Media: Engaging Students, SUNY
The document discusses using social media for educational purposes. It provides an outline of a presentation in 3 parts: getting started with social media, engaging students and building community, and managing social networks. It also lists hashtags for different educational topics and conferences. Several studies and statistics are referenced about students' use of and preferences for different communication tools like email, texting, and social media.
Using google docs as an interactive learning tool
The document discusses using Google Docs as an interactive learning tool for financial accounting students at the University of the Western Cape (UWC). It proposes that students use Google Docs to work through weekly tutorial packs and ask questions, with other students and the lecturer providing feedback. This allows immediate assistance and collaboration. The lecturer can then assess student understanding and identify areas of difficulty. Implementing Google Docs meets the criteria of integrating more IT set by the South African Institute of Chartered Accountants and benefits student learning and exam preparation.
Similar to Technology for Feedback and Formative Assessment (20)
A Likely Pair: Engaging Technologies and Student Achievement
A Likely Pair: Engaging Technologies and Student Achievement
Technology Enhanced Learning Workshop, Social Media for Educators
Technology Enhanced Learning Workshop, Social Media for Educators
Future of Digital and Social Media in Academics by Dr. H Chaturvedi
Future of Digital and Social Media in Academics by Dr. H Chaturvedi
TLF2012 Engaging microblogging in lectures and large classes
TLF2012 Engaging microblogging in lectures and large classes
More from sikojp
Aligning Goals and Evaluations MEMSPA2014
Presentation from:
Siko, J.P. & Chambers, T. (2014, December). Aligning teacher evaluations, school goals, and student growth into a school-wide model. Presentation at the Michigan Elementary and Middle School Principals Association, Traverse City, MI.
CCS-CMU PD
Slides for the following presentation:
Siko, J.P. (2013, March). PD plus U: Professional development collaboration with school districts and universities. Presentation at the Michigan Association for Computer Users in Learning Conference, Detroit, MI.
IB Biology Blended
Slides for the following presentations:
Siko, J.P. (2014, February). Teaching science in a blended format: Predictions and perceptions. Presentation at Mercy Tech Talk, Farmington, MI.
Siko, J.P. (2013, March). Conducting an advanced biology class in a blended format. Presentation at the Michigan Association for Computer Users in Learning Conference, Detroit, MI.
Siko, J.P. (2013, March). Using online and face-to-face methods to teach biology. Presentation at the Michigan Science Teachers Association Annual Conference, Ypsilanti, MI.
PowerPoint for Formative Assessment and Game Design
Slide deck for the following presentations:
Siko, J.P. (2014, February). Using PowerPoint for interactive quizzes and student designed games. Presentation at Mercy Tech Talk, Farmington, MI.
Siko, J.P. (2013, November). Beyond Lectures: Using PowerPoint for Formative Assessment, Interactive Quizzes, and Student Designed Games. Presentation at the Grand Valley State University Regional Math and Science Center 29th Fall Science Update, Grand Rapids, MI.
Siko, J.P. (2013, October). Using PowerPoint for Interactive Quizzes and Student Designed Games. Presentation at the Indiana Computer Educators Conference, Indianapolis, IN.
Siko, J.P. (2013, March). Beyond lectures: Using PowerPoint for formative assessment, interactive quizzes, and student designed games. Presentation at the Michigan Association for Computer Users in Learning Conference, Detroit, MI.
Siko, J.P. (2013, March). Using MS PowerPoint for interactive assessments and game design. Presentation at the Michigan Science Teachers Association Annual Conference, Ypsilanti, MI.
AECT2012-Design-based research on the use of homemade PowerPoint games
AECT2012 presentation:
Siko, J.P., & Barbour, M.K. (2012, November). Design-based research on the use of homemade PowerPoint games. Presentation at the Association for Educational Communications and Technology International Convention, Louisville, KY.
AERA2013-Refining the use of homemade PowerPoint Games in a secondary science...
AERA2013 poster
Siko, J.P., & Barbour, M.K. (2013, April). Refining the use of homemade PowerPoint Games in a secondary science classroom. Poster session at the American Educational Research Association Annual Meeting, San Francisco, CA.
SITE2014-Blended Learning from the Perspective of Parents and Students
SITE2014 presentation
Siko, J.P., & Barbour, M.K. (2014, March). Blended Learning from the Perspective of Parents and Students. Presentation at the Society for Information Technology and Teacher Education Intenational Conference, Jacksonville, FL.
AERA2014-Parent and Student Perceptions of a Blended Learning Experience
AERA2014 Presentation
Siko, J.P., & Barbour, M.K. (2014, April). Parent and Student Perceptions of a Blended Learning Experience. Presentation at the American Educational Research Association Annual Meeting, Philadelphia, PA.
Site2013-"Badgering" Preservice Teacher into Learning Issues and Trends in Te...
The document discusses using a "badge" system to address issues in an undergraduate educational technology course. It describes moving technical skills and tool training to optional badges earned separately from course grades. Students could submit assignments traditionally or using web tools, with badges requiring quizzes on tools and tools use for final projects. Initial results were positive, with future plans including a student survey and relying more on the badge-locked adaptive release feature in the learning management system.
SITE 2014 - Applying the ESPRI to K-12 Blended Learning
SITE 2014 Presentation. Abstract: Blended learning in K-12 classrooms is growing at an enormous rate. While the Educational Success Prediction Instrument (ESPRI) has been used to predict the success of students in online courses, it has yet to be applied to blended courses. This study examined the use of the ESPRI to predict the success of students enrolled in a secondary advanced biology course where the first half of the course was offered in a traditional format and the second half was offered in a blended format. Differences in student performance between the two portions of the course were not statistically significant (p = .35). The ESPRI correctly predicted approximately 88% of the outcomes. Limitations of the study included a small sample size (N = 43) relative to the number of items in the instrument. Additional research should examine the effectiveness of the instrument on students from across the achievement spectrum and not what is considered the ideal online learner.
IT6230 - Generation Unit Summary
This document summarizes and compares several theories about generations and how they relate to technology:
- Tapscott's "Net Generation" argues that growing up with digital technology has profoundly shaped their personalities and approach to learning.
- Howe and Strauss's "Millennials" view today's teens as upbeat and engaged based on survey research.
- Prensky's "Digital Natives" believes that today's children are native to digital technology but this was not based on systematic research.
- Twenge's "Generation Me" argues that today's young people have high expectations that often clash with reality, based on extensive data collection over decades.
- "Generation Edge" is still emerging but readings show some
IT6230 - Generation Unit Intro
This document discusses generational differences and characteristics. It outlines the major generational boundaries from 1901 to the present, including the GI Generation, Silent Generation, Baby Boomers, Generation X, Millennials, and Edge Generation. Each generation experienced different historical influences that shaped them, such as civil rights, wars, and technological advances. The document then focuses on today's students, referring to them as Millennials or Generation Y, noting they make up about a third of the US population and their teen population is growing faster than other age groups. It lists various labels that have been used to describe their attributes.
Using PowerPoint as a game design tool in science education.
This document discusses using PowerPoint games as an educational tool for science learning. It describes how students can create self-contained PowerPoint games to review course content. Prior research on using games had mixed results, with some studies finding no significant differences in student performance compared to traditional reviews. The document outlines a study that found students who reviewed with a homemade PowerPoint game performed better on a chemistry test than those using a worksheet. It also discusses implications and areas for further research.
Populations
This document discusses several key concepts relating to populations:
1) Populations are groups of the same species that live in the same area. Factors like temperature, water, food, and habitat affect how populations are distributed.
2) Population dynamics involve birth rates (natality), death rates (mortality), immigration, and emigration. A population's change over time depends on births and newcomers minus deaths and those who leave.
3) Population growth follows a sigmoid curve with exponential, transitional, and plateau phases driven by factors like available resources, predation, and disease. Carrying capacity limits population size when births and deaths balance out.
Evolution
The document outlines the key concepts of evolution including:
1) Evolution is defined as the process of cumulative change in heritable characteristics of a population, ranging from microevolution within species to macroevolution between species.
2) Evidence for evolution comes from fossils, selective breeding, and homologous structures.
3) Natural selection leads to evolution as populations tend to overproduce offspring, creating a struggle for survival where individuals with favorable traits are more likely to survive and pass on those traits.
Energy flow
A food chain is a sequence of organisms where each member feeds on the previous one, transferring energy. A food web shows the complex feeding relationships in an ecosystem. Energy flows from producers to primary, secondary, and tertiary consumers in trophic levels. Light provides initial energy for most communities. Energy is lost at each trophic level and transformations are never 100% efficient, usually being 10-20%. A pyramid of energy shows the decrease in available energy from lower to higher trophic levels. While energy enters ecosystems through light and leaves as heat, nutrients like carbon, nitrogen, and phosphorus must be recycled through decomposition.
Classification
The document outlines the binomial system of classification and naming species using the genus and species names. It provides examples of the taxonomic hierarchy from the kingdom down to species level for plants and animals. Classification of organisms involves distinguishing between phyla based on simple external features and being able to use or design dichotomous keys to identify groups of organisms.
Biomes
Biomes are large areas with similar environmental conditions that influence the adaptation of organisms, differing from the biosphere which is all habitable areas on Earth. Major factors defining biomes are temperature and precipitation. Biomes are interdependent as many ecosystems rely on other biomes, such as rainforests providing oxygen, and interrelated as climate change in one biome can impact other biomes globally.
Succession
Primary succession begins with pioneer species like lichen and mosses that establish in nutrient-poor conditions. Over time, their remains and other organic matter accumulate to form increasingly rich soil that allows more diverse and complex plant communities like grasses and trees to develop. During this process, living organisms play a key role in modifying the abiotic environment through soil formation, decomposition, and nutrient cycling. The niche concept refers to a species' total use of biotic and abiotic resources for habitat, feeding relationships, and other interactions, while competitive exclusion principles state that two species competing for the same limited resources cannot stably coexist in the same area.
Sampling
This document discusses two methods for estimating population size: the Lincoln Index and the quadrat method. The Lincoln Index involves capturing, marking, and recapturing a sample of individuals to estimate the total population size using a calculation. The quadrat method involves randomly placing quadrats (sample areas) throughout a total area and counting individuals within each quadrat. The mean number of individuals per quadrat is then extrapolated to the total area to estimate the overall population size.
More from sikojp (20)
PowerPoint for Formative Assessment and Game Design
PowerPoint for Formative Assessment and Game Design
AECT2012-Design-based research on the use of homemade PowerPoint games
AECT2012-Design-based research on the use of homemade PowerPoint games
AERA2013-Refining the use of homemade PowerPoint Games in a secondary science...
AERA2013-Refining the use of homemade PowerPoint Games in a secondary science...
SITE2014-Blended Learning from the Perspective of Parents and Students
SITE2014-Blended Learning from the Perspective of Parents and Students
AERA2014-Parent and Student Perceptions of a Blended Learning Experience
AERA2014-Parent and Student Perceptions of a Blended Learning Experience
Site2013-"Badgering" Preservice Teacher into Learning Issues and Trends in Te...
Site2013-"Badgering" Preservice Teacher into Learning Issues and Trends in Te...
SITE 2014 - Applying the ESPRI to K-12 Blended Learning
SITE 2014 - Applying the ESPRI to K-12 Blended Learning
Using PowerPoint as a game design tool in science education.
Using PowerPoint as a game design tool in science education.
Recently uploaded
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcHow to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Recently uploaded (20)
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Technology for Feedback and Formative Assessment
- 1. Using Technology for Feedback and Formative Assessment Jason Siko Assistant Professor of Educational Technology Grand Valley State University Grand Rapids, MI
- 2. Pedagogy Before Technology Quality feedback has consistently been shown to be one of the most effective strategies to improve student performance (Hattie, 2009) TeacherStudent StudentTeacher StudentStudent TIMING IS IMPORTANT!
- 3. Feedback Therefore, the question becomes: HOW CAN WE USE TECHNOLOGY TO HELP US GIVE AND RECEIVE FEEDBACK IN AN EFFICIENT MANNER?
- 4. PollEverywhere http://www.polleverywhere.com Allows for you to create questions that students can respond with mobile devices (cell phone, smart phone, tablet/iPad) Various Student Response Systems (i.e., “clickers”) accomplish same result; instructions vary. http://www.polleverywhere.com/vs for others
- 6. Twitter Chats (aka Tweetups) Conversing in real-time or asynchronously using the hashtag (#) feature in Twitter Allows for communication over Twitter without the need for following (i.e., ‘friending’) students But tweets must be unblocked! Questions and answers can come from anyone!
- 7. Tweetups Simply add unique hashtag to every Tweet (e.g., #sikobio) Hashtags are searchable Use a free Twitter management website/app for organization (TweetDeck, HootSuite, Twubs) Long-term Search: topsy.com
- 8. Example
- 9. Google Forms Survey response using Google Apps for Education Can be used for feedback (which is collected in a spreadsheet) Can also be used for semi-automatically graded quizzes Advanced: directly email students feedback based on results (not today, though)
- 10. Example Discussion Board Survey Practice
- 11. Questions?
- 12. Thanks for coming! sikojp@gmail.com / sikoj@gvsu.edu @jasonsiko jasonsiko.com Go here for links to materials for this session http://tinyurl.com/2014ctconfsiko
Editor's Notes
- <?xml version="1.0" encoding="ISO-8859-1" ?> <poll url="http://www.polleverywhere.com/multiple_choice_polls/LTExNDgyNjY4MDg"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>Which ion is the primary cause of scale in hot water pipes?</title> </poll>