The pedagogy of moocs presentatie lausanne

Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17

Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful. To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College. The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload. By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment. With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout. Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff. Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking. This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.

CCC-M F2F meeting_140130

The document outlines an agenda for a workshop on creating, collaborating and computing in math. The agenda includes discussions on teacher updates, challenging concepts, using math tools to create lessons, formative assessment, differentiated math practices, and continuous assessment. Participants will look at demonstrations of math tools, create and share short video lessons on struggling concepts, and complete a self-assessment rubric. The goals are to enhance math teaching and learning using technology and continuous formative assessment.

Overview of Online Teaching and Learning

Cardet1

The document discusses online teaching and learning. It describes online learning as education that uses computer technology and digital tools as the medium of instruction. It identifies characteristics of online learners as being autonomous, motivated, self-disciplined, and having strong reading, writing, and computer skills. The document outlines different types of online learning as fully online, blended, synchronous, and asynchronous and discusses strategies for effective online teaching including clear expectations, feedback, assessments, and preparing an engaging online environment.

This document outlines the agenda for a workshop on enhancing math teaching and learning through technology. The agenda includes sharing videos and comments, designing complex math tasks, and planning classroom visits. Group norms are established such as being on time, on task, and respectful. Reasons for using math talks are presented from a research organization. A video from a classroom is shown and strategies like UPS are discussed. Participants choose a task and date for classroom visits.

Blackboard as an Integrated Part of the Learning Environment and Student Expe...

Like all universities across the globe the University of Westminster is faced with major changes in student expectations and the role that technology has to play in curriculum delivery and the overall student experience. In 2013 the University initiated its Learning Futures program with the aim of transforming learning and teaching at the institution. Central to the transformation is an aim to make blended learning, through the use of technology, more the norm rather than the exception. To facilitate this shift in delivery approach across all subject areas, Westminster has and continues to make significant investment in both its virtual and physical environment in efforts to better integrate the online and face-to-face experience.

CCC-M F2F meeting_130913

This document outlines an agenda for a meeting between the Riverside School Board and McGill University about a transition project to enhance mathematics teaching and learning using technology. The agenda includes introductions, overviews of the project goals and activities, and breakout sessions on sharing successful strategies, digital literacy, video modeling, and establishing an online community of practice. The project aims to foster collaboration between teachers on using digital tools to benefit student learning through ongoing professional development over multiple years.

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Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...

Warals Learning Management System

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Wanted: MOOC Pedagogy

akorhonen

This document summarizes a MOOC course on individualized learning pedagogy that was designed for vocational and further education educators. The course used a combination of cMOOC and xMOOC models on a Canvas LMS and was structured around the DIANA pedagogical model. It aimed to bring educators together from around the world to share best practices in individualized learning. While 155 students enrolled, only 6 study groups completed the final assignment and 11 students received a digital badge for demonstrating their competence in applying individualized learning models in practice. The summary reflects on challenges like the timing of the course and difficulties using the LMS, and suggests that more guidance, shorter tailored courses, and social constructivist approaches may help

TLC2016 - Taking assessments and examinations to the next level: AlephQ

BlackboardEMEA

Presenter: Christine Lippens Organisation: Universiteit Antwerpen Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.

Evaluating teaching and learning in MOOCs

Janine Kiers

This document discusses evaluating teaching and learning in MOOCs. It outlines the quality assurance cycle of designing, developing, running, and evaluating MOOCs. It describes using tools like student surveys, forum analysis, and platform data to gather feedback on aspects like student satisfaction, design, and activity. The document provides an example of evaluating student expectations, workload, and performance. It notes challenges in interpreting evaluation results due to issues like low response rates and student heterogeneity. Suggestions are made to standardize the implementation and interpretation of evaluations and to dedicate more time and resources to the evaluation process to improve courses and support.

Evaluating The A Self Based Learning Format The Microsoft Word Documents

u068701

This document summarizes a self-paced learning program called "Format the Microsoft Word Documents" created by Aaisha Al Badi to help 6th grade students in Oman learn how to edit page setup in MS Word. The program is delivered via CD and uses various motivational strategies like pictures, sounds and interactions. It will be evaluated using the ACTIONS model which assesses access, interactivity, teaching/learning, and novelty. Checklists are provided to evaluate each level of the ACTIONS model.

Learning Analytics bij de Rijksuniversiteit Groningen

Learning Transfer: Does it take place in MOOCs

Daniel Davis

This document investigates whether learning transfer occurs after completing a MOOC on functional programming. The researchers analyzed data from 37,485 learners who completed the FP101x course on Haskell, including logs from GitHub to study coding activities. They found learning transfer occurred at a rate of 8.5% and was more likely for learners who were intrinsically motivated, had high self-efficacy, or prior programming experience. Expert learners who actively used GitHub did not change their functional coding habits after the course. The researchers concluded that while transfer rates were low, learners quickly applied what they learned to industrially-relevant languages on GitHub after completing the course.

Wanted: MOOC pedagogy

The document discusses a MOOC course designed for vocational and further education educators to deepen their knowledge of individualization and individual study plans. The course used a combination of cMOOC and mOOC models on a learning management system and was structured using the DIANA pedagogical model. It enrolled 155 students but only 6 study groups completed the final assignment. Reasons for the low completion rate included the timing of the course at the end of the school year, difficulties forming study groups on the learning management system, and needing more guidance and counseling.

Mmea2015

slangol

This document summarizes a grant overview for a Berklee College of Music initiative to research the efficacy of using iPads in music education. The overarching goal is to develop strategies for enriching classroom and learning experiences for music education majors using iPads. Key areas of focus include field work, music performance, composition, productivity, and classroom use. The project involves concurrent strands studying faculty use, curriculum development, student classroom use, and an iPad ensemble. Methods include interviews, narratives, video/audio recordings, and testing apps. iPads, apps, and accessories were provided and training meetings were held. Faculty explored uses like observations, meetings, and student critique. Students used iPads for in-class

Wanted MOOC pedagogy OEB 2015

The document discusses a MOOC course designed for vocational and further education educators to deepen their knowledge in individualization and individual study plans. 155 students enrolled across 14 groups, but only 5 groups with 23 students remained active after 4 weeks. 6 groups completed the final assignment. While 11 students received a digital badge, not all 16 applicants received one. The course used a combination of cMOOC and mOOC models with a structured learning process based on the DIANA pedagogical model. The summary discusses how to apply socio-constructivist learning principles in MOOCs and retain student engagement and collaboration over the long term.

Using Muddiest Point Formative Feedback to Encourage Reflective Teaching and ...

'Wiskundeonderwijs voor ingenieurs innoveren met Brightspace'- Annoesjka Cabo...

TU Delft gebruikt Brightspace om blended-learningactiviteiten te ondersteunen. Met een combinatie van Brightsight-functies en andere, geïntegreerde tools wordt een gevarieerde leerervaring gecreëerd. Deze leerervaring is specfiiek toegepast op het wiskundeonderwijs voor een brede groep technische studenten. In deze sessie gaan we met name in op de integratie met Grasple, een online trainingsprogramma voor wiskundeoefeningen.

Brittany Hesch - EDTP 600 Article Analysis

BrittB1011

Perry identified that students often procrastinated on research papers and only learned about the topic rather than skills. To address this, Perry assigned students to create PowerPoint presentations on their research topics weeks before the paper was due. Students worked on their presentations in class over multiple days. Surveys found that more students completed papers on time than before and most found the presentation fun and helpful for preparing to write the paper.

Creating Effective PowerPoint Presentations

Gwyn Shelle

The document provides tips for creating effective PowerPoint presentations, including following the 10/20/30 rule of 10 slides, 20 minutes, and 30 point font. It suggests keeping presentations organized with clear learning objectives and formatting strategies like the 6x6 rule. The document also offers ideas for incorporating active learning strategies into presentations every 10 minutes through activities like discussion questions, polls, and small group work.

CCC-M F2F meeting_151124

This document discusses creating learning targets for mathematics lessons. It provides guidance on writing rigorous learning targets that address student needs and curriculum standards. Teachers are encouraged to identify the big ideas or concepts in topics, beyond just the topics themselves. A process for designing learning targets is outlined, including defining essential content and reasoning processes, describing strong student understanding, and stating the target. Examples are provided of modeling the process for specific math concepts and problem-solving strategies. Technologies for lesson planning, capturing student thinking, and facilitating problem solving are also introduced.

Instructional Designer Support Model Faculty Development Model - Competency-B...

Becky Lopanec

This document outlines an instructional design support model for developing competency-based education courses. Key points include: - Faculty are compensated for developing courses through a stipend system. Courses are developed based on defined competencies and include flexible, distance learning components. - The proposed structure includes stacking certificates and degrees through marketable skills awards and industry certifications. Student support is provided through specialists who advocate for students and monitor their progress. - An instructional designer support model provides consultation, production assistance, or full partnership to help faculty design competency-based courses. Guidelines outline a 14 step process and templates provide examples of course alignment and module models. - Ongoing evaluation ensures course quality

Connecting and engaging learners in blended/online learning

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Wanted MOOC pedagogy OEB 2015

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CCC-M F2F meeting_151124

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CCC-M F2F meeting_150223

Blackboard as an Integrated Part of the Learning Environment and Student Expe...

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Wanted: MOOC Pedagogy

TLC2016 - Taking assessments and examinations to the next level: AlephQ

Evaluating teaching and learning in MOOCs

Evaluating The A Self Based Learning Format The Microsoft Word Documents

Learning Analytics bij de Rijksuniversiteit Groningen

Learning Transfer: Does it take place in MOOCs

Wanted: MOOC pedagogy

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Using Muddiest Point Formative Feedback to Encourage Reflective Teaching and ...

'Wiskundeonderwijs voor ingenieurs innoveren met Brightspace'- Annoesjka Cabo...

Brittany Hesch - EDTP 600 Article Analysis

Creating Effective PowerPoint Presentations

CCC-M F2F meeting_151124

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This document discusses applying gamification principles to online faculty professional development. It describes challenges with the completion rate of an existing online professional development course for faculty. Gamification elements from games could be used to encourage higher completion rates and build flexibility. These include allowing a non-linear format where modules can be completed in any order, issuing digital badges for achievements, and adding optional "mini-quests". The goal is to make online professional development more engaging for busy faculty by applying principles from game design.

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This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.

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Teacher observation and peer review are valuable professional development strategies used to ensure quality teaching. To ensure that there is pedagogical merit to the process and genuine opportunity for professional reflection, the process requires another expert teacher to be in the same room at the same time (Centra, 2000 & Paulsen, 2002). Given that tertiary education is one of the most casualised sectors in Australia, the US and UK (Kift, 2002), trying to schedule two teachers into the same room is often the greatest challenge. In this presentation, Bronwyn, Gemma and Steve share their experience of piloting Zoom, a Navitas supported technology, to achieve teacherless observation at Curtin College. They explore how this innovative use of Zoom came about, practical considerations, unexpected benefits, feedback from the teachers themselves and future plans to embed this process across the College in 2019.

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