Welcome To Creating Math Lessons Using Applets

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The document discusses strategies for improving teaching methods. It focuses on student learning objectives, 21st century skills, engaging students through trial and error, and using ideas from other teachers. An effective teacher considers the particular classroom, individual student characteristics and backgrounds when developing lessons.

Education Technology

$Presenter: Kristina Hurley October 2008$

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The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom. This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.

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Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT. Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009) My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other. This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting. The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.

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Today’s students live their lives through technology and are using a vast range of online tools and devices to access learning materials on the go. With this in mind, The Language Centre at Queen’s has created a number of microsites using free tools available online, to support students enrolled on IWLP Level 1 language classes. As language learning is an accumulative process, the aim of our approach is not only to support, but also encourage interaction with our language course content in between weekly classes. Our students can now listen to audio files, watch animated videos and practice reading aloud short phrases to get more familiar with the language and to reinforce what is learned in class each week. As technology lends itself very well to personalised and independent learning outside the classroom, students now work at their own pace to revise course content, making our weekly language classes more relevant, engaging and accessible to all. Taking advantage of a range of free online tools embedded in one site, we are now able to support language learning in a more widely accessible and user friendly way than ever before. In this parallel session, we would like to share our development experiences and demonstrate just how easy it is for others to accomplish something similar, using free tools available online to everyone.

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