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Immersive learning for digital nomads and 9-5 escapees. Self-Evaluation. Self-Evaluation In order to become lifelong learners, students need to learn the importance of self-evaluation. They can do this by filling out self-evaluation forms, journalizing, taking tests, writing revisions of work, asking questions, and through discussions. When students evaluate themselves, they are assessing what they know, do not know, and what they would like to know. They begin to recognize their own strengths and weaknesses. Teachers should encourage self-evaluation because self-assessment makes the students active participants in their education (Sloan, 1996). 1. It is important for teachers to model self-assessment too.

Self-Evaluation. Responding.pdf. Commenting on Student Writing | National University. Whichever grading method is used, it is important that students always get some sort of written comment, no matter how brief, in addition to the grade. Not only does the comment help students understand their grades, it reminds them that there is an actual human audience for their writing, with whose responses they should be concerned. Most importantly, the comment gives students suggestions for future improvement, and so is essential to their development as writers. Comments should explain or justify the grade assigned, and should suggest ways the student might improve that grade next time around. For this reason, they are also useful to the instructor: in the event that a student questions a grade, the comment can remind you of your reasons for assigning it. Several different types of comments may be appropriate in responding to student writing: It is not necessary-and may even be a bad idea-to mark all errors.

Teaching with Technology Collaboratory - Improving the Use of Discussion Boards. Considerable research indicates that the effective use of discussion boards results in... Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: Effective strategies for moderators. Atwood Publishing: Madison, WI. Eklund, J., & Eklund, P.

Integrating the web and the teaching of technology: Cases across two universities. (1996). Haggerty, N., Schneberger, S., & Carr, P. (2001). Hiltz, S.R. & Wellman, B. (1997). Kassop, M. (2003, May/June). Kubala, T. (1998). Markel, S. (2001). Mazzolini, M. & Maddison, S. (2003, April). Meyer, K.A. (2003). Newman, D.R., Webb, B., & Cochrane, C. (1999). Outing, S. & Rual, L. (2004). Rovai, A.P. (2004). Shapley, P. (2000). Sullivan, P. (2002, Winter). Rubrics in the Classroom. What is a rubric? A rubric is a scoring guide. It organizes criteria that describe what students need to complete for an assignment, and it measures the levels of proficiency of student work. Rubrics can be used in any content area. They are time consuming to create, but they allow students and parents to know exactly how a teacher will grade an assignment.

History of the Rubric Carolyn Coil and Dodie Merritt report in the book Solving the Assessment Puzzle Piece by Piece (2001) that "the term 'rubric' comes from the Latin word 'ruber' for red. Why Should Teachers Use Rubrics? Rubrics can be used by teachers for Student self-evaluationPeer evaluationTeacher assessmentWhen teachers design specific performance criteria, students know how they will be evaluated. The best part is that once a rubric is created, grading goes much faster. Rubrics: Their Functions and Structure Function: Developmental Rubrics focus on the strengths and weaknesses of student work and help direct student growth. Discussion rubric.

If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions. Megsbloggingplan.pdf. 5. Assessing student blogs | Meg's Blogagogy. Meg’s Blogagogical objectives To forumulate assessment rubrics for your classroom blogging assignments. To write a plan for using blogs in the classroom. Your objectives What are you hoping to learn from this module? Blog it here. Introduction It’s one thing to set up blogs in the classroom and even to put up a sound educational design behind them; it’s quite another to figure out how you’re going to assess your students’ blogging efforts. Focus questions: Assessing students’ work How do you currently assess students’ work?

Blog it here. Blog deployment basics Jill Walker lists some things that work in the classroom when using blogs: Concrete tasks, in classroomSet up tasks where students have to link to each otherInsist on feedback to other studentsThe teacher must model good bloggingEncourage feedback and editing of postsSet tasks that require reading and linking to other blogs And Susan Hyde lays out some DOs and DON’Ts. Susan also says that you shouldn’t: Assessment rubrics Content Posts. Ethics @ AIP: Journal Guidelines. Journal Questions: Journal #1: Art & ethics: Do research in the library and on the web to find at least one popular image from advertising or popular media that represents a value we claim to hold dear in our society (values: equality, fairness, integrity, economic "success", education, etc.).

Discuss the image and show how the artist/ad agency that created the image attempts to portray the notion of "American values" and the value you have chosen. Does this image represent reality accurately? Be sure to attach a photocopy of your image to your journal entry so that I can see the piece you are discussing. Also consider that using scholarly sources on advertising/marketing to support your analysis strengthens the essay. REMINDER: For all journal assignments above, be sure to cite both sources from our text and the articles/internet resources/periodicals/magazines that you use. Using Scholarly Sources: Scholarly versus Non-scholarly sources (St. Journal Formatting Requirements: DoingCL - Grades. UTS: Assessment - Institute for Interactive Media and Learning. The UTS assessment principles stress that assessment is criteria-referenced, formative and authentic.

Simply by changing the assessment of your subject you can affect the way students engage with the subject content. A review of the literature shows that finding the right balance of student workload, goal alignment and formative feedback is likely to have the greatest impact on improving student learning. The four elements of the UTS Assessment Strategy are: Developing explicit outcomes and criteria Writing formative feedback Involving students in assessment Streamlining marking The IML Assessment Series provides a range of short guides on each of these elements. Related UTS assessment policies and procedures. UTS: Assessing groups - Institute for Interactive Media and Learning. In this unit This unit includes suggestions for assessing group work. It will focus on a number of alternative approaches for assessing student groups and will outline the advantages and disadvantages of each.

The challenge of assessing group work After groups have completed their task (or a component of it), some form of assessment usually takes place. How should I assess my groups? In general, there are three different assessment systems used to allocate a mark for group work. Individual assessment Many lecturers find it easier to assess all group members individually. Lecturers employing the individual assessment system argue that it works very well. There is less dependency on each other it is seen as fair there is less editing needed there are less disputes there are fewer complaints Whilst students may be satisfied, there are critics of the individual assessment system. Same mark allocation Another way to assess group work is to allocate the same mark to each group member. DoingCL - Grades. If You Build It, They Will Come: Building Learning Communities Through Threaded Discussions. Rubrics in the Classroom. Teaching with Technology Collaboratory - Improving the Use of Discussion Boards.

Replacing Grading with Conversations. My Twitter page shows that I’ve been spending a lot of time commenting on student work in our grade eight blogosphere. Perhaps “commenting” is not the best word to describe what I’m doing. I’m trying to engage students in conversations about the topics they’re researching. This is not just about giving feedback.

That would only reinforce in my students the notion that their blog entries are final pronouncements on a given topic, that each entry is conclusive and definitive, written to be commented upon and evaluated by the teacher. So, while I do post comments, I want them to show that I see the students as independent researchers, as individuals who need to know that their work has value not because it will generate a grade but because it keeps me glued to my laptop screen at 10:30pm on a Tuesday night. Needless to say, in order to have these conversations, I needed to abandon my teacherly voice in favour of a more conversational, expressive, and readerly voice of a participant. Onlinegrouptips.pdf. Teaching with Technology Collaboratory - Group Work in Distance Learning Courses.

Introduction to Group Work Group work is a learning activity that many instructors are used to assigning in traditional classroom settings. It's a good way to get students interacting and collaborating, and groups can work together on projects that are too large for one student to complete in a semester. Translating group work into the online environment can be a daunting task for instructors and students who are unsure how to overcome the logistical constraints of working together at a distance. Many students may come into online classes with a predisposition to work independently or they may have been burned in the past by poorly managed group work, making them less than eager to participate in group assignments.

With careful planning, student concerns can be overcome and group assignments can be effective learning activities for students in distance learning classes. Benefits of using group work in an online course Types of Group Assignments Managing Group Assignments References. Illinois Online Network: Instructional Resources : Pointers and Clickers : Ice-Breakers. What is an Ice Breaker? Ice breakers are activities or modes of discussion used to help individuals ease into a group setting. Some ice breakers are done in groups and some can be individually completed. Others involve physical activities while others can be purely mental. Any activity that suits the intended purpose can be used. For what are ice breakers used? They can serve many purposes from facilitating introductions, to prior knowledge assessment, to several other reasons outlined below and others that have probably been inadvertently omitted. Also note that a single ice breaker could easily fall into several of the categories.

Facilitating Introductions - When groups first come together, interactions and discussions can be hindered by timidness, a lack of understanding the norms of the group, and/or simple unfamiliarity among other possibilities. When does one use an ice breaker? Why are ice breakers so important in an online course? Choosing an ice breaker. Resources Dover, Kimeiko H.

Learning in teams - A student manual - Books - Oxford Centre for Staff and Learning Development. Learning in teams - A student guide - Books - Oxford Centre for Staff and Learning Development. Learning in teams. At last, straight forward advice for students learning in teams! Increasingly students are being expected to undertake project work and coursework assignments in small teams instead of individually, and are encouraged to cooperate in their learning. However they are seldom adequately trained to undertake team work effectively and can find teamwork difficult and unsatisfactory. Most publications on teamwork are based in commercial contexts of little relevance to students and tutors do not have the time or expertise to run courses on teamwork. These manuals provide all that tutors and students need. "I gave a copy of the Guide to every student and a copy of the Manual to every student team and the quality of their work improved.

These are excellent publications and have solved a problem for me. I run classroom exercises based on them and many students have found them useful in the way they work together. " Group Work. Extract from UTS Coursework Assessment Policy and Procedures Manual 4.1 Group Work and Assessment (Collaborative Assessment) Group work and collaborative assessment should be used in assessment only in such instances where there is a strong link between the need for collaborative learning, to learn about group processes, and the subject objectives.

In the design of group assessment, it is recommended that the assessment task allows for the recognition of individual contribution (such as log books or learning journals) and clearly indicates the responsibilities of the individual member with the group task. It is recommended that group or collaborative work should not account for more than 30% of the total assessment in a subject. In some faculties, collaborative assessment tasks are integral to the assessment process. Students who cite either of the first two reasons should be referred to the relevant Academic Liaison Officer. UTS: Preparing students for group work - Institute for Interactive Media and Learning. In this unit This unit includes suggestions for preparing students for group work. It will cover issues such as: providing students with a written rationale for group work reinforcing the rationale verbally helping students become familiar with others in their class prior to group formation helping students to help themselves learn about group work How important is preparing students for group work?

For students to operate effectively in groups, preparation is essential. What sort of group work will be conducted in this subject? You can not assume that students know this information. How should I prepare my students for group work? There are a number of steps involved in preparing students for group work. Written rationale for group work In most instances, students first become aware of group work in the subject by reading the subject/course outline. As a general rule, the more information you can provide to your students about group work, the better. Verbal presentation about group work. What is a learning ecology? The concept of learning ecology helps us to go beyond a simplistic, gadget-oriented view of technology. We need to understand technologies as embedded within the habitual lived experience of learners and their communities, looking beyond the hype and the showcased innovation experiment.

John Seeley Brown, introduced the idea in his influential article from 2000 on "Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn" 1. Seeley used it to show how new technologies encourage new niches and habitats, requiring new collective and individual behaviours. But it is also a broader concept, appplying equally well to a world without digital technology, or to one with an unevenly distributed access to innovation (for other interesting precedents, see Gregory Bateson's Steps to an Ecology of Mind2, Felix Guattari's The Three Ecologies3, and Eleanor Gibson's An Ecological Approach to Perceptual Learning and Development4). An ecology, in the conventional sense, is: Create Wiki Topics. JOLT - Journal of Online Learning and Teaching. E-Journaling: Achieving Interactive Education Online. Writing in the Wilderness Without a Guide: How <i>Not</i> to Use Journals in the College Composition Classroom.

ORID. Blooms_infographicC.png (PNG Image, 2100 × 1275 pixels) - Scaled (48%) Bloom's Taxonomy of Learning Domains: The Cognitive Domain. Andragogy. Constructivism as a Paradigm for Teaching and Learning. ORID. 2012 - Changing Course: Ten Years of Tracking Online Education in the United States - OLC.