Mobile tech offers potential for formative assessment, authentic learning Mobile learning has potential for continuous assessment, ‘out-of-the-box’ instruction Policy makers and educators should not ignore the fact that mobile technology holds great potential for student engagement, continuous formative assessment, and authentic learning experiences, according to speakers during a Brookings Institution panel on mobile learning. During opening remarks, Peggy Johnson, executive vice president at Qualcomm Technologies and president of Global Market Development, noted that e-Rate reform should include an emphasis on mobile learning’s potential to transform brick-and-mortar school walls into virtual walls. Learning is 24/7, and the e-Rate should reflect that change, as well as mobile technology’s role. “We can’t continue to education students by ignoring the technology that is essential to our lives,” she said. One of the most likely things to limit mobile learning’s potential is the “old wine in new bottles,” phenomenon, said panelist Chris Dede, Timothy E.
Tips for Giving Online Class Feedback and Construcive Criticism written by: Sylvia Cochran•edited by: Sarah Malburg•updated: 4/25/2013 Learning how to give online class feedback is more challenging than many a virtual education instructor imagines. Read on for five must-know tips on how to offer constructive feedback in any online university setting. The Importance of Feedback Feedback in online classes not only enhances the learning experience, but it actually makes learning possible in the first place.Students attending online universities do so from the privacy – and relative loneliness or isolation – of their homes. Student needs for constructive feedback, which are met inside the brick and mortar classroom in the form of direct question and answer sessions or even body language of peers and instructors, remain largely unmet.
Untitled Document Exploring Narrative Assessment to Promote Empowerment of Educators and Parents of Children with Special Educational Needs Professor Joy Cullen Denise Williamson and Chris Lepper Massey University, Palmerston North, New Zealand J.L.Cullen@massey.ac.nz Abstract The use of narrative assessment by early intervention teams is explored in two case studies in New Zealand where early intervention provisions are guided by an inclusive special education policy. Team members, including parents and teachers, received professional development on the use of learning story assessment, and shared their learning stories at planning meetings. The project highlighted the empowerment of parents and educators through the use of learning stories for assessment and planning. Background This paper reports on a project that introduced narrative assessment to early intervention teams with the aim of developing more effective collaborative assessment. Assessment Tensions The Narrative Assessment Project
Write a Great Authentic Task Project-based Learning engages students in projects that allow them to construct their own knowledge and develop authentic products while dealing with real-world issues. In order to challenge students on this level, it is helpful to frame their work with an authentic task. Authentic tasks require students to demonstrate proficiency by applying existing knowledge to solve a real-world problem. Authentic tasks create a bridge between what is learned in the classroom and why this knowledge is important to the world outside of the classroom. Authentic tasks are not meant to replace current classroom practice, but to provide another strategy to meet learning goals and measure student understanding. What does an authentic task look like? Immigration Station In the past four years, your city has had an influx of over 10,000 immigrants. Your task force will make a 15 minute presentation of what needs to be done. Authentic or Real-World Where might they work? Products A lawyer makes an argument.
Chunking Information for Instructional Design If we ran a contest for the favorite esoteric word of Instructional Designers, the term “chunking” might win. It’s a concept embedded in the world of instructional and information design. Chunking content is critical because of how our brain appears to work. Chunking Defined Chunking refers to the strategy of breaking down information into bite-sized pieces so the brain can more easily digest new information. Why We Chunk Content George A. The pearl of wisdom here is that if a learner’s working memory is full, the excess information will just drop out—as in disappear. Chunking Information for eLearning Chunking information is particularly important for online learning. Four Steps to Chunking Information Now that we can proudly say our working memories are basically sieves, what strategies can eLearning designers implement to overcome this? Step 1: Start at the highest level. Start with large chunks of conceptually related content and use these as your modules. Turn Bits into Chunks.
What Are Learning Objectives? (NOTE: The below links will open in a new browser tab or window) A learning objective should describe what students should know or be able to do at the end of the course that they couldn't do before. Learning objectives should be about student performance. Good learning objectives shouldn't be too abstract ("the students will understand what good literature is"); too narrow ("the students will know what a ground is"); or be restricted to lower-level cognitive skills ("the students will be able to name the countries in Africa."). Each individual learning objective should support the overarching goal of the course, that is, the thread that unites all the topics that will be covered and all the skills students should have mastered by the end of the semester. Writing Learning Objectives In a web search you will find many different models for writing learning objectives. Skills: What students should be able to do by the time the course is completed. Learning Objectives and Measurable Outcomes
How Do Rubrics Help? Rubrics are multidimensional sets of scoring guidelines that can be used to provide consistency in evaluating student work. They spell out scoring criteria so that multiple teachers, using the same rubric for a student's essay, for example, would arrive at the same score or grade. Rubrics are used from the initiation to the completion of a student project. They provide a measurement system for specific tasks and are tailored to each project, so as the projects become more complex, so do the rubrics. Rubrics are great for students: they let students know what is expected of them, and demystify grades by clearly stating, in age-appropriate vocabulary, the expectations for a project. They also help students see that learning is about gaining specific skills (both in academic subjects and in problem-solving and life skills), and they give students the opportunity to do self-assessment to reflect on the learning process. There are two common types of rubrics: team and project rubrics.
How [not] to Design an Online Course Moving a face-to-face credit course to an online environment is far more challenging than one might expect – as numerous experienced and esteemed professors have discovered. In this post learn vicariously through one professor’s experience of ‘what not to do’. I’d like to introduce you to Professor Harding a history professor who is transitioning his face-to-face undergraduate history course to a twelve-week, 3-credit online course. Professor Harding, though fictitious embodies the typical errors made by most course instructors with little or no experience in online learning when moving their face-to-face course to the online environment. The purpose of this post is to highlight common errors that I’ve observed and experienced as an instructional designer when assisting professors with their course transition to the online format. I also aim to provide guidance for educators involved in a similar course transition process along with resources for further support. 2. 3. 4. 5. Like this:
Home | CRESST Khan Academy: The Illusion of Understanding (Part 1) Guest blog by Dr. Marc SchwartzProfessor of Education at the University of Texas at ArlingtonDirector of the Southwest Center for Mind, Brain, and Education This post is based on an article by the same name published in the Journal of Asynchronous Learning Networks. The Illusion of Understanding For the past three decades I’ve been working to dispel myself of an illusion that’s hard to recognize and even harder to overcome. I call it the “Illusion of Understanding.” The glass of water in this picture is filled to the brim. What do you think will happen to the water level when all the ice has melted? Think about what’s going on for you as you wrestle with this challenge. This is a challenging problem for most people – physics students and adults alike. Here’s the dilemma. MOOCs to the rescue? (Go ahead and watch the videos now. How did you do? If you do watch the videos, which of the five observations seem to be relevant to your experience of understanding?
55% More STEM Students Fail Lectures Than Active Learning Classes Teaching & Learning | News 55% More STEM Students Fail Lectures Than Active Learning Classes Traditional lectures are failing students in STEM disciplines (science, technology, engineering and math). According to a new meta-analysis published this week, a staggering 55 percent more students flunk purely lecture-based STEM courses than flunk courses taught with some sort of active learning component. Active learning — in which students are engaged with their learning through discussion, reflection, collaboration or other types of activities that involve more than just passive listening and notetaking — has long been held up as a model for instruction that has significant potential for improving student outcomes, with several studies pointing to benefits like improved test scores and improved performance on papers, coupled with improved retention (fewer dropouts) — particularly in STEM disciplines.
Melbourne paper Carr contribution From the President... Welcome to the website of the Australian Association for Research in Education. AARE is a large, national, member-run organisation for educational researchers and educators, and our association plays a critical role in supporting and strengthening major research partnerships and networks for the Australian educational research community. More... AARE-NZARE Joint Conference 2014 The website for the joint AARE-NZARE Conference, to be held in Brisbane from the 30th of November 2014, is now live. We look forward to seeing you in Brisbane in 2014. 2013 Conference Papers now Available Details of all papers presented at the 2013 conference have now been entered into the conference paper archive. Click the link to the left to access and search the database. AER Open Access 'Highlight Articles' A selection of six articles from the Australian Educational Researcher has been made available free of charge for a limited time. New Grant Funding for SIGs Read our Blog EduResearch Matters