Improving student assessment The issue Effective assessment has greater bearing on successful learning than almost any other factor. Increasing student numbers are adding to marking workloads for staff and students express more dissatisfaction with assessment and feedback than with any other aspect of their learning experience, according to the National Student Survey (2011). How technology can help Technology can enable different, new and more immediate methods of assessment, helping to reduce staff workloads whilst improving the quality of assessment and feedback for students. Resources Looking ahead Our new Assessment and Feedback programme, which runs to August 2014, is focusing on large-scale changes in assessment practice supported by technology, with a view to delivering information on tangible benefits and transferable practice.
Lumen Learning – OER Courses, Degree Programs, Adoption Medicles: Bitesize Self-Assessment in Medicine Developing Core Proficiencies Curriculum - Odell Education Each unit focuses instruction and assessment on developing core proficiencies aligned with a limited set of targeted standards. Additionally, the activities of each unit integrate many other standards to support student learning. This two-tiered alignment design builds a variety of literacy skills in an integrated way, while developing core proficiencies through focused lesson sequences and assessment. The design also helps teachers capture precise evidence of student proficiency as they monitor student progress and integrate the series into a yearlong instructional plan. Unit activities have been built to encourage creativity and leadership development with the goal of empowering students with awareness and responsibility of their own learning. The units are strongly focused on deep analysis of texts in ways that encourage the expression and defense of personal thinking. Developing literacy with multimedia and technology are critical to the curriculum.
Classroom 2.0 OER Commons Opinion Editorials (Op-Eds) | Talking About… | Frequently Asked Questions | Brochures and Explainers Opinion Editorials (Op-Eds) The following op-eds appeared in newspapers and on websites across northern New England. Champlain Valley Union High School: an op-ed about the school’s re-design efforts by Andre LaChance, English teacher and school advisor. Theordora J. David Theoharides, Superintendent, Sanford School Department in Maine shares his thoughts on proficiency-based graduation requirements. Talking About… Tammy Davis, Superintendent, Winnisquam Regional School District in New Hampshire, talks about systemic reform in the first in a series of newspaper columns. The following documents and links reflect recommendations based on the results of research on how Americans think about education and learning. Talking About System Redesign A set of Talking Points created by the Shaping Our Future Together statewide campaign in Vermont. Frequently Asked Questions Brochures & Explainers
Case studies in social bookmarking - Empowering learners with social bookmarking Introducing social bookmarking with students Anne talks about the process for her and students to work out what new tools can provide and then how they can enrich the learning experience. Allowing ‘set up’ time initially to help students to familiarise with the tools is an important part of this process. <object type="application/x-shockwave-flash" data="applets/audio.swf? The social aspects of social bookmarking Students are using social bookmarking for tagging, collaborative research, sharing resources and some students are embedding the tools within their workplace practice. <object type="application/x-shockwave-flash" data="applets/audio.swf? Blending personal, professional and learning with social software The blurring of identities and networks between home, study and work is something that Anne’s students are beginning to acknowledge. <object type="application/x-shockwave-flash" data="applets/audio.swf? Links Back to top © Commonwealth of Australia 2008.
HippoCampus - Homework and Study Help - Free help with your algebra, biology, environmental science, American government, US history, physics and religion homework Taking the Learners and Technology Outdoors I began my career as an educator as an outdoor educator. Now I teach educational technology. Given both the ever increasing sedentary and indoor lives of kids and the advancement of technology, the time is ripe to combine the two. Current and recurring themes that guide my ideas about what constitutes a “good” education include: Learning should extend beyond the classroom walls.Outdoor education is good for students and adults.Mobile technology is engaging and interesting; and can create authentic and relevant learning experiences.Mobile learning should be just that – mobile. Moving Learning Beyond the Classroom Walls The Council for Learning Outside of the Classroom provides the following rationale for taking learning beyond the classroom walls: The Benefits of Outdoor Education A report from the National Wildlife Federation, Back to School: Back Outside, shows how outdoor education and time is connected with wide-ranging academic benefits including: 5 Ways to Take Technology Outdoors:
LibriVox | free public domain audiobooks Teaching Using Google Glass and Apps Creating a platform to enable the fluid and continuous exchange of ideas and information. Can the use of devices such as Glass add pedagogical value (Video 1)? As a wearable computer, the Glass screen can be used to provide an educator with key or supplemental information during a talk, lecture, or discussion. Video 1: The VT Glass Story In this article, I argue that the value of Glass may not lie with the device per se, but in using the device in conjunction with Google Apps to create an integrated platform where information and ideas can be exchanged in a public or private setting. In 2012, Virginia Tech began transitioning to Google Apps, giving students direct access to Gmail, Google Drive, Google+, and several other applications. Figure 1: Screenshot of the Google+ Community During the seminar, it was not possible to share Glass videos directly with a Google+ community. Figure 2: Screenshot of the Google Drive Folder Video 2: Example of an Assignment Feedback Video Video 5: Ralph P.
Solutions | Knovation Your digital transformation presents exciting opportunities. With them, come challenges – including the uncertainty around providing high-quality, rigorous online resources to support your teachers and students. How do you ensure your teachers are using reliable, standards-aligned online resources so students can truly benefit from your district’s digital transformation? Our Solutions Studies of e-portfolio implementation (videos and toolkit) Two online resources providing guidance on large-scale implementation of e-portfolio tools in UK further and higher education are available to supplement the 2008 JISC publication, Effective Practice with e-Portfolios The online resources, five video case-studies and an online toolkit for managers and practitioners, explore the issues, challenges and benefits of scaling up e-portfolio use across a university or college, and offer opportunities to explore the pros and cons of different approaches and methodologies. The e-Portfolio Implementation Toolkit The e-Portfolio Implementation Toolkit1 is the output from the JISC-funded e-Portfolio Implementation (ePI) study2 led by the University of Nottingham. Video case studies Five institutional case studies providing insights into the decision making around procuring, embedding and integrating e-portfolios across the curriculum are available to view below. Each video is available to download3. Video playlist Copyright Disclaimer Related resources