Suche senden
Hochladen
e-Assessment and the Independent Learner
•
Als PPT, PDF herunterladen
•
2 gefällt mir
•
417 views
Kenji Lamb
Folgen
Presentation delivered by Phil Butcher (OU) at eAssessment Scotland 2010
Weniger lesen
Mehr lesen
Melden
Teilen
Melden
Teilen
1 von 32
Jetzt herunterladen
Empfohlen
Presentation given by Adam Crawford (Loughborough University) at eAssessment Scotland 2010
WebPA - A Practical Approach to Peer Assessment
WebPA - A Practical Approach to Peer Assessment
Kenji Lamb
Presentation given by Sheila Henderson (University of Dundee) at eAssessment Scotland 2010
I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary T...
I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary T...
Kenji Lamb
"Contract cheating is a symptom, not a problem." Associate Professor Bretag provides an overview of the research on contract cheating and how students deal with it in the higher education landscape, at the 2018 Studiosity Symposium. Watch the video of Tracey's presentation at https://youtu.be/6rS2mTIr1U4 [41mins]
Associate Professor Tracey Bretag: Contract cheating implications for Teachin...
Associate Professor Tracey Bretag: Contract cheating implications for Teachin...
Studiosity.com
A simple approach for assessing answer validity information from a student crowd in an online learning scenario context. Raises the questions about using of the student crowds for enhancing learning content and online student collaboration.
Classsourcing: Crowd-Based Validation of Question-Answer Learning Objects @ I...
Classsourcing: Crowd-Based Validation of Question-Answer Learning Objects @ I...
Jakub Šimko
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes. This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
Toward an automated student feedback system for text based assignments - Pete...
Toward an automated student feedback system for text based assignments - Pete...
Blackboard APAC
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records. This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program. During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class. I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...
Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch. With these trends in mind, questions arise around the efficacy of online tests in higher education. In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...
Blackboard APAC
==ICLS 2018 talk== Abstract: In this paper, we explore how the time students take to solve a problem may relate to their success. Even though prior research indicates that students’ response times can provide some indication regarding correctness, time is not consistently and broadly used when modeling students’ performance. We aim to clarify the relationship between the step duration – that is, the time a student takes to carry out a step of a learning task – and the outcome of this step with respect to correctness for STEM-related courses. Then, we discuss our early findings, how they can be used to enhance student modeling and to provide meaningful and timely feedback to students.
Will time tell? Exploring the relationship between step duration and student ...
Will time tell? Exploring the relationship between step duration and student ...
Irene-Angelica Chounta
Empfohlen
Presentation given by Adam Crawford (Loughborough University) at eAssessment Scotland 2010
WebPA - A Practical Approach to Peer Assessment
WebPA - A Practical Approach to Peer Assessment
Kenji Lamb
Presentation given by Sheila Henderson (University of Dundee) at eAssessment Scotland 2010
I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary T...
I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary T...
Kenji Lamb
"Contract cheating is a symptom, not a problem." Associate Professor Bretag provides an overview of the research on contract cheating and how students deal with it in the higher education landscape, at the 2018 Studiosity Symposium. Watch the video of Tracey's presentation at https://youtu.be/6rS2mTIr1U4 [41mins]
Associate Professor Tracey Bretag: Contract cheating implications for Teachin...
Associate Professor Tracey Bretag: Contract cheating implications for Teachin...
Studiosity.com
A simple approach for assessing answer validity information from a student crowd in an online learning scenario context. Raises the questions about using of the student crowds for enhancing learning content and online student collaboration.
Classsourcing: Crowd-Based Validation of Question-Answer Learning Objects @ I...
Classsourcing: Crowd-Based Validation of Question-Answer Learning Objects @ I...
Jakub Šimko
As the use of blended learning environments and digital technologies become integrated into the higher education sector, rich technologies such as analytics have the ability to assist teaching staff identify students at risk, learning material that is not proving effective and learning site designs that aid and facilitate improved learning. More recently consideration has been given to automated essay scoring. Such systems can be used in a formative way, such as providing feedback on initial assignment drafts or summatively through the analysis of final assignment submissions. Further, providing students with quick feedback on written assignments opens the opportunity through formative feedback to improved learning outcomes. This presentation details a current project developing a system to analyse text-based assignments. The project is being developed for broad application, but the findings focus on an undergraduate pilot subject: ‘Ideas that Shook the World’ (a compulsory first year Bachelor of Arts subject taught on 5 campuses to more than 1000 students by 15 staff). Preliminary results of a fist scan of assignments are presented and the issues raised in developing the system presented together with an outline of additional work planned for the project. It is believed the work will have wide application where text-based assignments are utilised for assessment.
Toward an automated student feedback system for text based assignments - Pete...
Toward an automated student feedback system for text based assignments - Pete...
Blackboard APAC
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records. This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program. During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class. I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...
Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch. With these trends in mind, questions arise around the efficacy of online tests in higher education. In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...
Blackboard APAC
==ICLS 2018 talk== Abstract: In this paper, we explore how the time students take to solve a problem may relate to their success. Even though prior research indicates that students’ response times can provide some indication regarding correctness, time is not consistently and broadly used when modeling students’ performance. We aim to clarify the relationship between the step duration – that is, the time a student takes to carry out a step of a learning task – and the outcome of this step with respect to correctness for STEM-related courses. Then, we discuss our early findings, how they can be used to enhance student modeling and to provide meaningful and timely feedback to students.
Will time tell? Exploring the relationship between step duration and student ...
Will time tell? Exploring the relationship between step duration and student ...
Irene-Angelica Chounta
Here at Manchester Metropolitan University we have recently completed the roll out of an apps for teaching and learning project that is centrally licencing and supporting 5 apps (Vevox, Mentimeter, Kahoot, Padelt and Nearpod) that we believe promote and enhance active learning practices for our students. To do this we developed a learning activities frame work based on some research we undertook into the types of activities teaching staff were employing in their practice. This framework has allowed us to select a relative small, but we think, well mapped set of tools to enable colleagues to design and deliver a broad range of learning activities in their practice. By Rod Cullen, Senior lecturer at Manchester Metropolitan University
Apps for teaching and learning: An institutional approach
Apps for teaching and learning: An institutional approach
Jisc
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Design for Learning Strand by Sally Jordan, Open University Science Faculty. More details at www.cde.london.ac.uk.
RIDE 2010 presentation - Using interactive computer-based assessment to suppo...
RIDE 2010 presentation - Using interactive computer-based assessment to suppo...
Centre for Distance Education
Teaching strategies
Teaching strategies
maryebennett
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
Higher Education & Game Principles: Context, Theory & Application - Daniel La...
Higher Education & Game Principles: Context, Theory & Application - Daniel La...
Blackboard APAC
LSE, Learning technology and innovation guide to E-Assessment
LTI guide to E assessment
LTI guide to E assessment
LTI_Support
Learning Beyond the Horizon: Using Peerwise to increase engagement for students in transition
Learning Beyond the Horizon: Using Peerwise to increase engagement for studen...
Learning Beyond the Horizon: Using Peerwise to increase engagement for studen...
Eamon Costello
Education
Online Assessment (ASSIGNMENT)
Online Assessment (ASSIGNMENT)
raseefa
Feedback to students on their work and attainment is at the centre of successful learning in higher education. However many top rated universities find it hard to match high levels of student satisfaction with teaching and learning in general with levels of satisfaction in assessment and feedback. There are many factors which impact the quality of the feedback, and at UEA we are keen that the opportunities to enrich through digitisation are not constrained to the replication of previously paper based practices. For this reason we have initiated a project to harness all of Blackboardäó»s interactive tools to raise the quality of feedback. The overall aim of the project is to embed assessment and feedback in teaching and learning, so that feedback becomes a dialogic process and not a product in itself. This presentation is a report on our progress so far and looks at a range of interventions and their results, as we scale up to campus wide integration of Blackboard assessment and feedback tools. The evidence of impact comes from the academic community and students. We welcome interaction from fellow delegates during the presentation, as we discuss how Blackboard supports us to move forward with feedback.
Forward thinking feedback at UEA
Forward thinking feedback at UEA
BlackboardEMEA
Facilitators: Penny Langford, head of learning, Milton Keynes College Paula Han, teacher training Manager, Milton Keynes College Mel Villa-Buil, iLearn support coach, Milton Keynes College Melanie Gibbard , iLearn coordinator, Milton Keynes College Aniesa Shah, teaching and learning manager, Milton Keynes College This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills. We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
Mega-metacognition - learning how to learn in a digital age
Mega-metacognition - learning how to learn in a digital age
Jisc
A presentation delivered on the Learn Live Stage at BETT 2017 on Learning Spaces in Higher Education, the Challenges, Benefits and meaning to Educational Development
Learning Spaces - the Final Frontier in Educational Development
Learning Spaces - the Final Frontier in Educational Development
Santanu Vasant
Presentation of Dr Mark Nichols, Director of Technology Enhanced Learning, The Open University UK for the European Distance Learning Week's second day webinar on "Quality in open, online and technology enhanced learning"- 8 November 2016 Recordings of the discussion are available: https://eden-online.adobeconnect.com/p4vvgr2g7g4/ https://eden-online.adobeconnect.com/p4cqdhsuxmj/
European Distance Learning Week: Getting course evaluations ‘just right’
European Distance Learning Week: Getting course evaluations ‘just right’
EDEN Digital Learning Europe
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate. With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way. This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
Blackboard APAC
Please Explain: Peer Feedback as Teaching in First Year Computer Programming using the PeerWise System
Please Explain - Peer Feedback as Teaching in First Year Computer Programming...
Please Explain - Peer Feedback as Teaching in First Year Computer Programming...
Eamon Costello
A presentation given at BETT2017, London
Reinventing the lecture: how video technology and learning analytics are tran...
Reinventing the lecture: how video technology and learning analytics are tran...
John Couperthwaite
Correlation Research (Re-do)
Correlation Research (Re-do)
helen0906
This presentation focuses on learning design and how they differ from learning activities and many more.Hopefully you find this information helpful.Enjoy
Learning design
Learning design
Kabelo M Masemola
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work. A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
Redesigning assessment and feedback - landscape review and areas for development
Redesigning assessment and feedback - landscape review and areas for development
Jisc
With every new iteration of technology, we create generations of students whose primary media "language" for learning and interacting with the world is different than the generation before it. In the last five years, technologies like online homework, free online videos, personalized learning software, mobile devices, learning analytics, high-quality digital math games, computational knowledge engines have been chipping away at the corners of education and traditional teaching. Technology-enhanced learning is here to stay and it will alter the face of education, like it or not. This is a guide to navigating and thriving in this new world.
What does math teaching look like in 2020?
What does math teaching look like in 2020?
Maria H. Andersen
The Impact of the Maine Learning Technology Initiative on Teachers, Students, and Learning. David L. Silvernail, April 2007
Impactof Mlti April2007
Impactof Mlti April2007
guest744288
This my student's viva presentation on Usability Evaluation of King Saud University VLE.
Usability Evaluation of King Saud University VLE - Student Presentation
Usability Evaluation of King Saud University VLE - Student Presentation
Mithileysh Sathiyanarayanan
Visual Thinking
Visual Thinking
Kenji Lamb
Slides presented by Eddie Gulc at eAssessment Scotland 2010
Higher Education Academy - Assessment
Higher Education Academy - Assessment
Kenji Lamb
Weitere ähnliche Inhalte
Was ist angesagt?
Here at Manchester Metropolitan University we have recently completed the roll out of an apps for teaching and learning project that is centrally licencing and supporting 5 apps (Vevox, Mentimeter, Kahoot, Padelt and Nearpod) that we believe promote and enhance active learning practices for our students. To do this we developed a learning activities frame work based on some research we undertook into the types of activities teaching staff were employing in their practice. This framework has allowed us to select a relative small, but we think, well mapped set of tools to enable colleagues to design and deliver a broad range of learning activities in their practice. By Rod Cullen, Senior lecturer at Manchester Metropolitan University
Apps for teaching and learning: An institutional approach
Apps for teaching and learning: An institutional approach
Jisc
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Design for Learning Strand by Sally Jordan, Open University Science Faculty. More details at www.cde.london.ac.uk.
RIDE 2010 presentation - Using interactive computer-based assessment to suppo...
RIDE 2010 presentation - Using interactive computer-based assessment to suppo...
Centre for Distance Education
Teaching strategies
Teaching strategies
maryebennett
This presentation reports on the efficacy of a mobile learning intervention that combined ‘push notifications’ and game principles within a timed quiz app. An institutional interdisciplinary case study was conducted which compared rates of student retention and academic performance with their usage of a purpose-designed learning app. Leading up to lectures the app pushed daily quizzes to students’ personal mobile devices and then rewarded them with feedback, points, badges and a position on a leaderboard. During this session, the findings of this study will be discussed and conclusions made in regards to what findings mean for the future research into higher education learning enabled via mobile app technologies.
Higher Education & Game Principles: Context, Theory & Application - Daniel La...
Higher Education & Game Principles: Context, Theory & Application - Daniel La...
Blackboard APAC
LSE, Learning technology and innovation guide to E-Assessment
LTI guide to E assessment
LTI guide to E assessment
LTI_Support
Learning Beyond the Horizon: Using Peerwise to increase engagement for students in transition
Learning Beyond the Horizon: Using Peerwise to increase engagement for studen...
Learning Beyond the Horizon: Using Peerwise to increase engagement for studen...
Eamon Costello
Education
Online Assessment (ASSIGNMENT)
Online Assessment (ASSIGNMENT)
raseefa
Feedback to students on their work and attainment is at the centre of successful learning in higher education. However many top rated universities find it hard to match high levels of student satisfaction with teaching and learning in general with levels of satisfaction in assessment and feedback. There are many factors which impact the quality of the feedback, and at UEA we are keen that the opportunities to enrich through digitisation are not constrained to the replication of previously paper based practices. For this reason we have initiated a project to harness all of Blackboardäó»s interactive tools to raise the quality of feedback. The overall aim of the project is to embed assessment and feedback in teaching and learning, so that feedback becomes a dialogic process and not a product in itself. This presentation is a report on our progress so far and looks at a range of interventions and their results, as we scale up to campus wide integration of Blackboard assessment and feedback tools. The evidence of impact comes from the academic community and students. We welcome interaction from fellow delegates during the presentation, as we discuss how Blackboard supports us to move forward with feedback.
Forward thinking feedback at UEA
Forward thinking feedback at UEA
BlackboardEMEA
Facilitators: Penny Langford, head of learning, Milton Keynes College Paula Han, teacher training Manager, Milton Keynes College Mel Villa-Buil, iLearn support coach, Milton Keynes College Melanie Gibbard , iLearn coordinator, Milton Keynes College Aniesa Shah, teaching and learning manager, Milton Keynes College This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills. We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
Mega-metacognition - learning how to learn in a digital age
Mega-metacognition - learning how to learn in a digital age
Jisc
A presentation delivered on the Learn Live Stage at BETT 2017 on Learning Spaces in Higher Education, the Challenges, Benefits and meaning to Educational Development
Learning Spaces - the Final Frontier in Educational Development
Learning Spaces - the Final Frontier in Educational Development
Santanu Vasant
Presentation of Dr Mark Nichols, Director of Technology Enhanced Learning, The Open University UK for the European Distance Learning Week's second day webinar on "Quality in open, online and technology enhanced learning"- 8 November 2016 Recordings of the discussion are available: https://eden-online.adobeconnect.com/p4vvgr2g7g4/ https://eden-online.adobeconnect.com/p4cqdhsuxmj/
European Distance Learning Week: Getting course evaluations ‘just right’
European Distance Learning Week: Getting course evaluations ‘just right’
EDEN Digital Learning Europe
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate. With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way. This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
Blackboard APAC
Please Explain: Peer Feedback as Teaching in First Year Computer Programming using the PeerWise System
Please Explain - Peer Feedback as Teaching in First Year Computer Programming...
Please Explain - Peer Feedback as Teaching in First Year Computer Programming...
Eamon Costello
A presentation given at BETT2017, London
Reinventing the lecture: how video technology and learning analytics are tran...
Reinventing the lecture: how video technology and learning analytics are tran...
John Couperthwaite
Correlation Research (Re-do)
Correlation Research (Re-do)
helen0906
This presentation focuses on learning design and how they differ from learning activities and many more.Hopefully you find this information helpful.Enjoy
Learning design
Learning design
Kabelo M Masemola
An opportunity to discuss findings to date from our research into the assessment and feedback landscape and to input your thoughts on the future direction of this work. A presentation by Lisa Gray, senior consultant (HE learning and teaching), Jisc and Gill Ferrell, consultant and IMS Europe program director, IMS global learning consortium.
Redesigning assessment and feedback - landscape review and areas for development
Redesigning assessment and feedback - landscape review and areas for development
Jisc
With every new iteration of technology, we create generations of students whose primary media "language" for learning and interacting with the world is different than the generation before it. In the last five years, technologies like online homework, free online videos, personalized learning software, mobile devices, learning analytics, high-quality digital math games, computational knowledge engines have been chipping away at the corners of education and traditional teaching. Technology-enhanced learning is here to stay and it will alter the face of education, like it or not. This is a guide to navigating and thriving in this new world.
What does math teaching look like in 2020?
What does math teaching look like in 2020?
Maria H. Andersen
The Impact of the Maine Learning Technology Initiative on Teachers, Students, and Learning. David L. Silvernail, April 2007
Impactof Mlti April2007
Impactof Mlti April2007
guest744288
This my student's viva presentation on Usability Evaluation of King Saud University VLE.
Usability Evaluation of King Saud University VLE - Student Presentation
Usability Evaluation of King Saud University VLE - Student Presentation
Mithileysh Sathiyanarayanan
Was ist angesagt?
(20)
Apps for teaching and learning: An institutional approach
Apps for teaching and learning: An institutional approach
RIDE 2010 presentation - Using interactive computer-based assessment to suppo...
RIDE 2010 presentation - Using interactive computer-based assessment to suppo...
Teaching strategies
Teaching strategies
Higher Education & Game Principles: Context, Theory & Application - Daniel La...
Higher Education & Game Principles: Context, Theory & Application - Daniel La...
LTI guide to E assessment
LTI guide to E assessment
Learning Beyond the Horizon: Using Peerwise to increase engagement for studen...
Learning Beyond the Horizon: Using Peerwise to increase engagement for studen...
Online Assessment (ASSIGNMENT)
Online Assessment (ASSIGNMENT)
Forward thinking feedback at UEA
Forward thinking feedback at UEA
Mega-metacognition - learning how to learn in a digital age
Mega-metacognition - learning how to learn in a digital age
Learning Spaces - the Final Frontier in Educational Development
Learning Spaces - the Final Frontier in Educational Development
European Distance Learning Week: Getting course evaluations ‘just right’
European Distance Learning Week: Getting course evaluations ‘just right’
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
Please Explain - Peer Feedback as Teaching in First Year Computer Programming...
Please Explain - Peer Feedback as Teaching in First Year Computer Programming...
Reinventing the lecture: how video technology and learning analytics are tran...
Reinventing the lecture: how video technology and learning analytics are tran...
Correlation Research (Re-do)
Correlation Research (Re-do)
Learning design
Learning design
Redesigning assessment and feedback - landscape review and areas for development
Redesigning assessment and feedback - landscape review and areas for development
What does math teaching look like in 2020?
What does math teaching look like in 2020?
Impactof Mlti April2007
Impactof Mlti April2007
Usability Evaluation of King Saud University VLE - Student Presentation
Usability Evaluation of King Saud University VLE - Student Presentation
Andere mochten auch
Visual Thinking
Visual Thinking
Kenji Lamb
Slides presented by Eddie Gulc at eAssessment Scotland 2010
Higher Education Academy - Assessment
Higher Education Academy - Assessment
Kenji Lamb
Manukau City council city-wide newspaper
Manukau matters issue 8 2006
Manukau matters issue 8 2006
Vienna Richards
Keynote presentation delivered by Miles Berry at 'Open for Education' (www.openforeducation.org) on the 20th May, 2011
Open Source Software and Beyond
Open Source Software and Beyond
Kenji Lamb
Independent learning
Independent learning
Lyn Bradley
Independent learning by bunpeiris for life long learning. http://www.bunpeiris.org/
Independent Learning by bunpeiris
Independent Learning by bunpeiris
B. UPUL N. PEIRIS .
Andere mochten auch
(6)
Visual Thinking
Visual Thinking
Higher Education Academy - Assessment
Higher Education Academy - Assessment
Manukau matters issue 8 2006
Manukau matters issue 8 2006
Open Source Software and Beyond
Open Source Software and Beyond
Independent learning
Independent learning
Independent Learning by bunpeiris
Independent Learning by bunpeiris
Ähnlich wie e-Assessment and the Independent Learner
A description of the reasons behind the OU altering the Moodle Quiz
Why we're altering the quiz
Why we're altering the quiz
guestc2ddfc
info packed
Presentation1
Presentation1
shahidashadygani
This paper presents a proactive anonymous feedback based adaptive teaching for enhancing student learning for engineering courses. In conventional university teaching, typically, students come to the class and instructors lecture the material, assign home assignments, take exams, etc. After grading assignments or exams, the instructor provides feedback to students. Most of the time, students are reluctant to ask questions or ask instructor to revisit the topic which was already covered. However, there is no immediate anonymous feedback mechanism for each topic or class to notify the instructor about topics which are not clear to students. There are advantages that enhance students’ learning experience by using a proactive anonymous feedback approach in teaching, learning and assessment. In this paper, we present the immediate impacts of proactive anonymous feedback based adaptive teaching on student learning and assessment. Furthermore, anonymous online based feedback mechanism provides faster feedback than conventional mechanism (where students wait until the first exam or so). Immediate feedback for each topic discussed in the class streamlines the process of reporting and the provision of active studying. The results show that students get better grade and instructors get better student evaluation score since the anonymous feedback provides a mechanism for students to ask questions anonymously and the instructors get an opportunity to answer the questions or concerns in a timely manner. We implemented the proactive anonymous feedback approach in many courses in different semesters and observed similar results. However, as an example, we present one course and instructor to illustrate the effectiveness of the proposed approach.
Enhancing Student Learning through Proactive Feedback Based Adaptive Teaching...
Enhancing Student Learning through Proactive Feedback Based Adaptive Teaching...
IJITE
5 Year PD Continuum Module 2 Catch-up
Pd continuum plan goodspiritmodule2 - catch-up module
Pd continuum plan goodspiritmodule2 - catch-up module
quintinrobertson
This paper presents a proactive anonymous feedback based adaptive teaching for enhancing student learning for engineering courses. In conventional university teaching, typically, students come to the class and instructors lecture the material, assign home assignments, take exams, etc. After grading assignments or exams, the instructor provides feedback to students. Most of the time, students are reluctant to ask questions or ask instructor to revisit the topic which was already covered. However, there is no immediate anonymous feedback mechanism for each topic or class to notify the instructor about topics which are not clear to students. There are advantages that enhance students’ learning experience by using a proactive anonymous feedback approach in teaching, learning and assessment. In this paper, we present the immediate impacts of proactive anonymous feedback based adaptive teaching on student learning and assessment. Furthermore, anonymous online based feedback mechanism provides faster feedback than conventional mechanism (where students wait until the first exam or so). Immediate feedback for each topic discussed in the class streamlines the process of reporting and the provision of active studying. The results show that students get better grade and instructors get better student evaluation score since the anonymous feedback provides a mechanism for students to ask questions anonymously and the instructors get an opportunity to answer the questions or concerns in a timely manner. We implemented the proactive anonymous feedback approach in many courses in different semesters and observed similar results. However, as an example, we present one course and instructor to illustrate the effectiveness of the proposed approach.
Enhancing student learning through
Enhancing student learning through
IJITE
CODE_Assessment for Flexible Learning
CODE_Assessment for Flexible Learning
Mike KEPPELL
Jisc Assessment and Feedback programme webinar session slides on the topic of feedforward and its importance in the feedback process.
Feed-forward approaches for enhancing assessment and feedback
Feed-forward approaches for enhancing assessment and feedback
jisc-elearning
Topic in ICP
Criteria-in-Choosing-Appropriate-Assessment-Tools.pptx
Criteria-in-Choosing-Appropriate-Assessment-Tools.pptx
JohnPalo
Dr. Jane Howland, Dr. Isa Jahnke University of Missouri, School of Information Science and Learning Technologies
Teaching Online Courses - Basic Principles of Asynchronous Learning
Teaching Online Courses - Basic Principles of Asynchronous Learning
Isa Jahnke
Presentation delivered by Stephen Bruce, Learning Technology Support Manager, Edinburgh Napier University at the Scottish Moodle User Group, facilitated by the College Development Network on 2nd Feburary, 2018.
Moodle Mobile App: Five micro-tasks to support active learning in lectures
Moodle Mobile App: Five micro-tasks to support active learning in lectures
College Development Network
Presentation at the Microbiology Society's Annual Conference 2018, Teaching Microbiology in Higher Education symposium (Birmingham April 2018)
Improving student engagement with the assessment process in undergraduate mic...
Improving student engagement with the assessment process in undergraduate mic...
Alison Graham
Link_25_wales.29-31
Link_25_wales.29-31
Paul Andrews
reflection
reflection.docx
reflection.docx
JenelynJamahali1
Presentation given at the 6th International Blended Learning Conference
Full presentation for hertfordshire mjpkh
Full presentation for hertfordshire mjpkh
saundeg
G Saunters
G Saunters
campone
Learning @ school 2011
Learning @ school 2011
Stuart Armistead
Developing Innovative Assessment - Assessment Seminar series Feb2016 USW
Developing innovative assessment
Developing innovative assessment
Richard Oelmann
Presentatiion at the MOODL MOOC 6 22nd May 2015 on How to motivate learners in online learning environments
Ossiannilsson moodle mooc6 2015
Ossiannilsson moodle mooc6 2015
Ebba Ossiannilsson
2/2015
Techlogic presentation walker
Techlogic presentation walker
EMC-DE
Original NYSCATE 2010 powerpoint for Postersession on Tuesday November 23, 2010
Responders and Assessments Presentation
Responders and Assessments Presentation
frewsmhuffman
Ähnlich wie e-Assessment and the Independent Learner
(20)
Why we're altering the quiz
Why we're altering the quiz
Presentation1
Presentation1
Enhancing Student Learning through Proactive Feedback Based Adaptive Teaching...
Enhancing Student Learning through Proactive Feedback Based Adaptive Teaching...
Pd continuum plan goodspiritmodule2 - catch-up module
Pd continuum plan goodspiritmodule2 - catch-up module
Enhancing student learning through
Enhancing student learning through
CODE_Assessment for Flexible Learning
CODE_Assessment for Flexible Learning
Feed-forward approaches for enhancing assessment and feedback
Feed-forward approaches for enhancing assessment and feedback
Criteria-in-Choosing-Appropriate-Assessment-Tools.pptx
Criteria-in-Choosing-Appropriate-Assessment-Tools.pptx
Teaching Online Courses - Basic Principles of Asynchronous Learning
Teaching Online Courses - Basic Principles of Asynchronous Learning
Moodle Mobile App: Five micro-tasks to support active learning in lectures
Moodle Mobile App: Five micro-tasks to support active learning in lectures
Improving student engagement with the assessment process in undergraduate mic...
Improving student engagement with the assessment process in undergraduate mic...
Link_25_wales.29-31
Link_25_wales.29-31
reflection.docx
reflection.docx
Full presentation for hertfordshire mjpkh
Full presentation for hertfordshire mjpkh
G Saunters
G Saunters
Learning @ school 2011
Learning @ school 2011
Developing innovative assessment
Developing innovative assessment
Ossiannilsson moodle mooc6 2015
Ossiannilsson moodle mooc6 2015
Techlogic presentation walker
Techlogic presentation walker
Responders and Assessments Presentation
Responders and Assessments Presentation
Mehr von Kenji Lamb
Presentation delivered by Kenji Lamb at West College Scotland WITS (West College Scotland Information Technology Symposium) Conference.
Beyond Simple MCQs
Beyond Simple MCQs
Kenji Lamb
Short presentation for eLearning Alliance CLD Group. Slides don't contain much information - though links might be useful for those who attended. Again, it's more about how the individual tools are used, as opposed to the tools themselves being 'magic bullets', and many of you may have access to equivalent tools already (e.g. the assessment tools in Moodle).
eLearning Alliance CLD Group - Assessment Tools
eLearning Alliance CLD Group - Assessment Tools
Kenji Lamb
Discussing how Newbattle Abbey College can play its part to save the environment by reducing the amount of waste it produces and reusing more material.
Reduce Reuse
Reduce Reuse
Kenji Lamb
Presentation delivered by Sarah Honeychurch and Steve Draper, University of Glasgow, at the 2011 eAssessment Scotland conference.
Peer Collaboration and Assessment
Peer Collaboration and Assessment
Kenji Lamb
Workshop delivered by Kent Pledger, Mid Calder Primary School, at the 2011 eAssessment Scotland conference.
The NXT Step - Assessing with Lego Robots
The NXT Step - Assessing with Lego Robots
Kenji Lamb
Presentation delivered by Ivan Forward, Questionmark, at the 2011 eAssessment Scotland conference.
Tips for Creating and Delivering Effective Mobile Assessments
Tips for Creating and Delivering Effective Mobile Assessments
Kenji Lamb
Presentation delivered by Martin Gower, eCom Scotland, at the 2011 eAssessment Scotland conference.
A Dummies Guide to Secure Digital eAssessment
A Dummies Guide to Secure Digital eAssessment
Kenji Lamb
Presentation delivered by Matt Wingfield, TAG Developments (on behalf of Paul Langdon), at the 2011 eAssessment Scotland conference.
Red Pen Tool Case Study - Oldham Hulme Grammar Schools
Red Pen Tool Case Study - Oldham Hulme Grammar Schools
Kenji Lamb
Presentation delivered by Matt Wingfield, TAG Developments, at the 2011 eAssessment Scotland conference.
Tools to Enhance Assessment in Moodle
Tools to Enhance Assessment in Moodle
Kenji Lamb
Presentation delivered by David Hopkins, Bournemouth University, at the 2011 eAssessment Scotland conference.
24-hour Papers: the Open-Book Alternative to Exams for Online Assessment
24-hour Papers: the Open-Book Alternative to Exams for Online Assessment
Kenji Lamb
Presentation delivered by Shane Sutherland, PebblePad, at the 2011 eAssessment Scotland conference.
Personalising the Assessment Experience: Closing the Gap Between Learning, As...
Personalising the Assessment Experience: Closing the Gap Between Learning, As...
Kenji Lamb
Presentation delivered by Gordon McLeod, Royal Conservatoire of Scotland, at the 2011 eAssessment Scotland conference.
Mahara in Action
Mahara in Action
Kenji Lamb
Presentation delivered by Malcolm Mactavish, University of Abertay Dundee, at the 2011 e-Assessment Scotland conference.
Getting Vocal About Feedback
Getting Vocal About Feedback
Kenji Lamb
Presentation delivered by Bert Wylin, Televic Education, at the 2011 eAssessment Scotland conference
e-Assessment for Recruitment, Training and Testing in Private and Public Sect...
e-Assessment for Recruitment, Training and Testing in Private and Public Sect...
Kenji Lamb
Presentation delivered by Peter Hartley, University of Bradford, at the 2011 e-Assessment Scotland conference.
Assessment Futures: The Role for e-Assessment?
Assessment Futures: The Role for e-Assessment?
Kenji Lamb
Presentation delivered by Gavin Lang, Edinburgh's Telford College, at the eAssessment Scotland 2011 conference.
Building the e-Assessment Centre
Building the e-Assessment Centre
Kenji Lamb
Presentation delivered by Neil McPherson, University of the West of Scotland, at the 2011 eAssessment Scotland conference.
Harnessing the Potential of PeerMark to Enhance and Enrich the Student Exper...
Harnessing the Potential of PeerMark to Enhance and Enrich the Student Exper...
Kenji Lamb
Presentation delivered by Karen Barton, University of Strathclyde, at the 2011 eAssessment Scotland conference.
Authentic Assessment in Law: SIMPLE
Authentic Assessment in Law: SIMPLE
Kenji Lamb
Presentation delivered by Richard Goodman at 'Open for Education' (www.openforeducation.org) on the 20th May, 2011
Introducing Matterhorn
Introducing Matterhorn
Kenji Lamb
Presentation delivered by Donald Steele at 'Open for Education' (www.openforeducation.org) on the 20th May, 2011
Looking SWEET with my BigBlueButton
Looking SWEET with my BigBlueButton
Kenji Lamb
Mehr von Kenji Lamb
(20)
Beyond Simple MCQs
Beyond Simple MCQs
eLearning Alliance CLD Group - Assessment Tools
eLearning Alliance CLD Group - Assessment Tools
Reduce Reuse
Reduce Reuse
Peer Collaboration and Assessment
Peer Collaboration and Assessment
The NXT Step - Assessing with Lego Robots
The NXT Step - Assessing with Lego Robots
Tips for Creating and Delivering Effective Mobile Assessments
Tips for Creating and Delivering Effective Mobile Assessments
A Dummies Guide to Secure Digital eAssessment
A Dummies Guide to Secure Digital eAssessment
Red Pen Tool Case Study - Oldham Hulme Grammar Schools
Red Pen Tool Case Study - Oldham Hulme Grammar Schools
Tools to Enhance Assessment in Moodle
Tools to Enhance Assessment in Moodle
24-hour Papers: the Open-Book Alternative to Exams for Online Assessment
24-hour Papers: the Open-Book Alternative to Exams for Online Assessment
Personalising the Assessment Experience: Closing the Gap Between Learning, As...
Personalising the Assessment Experience: Closing the Gap Between Learning, As...
Mahara in Action
Mahara in Action
Getting Vocal About Feedback
Getting Vocal About Feedback
e-Assessment for Recruitment, Training and Testing in Private and Public Sect...
e-Assessment for Recruitment, Training and Testing in Private and Public Sect...
Assessment Futures: The Role for e-Assessment?
Assessment Futures: The Role for e-Assessment?
Building the e-Assessment Centre
Building the e-Assessment Centre
Harnessing the Potential of PeerMark to Enhance and Enrich the Student Exper...
Harnessing the Potential of PeerMark to Enhance and Enrich the Student Exper...
Authentic Assessment in Law: SIMPLE
Authentic Assessment in Law: SIMPLE
Introducing Matterhorn
Introducing Matterhorn
Looking SWEET with my BigBlueButton
Looking SWEET with my BigBlueButton
e-Assessment and the Independent Learner
1.
E-assessment and the
independent learner Phil Butcher OU E-assessment adviser September 2010
2.
3.
4.
5.
6.
7.
The emphasis placed
on feedback
8.
9.
10.
11.
12.
13.
14.
OU e-assessment usage
15.
16.
Phil Butcher [email_address]
More interactive examples with feedback http://www.open.ac.uk/colmsct/projects/icma http://www.open.ac.uk/openmarkexamples Where we have reached with Moodle http://labspace.open.ac.uk/course/view.php?id=3484
17.
18.
Showcase
19.
Showcase
20.
Showcase
21.
Showcase
22.
Showcase
23.
Showcase
24.
Showcase
25.
Showcase
26.
Showcase
27.
Showcase
28.
Showcase
29.
Showcase
30.
Showcase
31.
Showcase
32.
Showcase
Jetzt herunterladen