Searching for "assessment"

Slow-Working Students

A Few Strategies to Help Slow-Working Students

augmented reality by ISTE

4 AR tools to build executive function and engagement

https://www.iste.org/explore/articleDetail?articleid=496

Luis Perez and Kendra Grant 7/23/2015
Topics: Assistive and adaptive technologies, Augmented reality, Learning spaces, Mobile learning, Tools

the Universal Design for Learning (UDL) framework, which aims to develop expert learners. In addition to removing barriers and making learning accessible to the widest varied of learners possible, UDL addresses many of the metacognitive and self-efficacy skills associated with becoming an expert learner, including:

Executive functions. These cognitive processes include initiation, goal setting, attention, planning and organization.

Comprehension skills. This skillset encompasses knowledge construction, making connections, developing strategies and monitoring understanding.

Engagement principles. These soft skills include coping, focus, resilience, effort, persistence, self-assessment and reflection.

QR codes

AR apps : two types of AR apps: those for experience and for creation. Experience AR apps, such as Star Walk, are designed to provide the user with an AR experience within a specific content or context. Creation AR apps, such as BlippAR and Aurasma, allow users to create their own AR experiences.

Posters : To support comprehension and metacognitive skills, images related to classroom topics, or posters related to a process could serve as the trigger image.

iBeacons : Beacon technology, such as iBeacon, shares some similarities with QR codes and AR, as it is a way to call up digital content from a specific spot in the physical world. However, unlike QR codes and AR, you do not have to point your device at a code or use a trigger image to call up content with iBeacon. Your device will automatically sync when it is near a beacon, a small device that emits a low-power Bluetooth signal, if you have an iBeacon-enabled app. The beacon then automatically launches digital content, such as a video, audio file or webpage. Beacon technology is well suited for center-based activities, as you can set up the app to trigger instructions for each center, exemplars of what the finished work will look like and/or prompts for the reflection when the center’s activity has been completed.

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More on QR codes in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=qr+codes&submit=Search

Digital Evidence of and for Learning

Midwest Regional Conference at Notre Dame

http://www.aaeebl.org/?page=notre_dame_2016

The Conference at Notre Dame May 12-13 is intriguing as you can see from some of the session titles below.  It’s time to register and book lodging.

How do we know they are learning? Digital Evidence of and for Learning

Peruse the titles below to get an idea of the dynamism of this eportfolio conference:

  • Balancing Summative, Formative, and Transformative ePortfolio Functions within Participatory Learning and Assessment
  • Competency Based Badging and ePortfolios for the Youth and Adult Workforce in Philadelphia
  • Show your SPuRS: Bridging Academics and Co-Curricular Professional Readiness
  • Buckeye Badges: A Pilot Project at Ohio State University
  • Developing an Integrative Toolkit for Engagement at Michigan (iTeam)
  • Ethics, ePortfolios, and Badges: Envisaging Privacy and Digital Persistence in Student-Level Learning Evidence
  • Balancing Summative, Formative, and Transformative ePortfolio Functions within Participatory Learning and Assessment

Plus 15 other sessions.

The keynote address will be given by Daniel T. Hickey on  Open Digital Badges + ePortfolios: Searching for and Supporting Synergy.  an internationally-known speaker and leader on the changes in higher education around digital technologies. 
Here is a description of another session:

By sharing challenges, practices, and examples of maker portfolios, we highlight the importance of makerspaces and community development in the design of portfolios that capture rich learning.

These are the institutions represented in the program:

  1. Grand Valley State University
  2. Rose-Hulman Institute of Technology
  3. Indiana University
  4. Notre Dame
  5. University of Michigan
  6. IUPUI
  7. Ohio State University
  8. Kendall College; Laureate Universities
  9. Boston University
  10. Western Michigan University
  11. Drexel University
  12. University of Charleston

The full program will be posted by late Thursday of this week.  This is a must-attend event to know about the latest developments in the eportfolio field.

Registration rates (note that AAEEBL members receive a $100 discount on registration; a student rate is available as well):

Registration Fees:

Non-Member Registration
$250 before April 25
$290 after April 25

Member Registration
$150 before Aprial 25
$190 after April 25

Student Registration
$75 before Aprial 25
$115 after April 25

Includes 2 breakfasts, one lunch and one reception. One and a half days of sessions.

Register nowBook lodging.  Notre Dame is just outside of Chicago in Northern Indiana.  Midway Airport is probably the closest major airport to the Notre Dame campus.  Conference facilities at Notre Dame are excellent — lodging and conference space are adjacent.

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More on badges in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=badges&submit=Search

More on eportfolio in this IMS blog:

https://blog.stcloudstate.edu/ims/?s=eportfolio&submit=Search

online learning lingo

Proportion of Content

Delivered Online

Type of Course

Typical Description

0%

Traditional

Classroom-based teaching with assignments and activities which students pursue independently of each other.

1 to 29%

Web Facilitated

Web resources and technologies are used to facilitate what is essentially a face-to-face course. May use webpages and course management systems (CMS) to post syllabuses, readings and assignments.

30-79%

Blended / Hybrid

Course blends online and face-to-face delivery. Substantial parts of the content are delivered online and discussions, team projects and activities and web safaris are used for learning. The number of face-to-face sessions is decreased as the volume of online activity increases.

80+%

Online

A course where all, or almost all, of the content is delivered online with no or a very small number of face-to-face meetings.
  • Synchronous learning
  • Asynchronous learning

Flipped Classroom

Competency-Based Learning

open learning
Flexible learning (badges)

Gamification

Immersive Learning Environments

Adaptive Learning and Assessment

Systems
Simulation
Immersive Tutoring

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Glossary of Online Learning Terms http://theelearningcoach.com/resources/online-learning-glossary-of-terms/

E-Learning Terms
http://www.bpcc.edu/educationaltechnology/glossary.html

PaGamO free gamification

PaGamO Offers Free Gamification for Teachers

https://campustechnology.com/articles/2016/03/29/pagamo-offers-free-gamification-for-teachers.aspx

By Joshua Bolkan,  03/29/16

The first-ever online social gaming platform for education, PaGamO is based on the principles of classic board games like Risk and Settlers of Catan.

Teachers can create assignments, assessments and homework within the platform. Assignments can be delivered to custom groups of students according to their needs, and the platform provides statistics offering insight into student abilities and areas in need of additional work.

more on gamification in education in this blog:

https://blog.stcloudstate.edu/ims/?s=gamification&submit=Search

quizzes for practice and training

Five Types of Quizzes That Deepen Engagement with Course Content

By:

Tropman, E., (2014). In defense of reading quizzes. International Journal of Teaching and Learning in Higher Education, 26 (1), 140-146.

Brame, C. J. and Biel, R., (2015). Test-enhanced learning: The potential for testing to promote greater learning in undergraduate science courses. Cell Biology Education—Life Sciences Education, 14 (Summer), 1-12.

Collaborative quizzing
Quizzing with resources
Quizzing after questioning
Online quizzes completed before class

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Top Five Tips for Creating Training Quizzes

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More on the use of quizzes as a conversation starter and/or training tool (versus assessment tool) in this IMS blog

https://blog.stcloudstate.edu/ims/2012/11/28/quizzes-and-fun-games-gamification/

analytics in education

ACRL e-Learning webcast series: Learning Analytics – Strategies for Optimizing Student Data on Your Campus

This three-part webinar series, co-sponsored by the ACRL Value of Academic Libraries Committee, the Student Learning and Information Committee, and the ACRL Instruction Section, will explore the advantages and opportunities of learning analytics as a tool which uses student data to demonstrate library impact and to identify learning weaknesses. How can librarians initiate learning analytics initiatives on their campuses and contribute to existing collaborations? The first webinar will provide an introduction to learning analytics and an overview of important issues. The second will focus on privacy issues and other ethical considerations as well as responsible practice, and the third will include a panel of librarians who are successfully using learning analytics on their campuses.

Webcast One: Learning Analytics and the Academic Library: The State of the Art and the Art of Connecting the Library with Campus Initiatives
March 29, 2016

Learning analytics are used nationwide to augment student success initiatives as well as bolster other institutional priorities.  As a key aspect of educational reform and institutional improvement, learning analytics are essential to defining the value of higher education, and academic librarians can be both of great service to and well served by institutional learning analytics teams.  In addition, librarians who seek to demonstrate, articulate, and grow the value of academic libraries should become more aware of how they can dovetail their efforts with institutional learning analytics projects.  However, all too often, academic librarians are not asked to be part of initial learning analytics teams on their campuses, despite the benefits of library inclusion in these efforts.  Librarians can counteract this trend by being conversant in learning analytics goals, advantages/disadvantages, and challenges as well as aware of existing examples of library successes in learning analytics projects.

Learn about the state of the art in learning analytics in higher education with an emphasis on 1) current models, 2) best practices, 3) ethics, privacy, and other difficult issues.  The webcast will also focus on current academic library projects and successes in gaining access to and inclusion in learning analytics initiatives on their campus.  Benefit from the inclusion of a “short list” of must-read resources as well as a clearly defined list of ways in which librarians can leverage their skills to be both contributing members of learning analytics teams, suitable for use in advocating on their campuses.

my notes:

open academic analytics initiative
https://confluence.sakaiproject.org/pages/viewpage.action?pageId=75671025

where data comes from:

  • students information systems (SIS)
  • LMS
  • Publishers
  • Clickers
  • Video streaming and web conferencing
  • Surveys
  • Co-curricular and extra-curricular involvement

D2L degree compass
Predictive Analytics Reportitng PAR – was open, but just bought by Hobsons (https://www.hobsons.com/)

Learning Analytics

IMS Caliper Enabled Services. the way to connect the library in the campus analytics https://www.imsglobal.org/activity/caliperram

student’s opinion of this process
benefits: self-assessment, personal learning, empwerment
analytics and data privacy – students are OK with harvesting the data (only 6% not happy)
8 in 10 are interested in personal dashboard, which will help them perform
Big Mother vs Big Brother: creepy vs helpful. tracking classes, helpful, out of class (where on campus, social media etc) is creepy. 87% see that having access to their data is positive

librarians:
recognize metrics, assessment, analytics, data. visualization, data literacy, data science, interpretation

INSTRUCTION DEPARTMENT – N.B.

determine who is the key leader: director of institutional research, president, CIO

who does analyics services: institutional research, information technology, dedicated center

analytic maturity: data drivin, decision making culture; senior leadership commitment,; policy supporting (data ollection, accsess, use): data efficacy; investment and resourcefs; staffing; technical infrastrcture; information technology interaction

student success maturity: senior leader commited; fudning of student success efforts; mechanism for making student success decisions; interdepart collaboration; undrestanding of students success goals; advising and student support ability; policies; information systems

developing learning analytics strategy

understand institutional challenges; identify stakeholders; identify inhibitors/challenges; consider tools; scan the environment and see what other done; develop a plan; communicate the plan to stakeholders; start small and build

ways librarians can help
idenfify institu partners; be the partners; hone relevant learning analytics; participate in institutional analytics; identify questions and problems; access and work to improve institu culture; volunteer to be early adopters;

questions to ask: environmental scanning
do we have a learning analytics system? does our culture support? leaders present? stakeholders need to know?

questions to ask: Data

questions to ask: Library role

learning analytics & the academic library: the state of the art of connecting the library with campus initiatives

questions:
pole analytics library

 

 

 

 

 

 

 

 

 

 

 

 

 

 

literature

causation versus correlation studies. speakers claims that it is difficult to establish causation argument. institutions try to predict as accurately as possible via correlation, versus “if you do that it will happen what.”

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More on analytics in this blog:

https://blog.stcloudstate.edu/ims/?s=analytics&submit=Search

student-centered learning literature review

resources on student-centered learning and the use of rubrics, multimedia, social media to personalize and engage learners

WHAT:
what is student-centered learning:
Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence [1] by putting responsibility for the learning path in the hands of students.[2][3][4] Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving.[5] Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience. https://en.wikipedia.org/wiki/Student-centred_learning

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Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student’s needs and abilities.

At the system level, this requires implementing curriculum planning practices, pedagogy and assessment methods that support a student-centric approach. In the classroom, teachers craft instruction and apply technology in a way that best serves each student’s learning journey. Technology use is always guided by two primary criteria:

  1. What’s appropriate for the task at hand?
  2. How can activities be designed to develop higher-order thinking skills?

http://www.iste.org/standards/essential-conditions/student-centered-learning

Why is it important?

When students take responsibility for their own learning, they become explorers capable of leveraging their curiosity to solve real-world problems. To that end, the ISTE Standards guide teachers toward designing learning experiences that permit student independence and foster lifelong learning.

Technology allows for an unprecedented level of personalized learning, with valuable opportunities to monitor progress and engagement, follow student thinking, and digitally assess competencies. When schools effectively leverage both technology and pedagogy, both students and teachers become empowered to make decisions about their own learning and teaching.

True student-centered learning requires more than just an increase in technology implementation. It represents a shift in the educational culture toward a system that supports technology for standards-based learning and real-world problem solving. As a system transitions to a student-centered approach, educators can more effectively apply technology to improve learning outcomes and help students develop the skills for college and career readiness.

http://www.iste.org/standards/essential-conditions/student-centered-learning

HOW:

student-centered learning is including different methods, such as:

  • active learning.
  • cooperative learning.
  • inductive teaching and learning.
  • minimizing or eliminating student resistance to student-centered teaching methods.
  • Links to relevant web sites.

The University of Minnesota Cooperative Learning Center.

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html

  • personalized learning
  • anytime anywhere learning

http://edglossary.org/student-centered-learning/

student-centered learning through assessment : create the right rubrics

#2 from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html

Steffens, K. (2014). E-rubrics to facilitate self-regulated learning. Revista De Docencia Universitaria, 12(1), 11-12.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d96263668%26site%3dehost-live%26scope%3dsite

Rejab, M. M., Awang, I. b., Hassan, S. b., & Ahmad, M. b. (2010). Customizable Rubrics Model for Formative Evaluation of Problem-Based Learning Course. Annual International Conference On Infocomm Technologies In Competitive Strategies, 126-131. doi:10.5176/978-981-08-7240-3_I-51

CORLU, M. S. (2013). Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi.Educational Sciences: Theory & Practice, 13(4), 2477-2485. doi:10.12738/estp.2013.4.1903

Ma, A. W. (2009). A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills. Issues In Informing Science & Information Technology, 665-86.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d44457533%26site%3dehost-live%26scope%3dsite

Klein, G. C., & Carney, J. M. (2014). Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors. Journal Of Chemical Education,91(10), 1649-1654. doi:10.1021/ed400595j

Moore, T. J., Guzey, S. S., Roehrig, G. H., Stohlmann, M., Park, M. S., Kim, Y. R., & … Teo, H. J. (2015). Changes in Faculty Members’ Instructional Beliefs while Implementing Model-Eliciting Activities. Journal Of Engineering Education, 104(3), 279-302. doi:10.1002/jee.20081

student-centered learning through engagement and buy-in: engage with multimedia

More on student centered learning in this blog:

https://blog.stcloudstate.edu/ims/?s=student+centered+learning&submit=Search

student-centered learning through engagement and buy-in: engage with social media

#3 from http://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/

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Attard, A., Di lorio Emma, Geven, K., & Santa, R. (2010, October). Student-Centred Learning Toolkit for students, staff and higher education institutions. Education International. Retrieved from http://pascl.eu/wp-content/uploads/SCL_toolkit_ESU_EI.pdf

Millennials lacking skills across board

Shocking data reveals Millennials lacking skills across board

By Meris Stansbury,March 18th, 2016
In 2013, the Program for the International Assessment of Adult Competencies (PIAAC) released the first-ever global data on how the U.S. population aged 16 to 65 compared to other countries in terms of skills in literacy and reading, numeracy, and problem-solving in technology-rich environments (PS-TRE).
Overall, revealed the data, despite having the highest levels of educational attainment of any previous American generation, Millennials, on average, demonstrate relatively weak skills in all skill sets researched compared to their international peers.
In literacy, U.S. millennials scored lower than 15 of the 22 participating countries. Only millennials in Spain and Italy had lower scores.
Our best-educated millennials—those with a master’s or research degree—only scored higher than their peers in Ireland, Poland, and Spain.
“If we expect to have a better educated population and a more competitive workforce, policy makers and other stakeholders will need to shift the conversation from one of educational attainment to one that acknowledges the growing importance of skills and examines these more critically,” writes Kirsch. “How are skills distributed in the population and how do they relate to important social and economic outcomes? How can we ensure that students earning a high school diploma and a postsecondary degree acquire the necessary skills to fully participate in our society?

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