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livvyfox

Peer Assessment and Feedback : Assessment and feedback : ... : Teaching and Learning De... - 1 views

www.sussex.ac.uk/...peer

peer feedback peer assessment assessment

shared by livvyfox on 30 Jan 15 - No Cached
  • Peer assessment and feedback activities give students opportunities to: Internalise the criteria: Assessing someone else's work means understanding and applying the grading criteria, so in the process of peer assessment students get a better understanding of the standard expected of their own work. The more peer assessment they do, the better that understanding will become and they will be better able to evaluate their own work. Learn from examples: Seeing examples of how other people have tackled a task can provide valuable feedback on one's own attempts. Students may pick up tips for how to structure a piece of work, or see some of the pitfalls to avoid. Again, the wider the range of examples reviewed, the more that can be learnt. Receive Feedback: The feedback that students give each other is likely to be different from tutor feedback. Although both should be related to the criteria, students are likely to write their feedback in a different way and may have a clearer understanding of what is really useful at that stage of the process.
livvyfox

Meaningful Play: Getting Gamification Right - YouTube - 0 views

www.youtube.com/watch

gamification

shared by livvyfox on 10 Mar 15 - No Cached
  • livvyfox on 10 Mar 15
     
    Use principles from video games in non-entertainment ways to make activities more motivating and engaging. Popular in the health and fitness world. You have an activity that you want your users to do more often and you have leaderboards for sense of competition and something to recognise achievement currently three missing ingredients. 1. Need to create meaning. Need to get benefit. Stack overflow valuable to user, foursquare no benefit but only achievements so people leave. Try to offer the user to bring their personal goals to the platform - mint.com or at least have customisable goals. At very least has to connect to interest or curiosity of user. Ensure you are connecting to a meaningful community of interest. Need to have bragging rights with your friends. Focused community boardgamegeek.com. So perhaps you can have community-generated goals. Video games have an overarching narrative and all your micro-goals feed into an overall goal. Missile command. only you can defend your city from nuclear bombs. Crowd sourcing to present political transperancy. Narratively frame this as discover corruption in your area, it becomes meaningful to you. You need to have supporting visuals and copy that cue you into the fictional world around you. The visual carries the story. with meaning there is a danger involved - aloha tries to encourage random acts of kindness. Degrading for the person you treat to act of kindness as they realise you are only doing it for points. Test your environment with non-geeky friends to make sure it doesn't seem awkward. Beware of social context meanings. 2. How to craft an experience so user can gain mastery Achievement is like a skinner box in games world. Progress wars - hit button to gain points, but is not motivating and engaging. fun is just another word for learning Koster, 2005. Fun in learning is the fun of mastering something, the act of solving puzzles and understanding something. why is school (solving maths) not fun and games invol
livvyfox

Rethinking technology-supported assessment practices in relation to the ... - 0 views

tltt.strath.ac.uk/...Nicol_Milligan_150905.pdf

feedback feedforward e-learning blended learning

shared by livvyfox on 28 Jan 14 - No Cached
  • livvyfox on 28 Jan 14
     
    This paper highlights hwo formative assessment and feedback might be used to promote the development of self-directed learning in blended learning environments
A ED

A Good Story: The Missing Dimension of a Great Online Course - 1 views

www.ascilite.org.au/...Duncan.pdf

education edtech resources tools

shared by A ED on 12 Mar 14 - No Cached
  • A ED on 12 Mar 14
     
    Session from Ascilite conference - did not attend, but twitter feedback said it was brilliant, and seems to provide a good structure for an important aspect that often drives investment in course and material - narrative and sense-making - beyond passing an exam?
  • A ED on 12 Mar 14
     
    Session from Ascilite conference - did not attend, but twitter feedback said it was brilliant, and seems to provide a good structure for an important aspect that often drives investment in course and material - narrative and sense-making - beyond passing an exam?
livvyfox

The use of peer assessment/review in distance teaching via the Moodle VLE | eSTEeM | Op... - 1 views

www.open.ac.uk/...stance-teaching-the-moodle-vle

peer assessment peer feedback assessment workshop

shared by livvyfox on 30 Jan 15 - No Cached
  • livvyfox on 30 Jan 15
     
    "the Moodle VLE was evaluated. Feedback from students on their experience of using peer assessment/review and the Workshop tool was very positive. A user guide has been developed with LTS for Module teams to use the workshop tool. A number of modules have started to use the "
livvyfox

Student satisfaction with a web-based dissertation course: Findings from an internation... - 0 views

www.irrodl.org/...2765

dissertation dissertation support curriculum design cass shs

shared by livvyfox on 17 Oct 14 - No Cached
  • Key factors known to influence student satisfaction on e-learning courses include the relevance of the course materials, the learner’s autonomy, and their competence with technology
  • The supervisor-student relationship is another important factor in the students’ performance and their levels of satisfaction
  • Finally, we found no studies examining student satisfaction with their dissertation unit as part of an e-distance learning programme
  • ...57 more annotations...
  • The aim of the study was to assess student satisfaction with key elements of a dissertation course, including but not limited to supervision
  • he wide range of resources available to all students are designed to help prepare them for the dissertation unit and to provide further support and direction over the 12-month writing period.
  • Giving access to the resources as soon as students register for the MPH gives an opportunity for students to familiarise themselves with the material and to help them think about ideas for their dissertation earlier in the course.
  • The dissertation handbook
  • “What is the role of a supervisor?” and “What students can realistically expect”
  • self-directed learning unit which covers the following key topics: “What is a dissertation?”; “How to select and write a suitable proposal”; “How to write a critical literature review”; and “How to present your work”.
  • Supervisors can seek additional support at an individual level from the course dissertation lead (RAH). As a guide, supervisors are expected to provide around 16-20 hours of supervisory support in total, over the academic year.
  • PowerPoint presentations.
  • nline access to copies of previous dissertations t
  • nks to writing and study guides.
  • Students submit a dissertation proposal using a structured application form to frame their ideas and methodology. They then receive written feedback from three dissertation tutors.
  • short video presentations from dissertation tutors
  • self-selected
  • All supervisors are invited to training sessions and/or are sent written guidance
  • hey are put in touch with a supervisor to support the remainder of their work
  • At least 71% (24) of students were satisfied or very satisfied with each of these five areas (Table 4).
  • students are encouraged to introduce themselves to their supervisor and to identify any immediate or potential future learning needs
  • only part time students expressing a less than positive experience
  • These differences were not statistically significant (Fishers Exact test = 0.830, p = 1.000).
  • , ‘preparedness’ and ‘self development’.
  • amount of information available about the different aspects of the dissertation process
  • easy to access
  • d any questions sent to members of staff, including the administrative team, were quickly answered
  • “discussion with experienced supervisors for how to go about choosing a dissertation topic right at the beginning of the dissertation” [respondent 27].
  • Whilst writing a dissertation was challenging, they had adequate support.
  • to agree mutually acceptable methods for communication (e.g., email, telephone, Skype, Google+).
  • ‘developing the dissertation proposal’, ‘time planning’, ‘peer support’, and ‘location of information’.
  • This included sending a timeline of key dates and stages for the dissertation unit to all students at an early stage.
  • to discuss their ideas with a tutor during office hours and more examples of previous dissertations which included the marker’s critique
  • “more video content on how to go about doing the dissertation, to choose the topic and type of work, emphasise the number of hours needed to complete...”
  • Several students had found difficulties in accessing information, and that whilst the “information was adequate
  • Others suggested an email to “prompt what stage students should be at with their dissertation”
  • One student thought that it would have helped to have seen “hints and tips” [respondent 7] from previous students who had completed the dissertation unit. Another thought it would be a good idea to regularly summarize individual questions from students and produce a ‘live’ updated Frequently Asked Questions [respondent 14] section as an addendum to the handbook.
  • “live chat forum”
  • could expect around 16 hours of support from their supervisor over the academic year, and that they should allow up to 10 working days to receive feedback on written work.
  • ‘writing and structure’ and ‘assessment’.
  • “the dissertation course had several good ideas and provided guidance but for students who had never written a dissertation, more help on the actual writing process would have been helpful”
  • including a video from the tutor and from past students, to talk about some of the more practical aspects of writing a dissertation: “even a video of a past student(s) indicating what they did and what they would do differently”
  • “it would have been helpful to learn different practical approaches that work well for others such as outlining the chapters and then starting a file for each chapter”
  • ust over half the students, 19 (56%), stated that they initiated contact with their supervisor at least once a month, 9 (26%) about once every three months, and 5 (15%) less than three times over the dissertation year.
  • he majority of students were satisfied or very satisfied with guidance on completing the dissertation proposal form (91%), the content in the self-directed teaching unit (91%), and the amount of general information on writing a dissertation (86%). But at least 26% (9) were less than satisfied with four of the other seven items examining this area (Table 5).
  • The results suggest that students who initiated contact at least once a month were more likely to have had a positive experience of the course. However these findings were not statistically significant (Fishers exact test = 2.423, p = 0.694).
  • “how supervision could be improved”.
  • ‘methods of communication’, how to use a supervisor’, and ‘availability’.
  • Several students identified a need for them to be encouraged to make contact with their supervisor initially, and then during the supervisory period
  • Similarly, we would need to consider the role (or not) of supervisors in social learning communities (Zhang, Perris, & Yeung, 2005).
  • “the dissertation process is difficult, and supervisors can be over-critical sometimes even contradicting earlier directives given, which can be frustrating”
  • Some students were clearly frustrated at the apparent lack of availability of their supervisor, and sometimes there were “long gaps in communication such as my supervisor being away for extended periods of time that I was not aware of”
  • Several students praised their own supervisor
  • However, our evidence suggests that providing student-orientated resources and support, informed with relevant pedagogical evidence, can provide clarity and transparency to the requirements of the final product.
  • The survey highlights the need to provide better personal communication with our students before and after their dissertation proposal has been approved.
  • students can use the discussion board in Blackboard to raise ideas and queries about their dissertation, and to receive feedback from other students, respond to other students, and with further postings from the dissertation tutor (RAH). Discussion boards have been found to be a valuable tool to support students in healthcare environments
  • Having been allocated a supervisor, a number of students went on to report dissatisfaction with the amount, timing, and purpose of the supervisor-student contact
  • Our study suggests that some supervisors need to be more proactive in communicating with their supervisees, and to provide better timely and constructive support. This includes providing students with relevant educational ‘scaffolding’ that encourages them to reflect on their ideas and to use this as part of the learning process (Quan-Baffour & Vambe, 2008). Supervisors also need to be encouraged to use their own and other real life examples, to support the students’ understanding and self-reflection (Sahin & Shelley, 2008).
  • communication was a key theme in the literature exploring e-learning for adult learners who work
  • but making a compulsory initial Skype or telephone call with the supervisor would be helpful, as “that way, the relationship will kick off immediately without delay”
  • Yet higher levels of interaction can occur between student and tutor in an e-learning environment compared with face-to-face courses (Swan, 2006).
  • livvyfox on 17 Oct 14
     
    Yellow highlights: resources blue highlights: supervision
A ED

Using Forum - MoodleDocs - 0 views

docs.moodle.org/...Forum_ratings

moodle resources online teaching education edtech

shared by A ED on 18 Mar 14 - No Cached
  • A ED on 18 Mar 14
     
    Ratings on Forums - thought from TEAP and student feedback - use to allow non-verbal engagement with forum - can have a like, agree, disagree, good point etc rating maybe? Adding more opportunity for the lurkers?
livvyfox

Student Motivation: Moving Beyond "Leading a Horse to Water" | Faculty Focus - 0 views

www.facultyfocus.com/...ing-beyond-leading-horse-water

motivation engagement faculty focus

shared by livvyfox on 21 Feb 14 - No Cached
  • Students need clear, consistent directions and guidance to respond correctly.
  • timely and clear answers to questions
  • feedback and grading is consistent
  • ...2 more annotations...
  • Consider formally posting what you expect from your students and what they can expect from you. I suggest including a late policy, required level of participation, use of outside resources, format and structure, and degree of expected originality.
  • The instructor is available.
livvyfox

Moodle Development Requests - 0 views

vle.monash.edu/devrequestsmoodle.html

Moodle Moodle Development Moodle feedback

shared by livvyfox on 17 Mar 14 - No Cached
  • livvyfox on 17 Mar 14
     
    A way of dealing with Moodle Development Requests which asks staff to consider very relevant questions
livvyfox

Three methods for transferring files to and from your Android tablet - TechRepublic - 0 views

www.techrepublic.com/...o-and-from-your-android-tablet

economics assessment feedback

shared by livvyfox on 02 Oct 14 - No Cached
  • livvyfox on 02 Oct 14
     
    Ways to overcome lack of file management structure on most tablets
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