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ScienceDirect - Computers and Composition : The impact of e-feedback on the revisions o... - 2 views

www.sciencedirect.com/...S8755461504000088 education research learning literature composition
shared by Vicki Davis on 30 Dec 11 - No Cached
  • Vicki Davis on 30 Dec 11
     
    This 2004 study on second-language writers determined that although students prefer oral feedback that e-feedback has a greater impact on the revisions process. Online feedback is a valuable tool in the revisions process.
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Vocal Recall - 2 views

ukedchat.com/...vocal-recall
shared by Martin Burrett on 31 Dec 17 - No Cached
  • Martin Burrett on 31 Dec 17
     
    "An amazing feedback app. Create QR codes and attach audio feedback for students/parents to listen to. QR codes are emailed to you after requesting them from the app. Glue into books to evidence your feedback. Get your students to reply to begin a conversation about their work."
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flatclassroom09-3 - Workflow Software - Discussion - Teacher Feedback from Mrs. Davis - 11 views

flatclassroom09-3.flatclassroomproject.org/...16044081 flatclassroom diigo wiki teaching education edu_trends bestpractices
shared by Vicki Davis on 28 Oct 09 - Cached
  • Vicki Davis on 28 Oct 09
     
    This is an example of how I used Diigo to create an annotated link to give feedback on a wiki on Flat Classroom. I love using Diigo for giving wiki feedback because I can mark up the page. I like ot share them through groups that are private with my students and I and the annotated link feature is one of the best ways to do this.
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Whole Class Feedback Template by @JNewsumEnglish - 4 views

ukedchat.com/...te-jnewsumenglish-ukedresource feedback assessment marking
shared by Martin Burrett on 11 Sep 17 - No Cached
  • Martin Burrett on 11 Sep 17
     
    "Feedback template with sections for SPaG errors, presentation, next steps, targets and more."
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Kaizena - 2 views

ukedchat.com/kaizena Google Docs audio comments feedback
shared by Martin Burrett on 16 Nov 18 - No Cached
  • Martin Burrett on 16 Nov 18
     
    "This is an amazing Google Docs add-on which allows you to make audio and other comments and feedback on students' work. It's a wonderfully easy way to mark homework and assignments. Students can also reply to feedback with audio comments."
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Giving Feedback Shouldn't be Boring - And it doesn't have to be by @Hubert_AI - 2 views

ukedchat.com/...giving-feedback-boring feedback assessment
shared by Martin Burrett on 26 May 18 - No Cached
  • Martin Burrett on 26 May 18
     
    "Anyone who's actively been trying to collect feedback on something knows what a struggle it is. You put down the work, figure out questions, deciding appropriate scales, thinking through how to phrase the questions, rephrase them 3 times more, and then, finally, input everything into your favourite survey tool and press send."
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BlueHarvest - Standards-based grading and two-way feedback organization - 10 views

main.blueharvestfeedback.com feedback assessment formative
shared by Patti Porto on 18 Jun 13 - No Cached
  • Patti Porto on 18 Jun 13
     
    Where did BlueHarvest come from? BlueHarvest is the experiment of a high school teacher in Iowa who was fed up with students valuing points and grades above learning. What does BlueHarvest do? BlueHarvest is a website that organizes the feedback that teachers give to students. BlueHarvest then keeps it organized by idea for future reference as the student progresses.
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Expertnet - 1 views

expertnet.wikispaces.com/Getting+Started civics expernet open government
shared by Ben Rimes on 17 Dec 10 - No Cached
  • Ben Rimes on 17 Dec 10
     
    A wiki dedicated to gathering feedback on new innovative ways to engage citizens, provide citizen consultation, and elicit expert public feedback on government projects. Could be a great way for civics teachers to offer direct application of what they're teaching.
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UW Oshkosh Today | Web 2.0 connects UWO, international scholars - 0 views

www.uwosh.edu/news education learning
shared by Vicki Davis on 30 Apr 09 - Cached
  • More than 20 University of Wisconsin Oshkosh students participated in a two-month teaching and advising project with students from Australia, India, New Zealand, Pakistan, Qatar and the United States — all without leaving the classroom.
  • Vicki Davis on 30 Apr 09
     
    Great article about the partnership between University of Wisconsin Oshkosh and our latest Flat Classroom Project, NetGenEd. This sort of arrangement in which preservice teachers served as expert advisors and judges for the project provided real, authentic learning experiences for both students and participants. We skyped into Eric's classroom a few times to talk to his students about pedagogy and they did a great job providing feedback and input on the project. It would make sense that many more preservice programs are going to want to put in authentic distance learning experiences for their preservice teachers and there are many teachers who need high quality feedback and educator review and interaction for their projects.
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Diigo in Writing Class « What Else? 1DR - 0 views

askwhatelse.wordpress.com/...diigo-in-writing-class Diigo
shared by Dave Truss on 30 Jun 09 - Cached
  • Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs.
  • By gathering the information needed, the student is able to synthesize the ideas into his/her own connections
    • Dave Truss
      Dave Truss on 30 Jun 09
       
      Check out the link.
  • By saving the information to a Diigo group, students can connect with each other and share the important ideas for discussion or writing later:
  • ...2 more annotations...
  • In addition, after students write online (Google Docs, Wikis), the teacher can “Diigo” feedback. What was well done in the writing? What still needs improvement? This fifth grade student read the first annotation about the need to add examples.
  • Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding.  Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.
  • Dave Truss on 30 Jun 09
     
    Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs. ...Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding. Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.
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What Should Teachers Actually Mark? by @RichardJARogers - 2 views

ukedchat.com/...-should-teachers-actually-mark marking grading
shared by Martin Burrett on 19 Feb 18 - No Cached
  • Martin Burrett on 19 Feb 18
     
    "As teachers, we are messing up our schedules and creating added stress because we do not ruthlessly prioritise enough. It's absolutely essential. All marking is important: every student must receive feedback and acknowledgement for their efforts. However, you may have to give your exam-preparation classes greater quality feedback that your younger classes at certain points in the year. You may also have to give it back in a more swift and timely manner too (e.g. when you've just finished the mock exams, or when you've had an end-of-unit test)."
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Why hard work and specialising early is not a recipe for success - The Correspondent - 0 views

thecorrespondent.com/...5432867990-073c5173 education LiberalArts psychology training
shared by Ed Webb on 09 Mar 20 - Cached
  • dispelling nonsense is much harder than spreading nonsense.
  • a worldwide cult of the head start – a fetish for precociousness. The intuitive opinion that dedicated, focused specialists are superior to doubting, daydreaming Jacks-of-all-trades is winning
  • astonishing sacrifices made in the quest for efficiency, specialisation and excellence
  • ...20 more annotations...
  • Most things that people want to learn do not resemble language, golf or chess, but rather a game in which the generalist has an advantage. A hostile learning environment
  • Seemingly inefficient things are productive: expanding your horizons, giving yourself time, switching professions. 
  • early specialisation is a good idea if you want to become successful in certain fields, sports or professions. In fact, in some cases, it’s the only option. Take chess, for example: if you don’t start early, you won’t stand a chance at glory.
  • learning chess is not a good model for learning other things. Epstein explains this using the work of psychologist Robin Hogarth, who makes the distinction between friendly (kind) and unfriendly or hostile (wicked) learning environments.
  • In a friendly learning environment, such as chess, the rules are clear, the information is complete (all pieces are visible on the board), and you can (ultimately) determine the quality of every move. In other words, the feedback loop
  • friendly learning environments are the exception. The world is not as clear-cut as golf or chess. So early specialisation is often a bad idea. 
  • In hostile learning environments without repetitive patterns, mastery is much harder to achieve. The feedback loop is insidious. Unlike chess, experience does not necessarily make you better. You may stick with the wrong approach because you’re convinced it’s the right one. 
  • The better a teacher scored on their own subject (i.e., the higher the grades their students got in that subject), the more mediocre students’ scores were across the complete programme (all modules). The explanation? Those teachers gave their students rigidly defined education, purely focused on passing exams. The students passed their tests with high marks – and rated their teachers highly in surveys – but would fail later on. 
  • In learning environments without repetitive patterns, where cause and effect are not always clear, early specialisation and spending countless hours does not guarantee success. Quite the opposite, Epstein argues. Generalists have the advantage: they have a wider range of experiences and a greater ability to associate and improvise. (The world has more in common with jazz than classical music, Epstein explains in a chapter on music.)
  • Many modern professions aren’t so much about applying specific solutions than they are about recognising the nature of a problem, and only then coming up with an approach. That becomes possible when you learn to see analogies with other fields, according to psychologist Dedre Gentner, who has made this subject her life’s work.
  • Another advantage generalists and late specialists have is more concrete: you are more likely to pick a suitable study, sport or profession if you first orient yourself broadly before you make a choice.
  • Greater enjoyment of the game is one of the benefits associated with late specialisation, along with fewer injuries and more creativity.
  • which child, teenager or person in their 20s knows what they will be doing for the rest of their lives?
  • Persevering along a chosen path can also lead to other problems: frustrations about failure. If practice makes perfect, why am I not a genius? In a critical review,
  • The tricky thing about generalist long-term thinking versus specialist short-term thinking is that the latter produces faster and more visible results.
  • specialising in short-term success gets in the way of long-term success. This also applies to education.
  • (Another example: the on-going worry about whether or not students’ degree choices are "labour market relevant".)
  • Teachers who taught more broadly – who did not teach students readymade "prescribed lessons” but instilled "principles" – were not rated as highly in their own subject, but had the most sustainable effect on learning. However, this was not reflected in the results. These teachers were awarded – logically but tragically – lower ratings by their students.
  • the 10,000 hour gang has considerable power with their message "quitters never win, winners never quit".Epstein’s more wholesome message seems weak and boring in comparison. Some things are simply not meant for everyone, doubt is understandable and even meaningful, you can give up and change your choice of work, sports or hobby, and an early lead can actually be a structural disadvantage. 
  • "Don’t feel behind." Don’t worry if others seem to be moving faster, harder or better. Winners often quit.
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Plickers - 17 views

www.plickers.com voting vote poll app iphone ipad android feedback assessment
shared by Martin Burrett on 01 May 14 - No Cached
  • Martin Burrett on 01 May 14
     
    Amazing Apple and Android app which allows you to take a poll from your class instantly using the camera on your device. Your students simply hold up the symbol for the multiple choice answer they wish to give. The app logs how many answered each choice, but also who chose which answer - Making assessment and feedback easy. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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Brain Games & Brain Training - Lumosity - 11 views

www.lumosity.com mind memory learning brain
shared by Maggie Verster on 01 Oct 09 - Cached
  • Maggie Verster on 01 Oct 09
     
    # Shown to improve memory and attention # Detailed feedback and improvement tracking # Fun and easy: full workout in less than 10 minutes/day # Start your training today
  • Maggie Verster on 01 Oct 09
     
    # Shown to improve memory and attention # Detailed feedback and improvement tracking # Fun and easy: full workout in less than 10 minutes/day # Start your training today
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Google Docs, Wikis, and Tracked changes in Word: Looking at Collaborative Writing :: Ah... - 0 views

ahhhhsandahas.blogspot.com/...se-to-kim-mcgills-blog-re.html collaboration collaborativewriting teaching studentteacher mycomments
shared by Dave Truss on 16 May 09 - Cached
  • writing is moving into the public sphere. Most writing that is published electronically is, by nature, works in progress. We post, we receive feedback (solicited or not) and we often rewrite or reconceptualize. In this way, teaching collaborative writing explicitely is crucial.
  • For me, the value of collaborative writing does not lie in the product but in the process; students are challenged to think critically, negotiate tactfully and engage meaningfully in a real life skill. The learning is layered and seamless.
  • when I first starting incorporating technology into my teaching repetoire, I must admit that it was the driving force of the lesson. In this way, I was trying to teach tech...which is not my area of expertise. However, when I finally figured out that I was not a tech teacher but rather someone who was using technology as a means to teach the skills and processes that have always been important to me...everything seemed so much more focussed and doable.
  • Dave Truss on 16 May 09
     
    A new blogger doing great things... drop by and leave her a comment.
  • Dave Truss on 16 May 09
     
    ...writing is moving into the public sphere. Most writing that is published electronically is, by nature, works in progress. We post, we receive feedback (solicited or not) and we often rewrite or reconceptualize. In this way, teaching collaborative writing explicitely is crucial. For me, the value of collaborative writing does not lie in the product but in the process; students are challenged to think critically, negotiate tactfully and engage meaningfully in a real life skill. The learning is layered and seamless.
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The Feedback that makes you a Better Teacher by @Hubert_AI - 2 views

ukedchat.com/...feedback-better-teacher feedback
shared by Martin Burrett on 10 Feb 18 - No Cached
  • Martin Burrett on 10 Feb 18
     
    "Progression and development are important in every profession. For teachers even more so. We'd all like to give students the best possible knowledge-base to rely on in their future professional life. So, where should teacher improvement come from? How have seasoned teaching-masters gotten so incredibly good?"
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Triventy - 2 views

ukedchat.com/...triventy poll quiz vote feedback assessment
shared by Martin Burrett on 17 May 19 - No Cached
  • Martin Burrett on 17 May 19
     
    "Create polls and quizzes for your pupils to answer using their devices. Invite pupils to contribute to quiz questions and collect detailed data for assessment and feedback."
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