The LearnUCS Peer Assessment Tool
Aim is to answer the following;
- What does peer assessment offer the assessment model?
- How do you create a peer assessment activity in LearnUCS?
- Why peer assessment?
- Students practice softer skills, eg constructive criticism
- Help students learn from each other and place their own work
- Students naturally compare themselves with their peers
- Encourage engagement with marking criteria
- Promote deep learning eg evaluation
- More efficient and timely feedback, especially for large groups
What does it look like in LearnUCS?
- Access LearnUCS module
- Student view (learning materials, assessments)
- The grade area (who has done what)
- Walk through the process on LearnUCS
Using Classroom Technology to promote class feedback
Aim is to answer the following;
- Why use clickers?
- How might you implement them in your classroom?
- How do you create a clicker activity?
- How do you book them?
- Start conversations
- Nicol and MacFarlane-Dick: Principles of good feedback
- helps clarify what good performance is (goals, criteria, expected standards)
- facilitates the development of self-assessment (reflection) in learning
- delivers high quality information to students about their learning
- encourages teacher and peer dialogue around learning
- encourages positive motivational beliefs and self-esteem
- provides opportunities to close the gap between current and desired performance
- provides information to teachers that can be used to help shape the teaching.
How might you implement them in your classroom?
Mazur Sequence: Extract from: http://www.psy.gla.ac.uk/~steve/evs/qpurpose.html
- Concept question posed
- Individual Thinking: students given time to think individually (1-2 minutes)
- [voting] Students provide individual responses
- Students receive feedback -- poll of responses presented as histogram display
- Small group Discussion: students instructed to convince their neighbours that they have the right answer
- Retesting of same concept
- [voting] Students provide individual responses (revised answer)
- Students receive feedback -- poll of responses presented as histogram display
- Lecturer summarises and explains "correct" response
How do you create a clicker activity?
- Walk through
- Online suppoprt: http://faq.ucs.ac.uk/index.php?action=show&cat=5
Online Forms, in Elevate Team area on MyUCS
Using objective tests in the classroom with the Optical Mark Reading software
Aim is to answer following questions
- Why use formative objective testing in your teaching?
- What is OMR?
- How would you implement it at UCS?
- Why use formative objective testing in your teaching?
- helps clarify what good performance is (goals, criteria, expected standards)
- facilitates the development of self-assessment (reflection) in learning
- delivers high quality information to students about their learning
- encourages teacher and peer dialogue around learning
- encourages positive motivational beliefs and self-esteem
- provides opportunities to close the gap between current and desired performance
- provides information to teachers that can be used to help shape the teaching
What is the OMR?
OMR is Optical Mark Reader. This software will read (scan) a pre-designed student answer sheet, and provide the responses in the form of csv file. There are a large number of options, including negative marking. At UCS it is being used on a number of courses as part of their summative exams;
- IMDEC103 January 2013 exam & resit
- IMDPSY111 January 2013 exam & resit
- GCC00016 February 2013 exam
- IHRDIR115 June 2013 exam
- can use objective testing in any room on campus
- fast turn around and no marking
- results by student and by question
How would you implement it at UCS?
See flow diagram for use in face to face teaching See https://docs.google.com/drawings/d/1WGsL3PwCzzc7lJcheJu3x8MaP9KNrUC3YQ2Xj2TtsiQ/edit?usp=sharing
How might you use Social Bookmarking in your teaching?
The aim is to answer the following questions
- What is social booking?
- In terms of teaching and learning how might it be used?
- How do I use Diigo?
- How do I include my students Diigo bookmarks into LearnUCS?
Video (3.22 minutes): http://www.youtube.com/watch?feature=player_embedded&v=vjDdiFFZab0#t=14
In terms of teaching and learning, how might it be used?
- Support collaboration and resource sharing
- Crowd learning describes the process of learning from the expertise and opinions of others, shared through online social spaces, websites, and activities. Such learning is often informal and spontaneous, and may not be recognised by the participants as a learning activity
Further Reading: http://www.educause.edu/ero/article/classroom-collaboration-using-social-bookmarking-service-diigo
How do I use Diigo? The most effective way is to
- encourage your students to create a Diigo account (provide social media guidelines)
- set up a group and enroll your students
How do I include my students Diigo bookmarks into my LearnUCS module? Walk through how to embed the group listing into an item within LearnUCS.
Creating and publishing your own talk over powerpoint videos: A journey from Debut to eStream to LearnUCS
The aim is to answer the following questions
- Why provide multimedia learning materials (presentations)
- What tools would I use at UCS?
- How can I enhance the quality (some top tips)
- Why provide multimedia learning materials (presentations)
What tools would I use at UCS?
- Creation: Diigo
- Publication: e-Stream
- Integration: e-Stream into LearnUCS
- Audio Quality: Use a head microphone
- Audio Quality: Record in a room with few external distractions and noises
- Debut Software: Reduce size of box so not to see the images within images
No comments:
Post a Comment