Tag Archives: Education

The Relationship between Blended and Flipped Learning

Flipped Learning is a SUBSET.

The relationship between both (Blended and Flipped Learning); 1) set learning objective, 2) teaching approaches and 3) collaboration and reflection 4) integration of technology in teaching.

More explanation about Blended and Flipped Learning

Sources:

1. https://elearningindustry.com/blended-learning-vs-flipped-learning-can-tell-difference

2. https://link.springer.com/article/10.1007/s10639-017-9636-8

3. http://www.celt.iastate.edu/teaching/teaching-format/blended-learning-and-the-flipped-classroom

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Assessment, Measurement & Evaluation

Measurement refers to the process by which the attributes or dimensions of some physical object are determined. One exception seems to be in the use of the word measure in determining the IQ of a person. The phrase, “this test measures IQ” is commonly used. Measuring such things as attitudes or preferences also applies. However, when we measure, we generally use some standard instrument to determine how large, tall, heavy, voluminous, hot, cold, fast, or straight something actually is. Standard instruments refer to physical devices such as rulers, scales, thermometers, pressure gauges, etc. We measure to obtain information about what is. Such information may or may not be useful, depending on the accuracy of the instruments we use, and our skill at using them. There are few such instruments in the social sciences that approach the validity and reliability of say a 12″ ruler. We measure how big a classroom is in terms of square feet or cubic feet, we measure the temperature of the room by using a thermometer, and we use an Ohm meter to determine the voltage, amperage, and resistance in a circuit. In all of these examples, we are not assessing anything; we are simply collecting information relative to some established rule or standard. Assessment is therefore quite different from measurement, and has uses that suggest very different purposes. When used in a learning objective, the definition provided on the ADPRIMA site for the behavioral verb measure is: To apply a standard scale or measuring device to an object, series of objects, events, or conditions, according to practices accepted by those who are skilled in the use of the device or scale. An important point in the definition is that the person be skilled in the use of the device or scale. For example, a person who has in his or her possession a working Ohm meter, but does not know how to use it properly, could apply it to an electrical circuit but the obtained results would mean little or nothing in terms of useful information.

Click here for a brief explanation of the different types of measurement scales. The information will give you a little more context for the preceding section.

Assessment is a process by which information is obtained relative to some known objective or goal. Assessment is a broad term that includes testing. A test is a special form of assessment. Tests are assessments made under contrived circumstances especially so that they may be administered. In other words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit. We assess progress at the end of a school year through testing, and we assess verbal and quantitative skills through such instruments as the SAT and GRE. Whether implicit or explicit, assessment is most usefully connected to some goal or objective for which the assessment is designed. A test or assessment yields information relative to an objective or goal. In that sense, we test or assess to determine whether or not an objective or goal has been obtained. Assessment of skill attainment is rather straightforward. Either the skill exists at some acceptable level or it doesn’t. Skills are readily demonstrable. Assessment of understanding is much more difficult and complex. Skills can be practiced; understandings cannot. We can assess a person’s knowledge in a variety of ways, but there is always a leap, an inference that we make about what a person does in relation to what it signifies about what he knows. In the section on this site on behavioral verbs, to assess means To stipulate the conditions by which the behavior specified in an objective may be ascertained. Such stipulations are usually in the form of written descriptions.

Evaluation is perhaps the most complex and least understood of the terms. Inherent in the idea of evaluation is “value.” When we evaluate, what we are doing is engaging in some process that is designed to provide information that will help us make a judgment about a given situation. Generally, any evaluation process requires information about the situation in question. A situation is an umbrella term that takes into account such ideas as objectives, goals, standards, procedures, and so on. When we evaluate, we are saying that the process will yield information regarding the worthiness, appropriateness, goodness, validity, legality, etc., of something for which a reliable measurement or assessment has been made. For example, I often ask my students if they wanted to determine the temperature of the classroom they would need to get a thermometer and take several readings at different spots, and perhaps average the readings. That is simple measuring. The average temperature tells us nothing about whether or not it is appropriate for learning. In order to do that, students would have to be polled in some reliable and valid way. That polling process is what evaluation is all about. A classroom average temperature of 75 degrees is simply information. It is the context of the temperature for a particular purpose that provides the criteria for evaluation. A temperature of 75 degrees may not be very good for some students, while for others, it is ideal for learning. We evaluate every day. Teachers, in particular, are constantly evaluating students, and such evaluations are usually done in the context of comparisons between what was intended (learning, progress, behavior) and what was obtained. When used in a learning objective, the definition provided on the ADPRIMA site for the behavioral verb evaluate is: To classify objects, situations, people, conditions, etc., according to defined criteria of quality. Indication of quality must be given in the defined criteria of each class category. Evaluation differs from general classification only in this respect.

To sum up, we measure distance, we assess learning, and we evaluate results in terms of some set of criteria. These three terms are certainly share some common attributes, but it is useful to think of them as separate but connected ideas and processes.

Here is a great link that offer different ideas about these three terms, with well-written explanations. Unfortunately, most information on the Internet concerning this topic amounts to little more than advertisements for services.

 

Benefit of Using Portfolios in Education: Tools and Resources for Teachers and Students

Digital portfolios are great teaching, learning, and assessment tools. In today’s post we are focusing on the learning part and are looking at e-portfolios from a student-centric perspective. To learn how teachers can leverage the powerful of portfolios in their instruction, check out Arter and Spandel (1992) paper (see reference list at the bottom of this page). By definition, a portfolio, according to Arter and Spandel, ‘is a purposeful collection of student work that exhibits to the student, or others, her efforts or achievement in one or more areas’ (cited in  Baki and Birgin, 2007, p. 77). The key word here is ‘purposeful’, a portfolio is different from a folder in that it has a purpose and is guided by a number of learning objectives and expected outcomes. Without intentional planning, a portfolio becomes a mere receptacle of one’s work.

 

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Three processes are involved in portfolio creation: collection, selection, and reflection. Each of these processes trains students in a number of skills. Together they provide students with the appropriate mindset to help them take responsibility of their learning and thrive as budding life-long learners.

There are numerous benefits students will gain from incorporating portfolios in their learning. Here is a summarized list of some these benefits based on readings we did in this regard (see sources list at the bottom of this post).
Portfolios enable students to record their learning and document their growth over a period of time.

  • They Provide students with a venue through which they can showcase their learning.
    They can be used as a tool for self-assessment, self-reflection and personal development.
  • They help students focus on the process of learning rather than the end product.
  • They promote deeper learning as students actively engage in the learning process.
  • They develop students metacognitive skills (reflective practices) and help them take control of their learning.
  • They empower students’ voice.
  • They are a ‘methodof self-discovery and confidence building’.
  • They help students develop personal and academic identities.
  • They assist students in locating their strengths and weaknesses and plan for future improvement.
  • They invite teachers’ feedback and peers’s input.
  • They help students develop their writing skills.
  • A portfolio presents a concrete evidence of your work and achievements to prospective employers.
  • There are several web tools students can use to create digital portfolios. We have already reviewed a number of them over the last few years. But if you are to ask us about the ones we recommend the most, we would direct you to the following:

We have created an infographic version of this post. Check out here.

  1. Google Sites: This is one of the best platforms we have been recommending for teachers over the last few years. Students can use it to create and host their own digital portfolios. The site is simple and easy to use and they can set up their new website within minutes. They can create as many pages as they want, then upload their content, and share with others. Site Help has everything students need to effectively use Google Sites.
  2. Weebly: This is another good website  students can use to create digital portfolios. Like Google Sites, Weebly provides users with a simple drag and drop editor that allows you to design your website the way you want. No HTML or coding knowledge acquired. You simply select a template, customize it with your own content and publish it to the web.
  3. Google Slides: Google Slides can be used to create digital portolios in the form of a presentation. There is actually a pre-made template for that. This Portfolio template provides students with a tentative layout and structure to build their own portfolio.
  4. Seesaw: Seesaw is a powerful tool to help students create and share digital portfolios. It allows them to capture and showcase their learning in multiple formats. They can include videos, drawings, text notes, links, and several other materials to their portfolios. Teachers and parents can easily access and check students work.
  5. Evernote: This is another practical option for creating digital portfolios. Students record their thoughts using notes then enhance these notes using things such as photos, audio files, links, and attachments. Evernote provides various organizational features that enable users to effectively organize their work so it can be easily searched and accessed across different devices.

Sources:

Source taken from: https://www.educatorstechnology.com/2018/01/benefits-of-using-portfolios-in.html

Why Educator Have to Blog?

Educators are quick to tell students about the benefits of blogging, but slow to embrace them personally. Part of this is simply the immense work load educators take on these days but part of it is also the rut in which many educators find themselves in regards to approaching their work – and their students. Many educators understand that blogging can help nurture relationships with fellow education professionals and reach out to students academically but too many think the benefits stop there.
 
Blogging – Why It Matters to Educators?
Educators have always come together to exchange ideas, learn about new approaches in education and, of course, to simply vent their frustrations.  While this has traditionally been done through user groups, informal social networks and both online and print journals, blogging has added a new element as well as new responsibilities. 
First, blogging forces educators to return to their roots by organizing their thoughts in order to write and post their opinions, observations and findings.  Returning to the basics this way helps professionals organize their thoughts more effectively and puts them in a better position to help students who struggle with some of the same issues.  An educator who blogs regularly can help students more effectively when it comes to organizing their essay structure, finding reliable resources and simply making the time to sit down and write. 
Blogging has become the best and most effective way to share and discuss new approaches in education and how to meet the challenges of the 21st Century classroom.  For some students that means finding the ways to draw their attention back to education (and away from Angry Birds) while for others it means finding ways to integrate personal electronics, social media and memes into their curriculum.
Reaching Out to Students 
Students today are much more relaxed, confident and at home when sitting behind a keyboard.  The same student who never says a word in class can prove to be the voice of a generation once they get home and are settled in behind their laptop, keyboard or tablet.  Involving students in blogging not only encourages them to open up and respond to posts, it also gives them more insight into your own methods and the  world of education in general.  
Students who have a clearer idea of why teachers do the things they do are more likely 
to have mature and motivated attitude to the education. They get the opportunity to see the things from an entirely different perspective and helps them to understand why education is important for their skills development and future opportunities. Teachers thus turn from ‘enemies’ and ‘punishers’ into mature friends, advisors, people who have experience and can be referred to with questions. 
Finally, it reinforces the idea that education isn’t just a phase in someone’s life – it’s a lifelong journey. Once they see that educators and professionals from every industry turn to blogging in order to connect with each other and encourage innovation, they’ll see the skills you’re trying so hard to teach them really do have a place outside your classroom.
Best Practices of Education Blogging
Of course, finding the right blog is all about knowing your audience and so teachers wrangling little kids will have different needs from those trying to help university students.  But no matter where you fall on the academic spectrum, there’s a blog for you. 
With cute colors and bubbly graphics, it’s clear the Chalk Talk team is dedicated to their smaller students. But don’t let their cutie-pie approach throw you off – these teachers are serious about education and the content drives that home. Recent posts have focused on heavy topics like phonological awareness and how to encourage writing skills in preschool children.  
Essay Universe 
a site on academic writing created by college university instructor Tracy Collins. The author aims to provide students with tips, hints and guides to help them hone their writing skills and fall in love with writing process. She researches different methods of teaching writing and plans to share them with her colleagues and students in interactive way. 
Elementary age students need the right foundation in order to excel as they get older and blogs such as 4 the Love of Teaching combine observation with research to tell other educators about new classroom techniques, age appropriate books and even products and tricks teachers can use to stretch their supplies and budget without going broke … or insane.
As kids approach middle school the challenges can increase with attention grabbing devices adding to the traditional mix of after-school activities and surging hormones making it difficult for kids to focus in class.  The 2 Peas and a Dog blog focuses on this crucial age to help educators find ways to cut through the noise and distractions and reach students.  It also offers a pretty comprehensive listing of related blogs for students from kindergarten through high school.
 Blogger Krystal Mills offers up plenty of help when it comes to technology and education.  While her focus is on middle school students, the issues she raises can easily translate to lower high school students, particularly freshman who often feel as though they have one foot in middle school and the other in high school.
If ever there was an academic phase that embraces insanity, it’s high school.  he students are more diverse and so are is the pressure on teachers.  Education is a central topic on this blog but the focus is also on arming students with skills they’ll need throughout their academic career and checking out new technologies that can help students and educators alike.
Run as a part of the Inside Higher Ed website, the University of Venus encompasses a wealth of ideas and theories when it comes to education.  It’s the perfect blog for teachers who want to expand their own techniques and find ways to deal with the politics of education within their curriculum.  It offers practical advice such as dealing with student assessments as well as serious issues that affect educators directly such as the recent adjunct crisis.
 The Thinking Stick offers a bit of everything and appeals to educators at every level.  If you’re teaching little kids, posts on clever ways to use Google Maps in the classroom can turn a simple geography lesson into something more engaging.  Teachers educating older students will find plenty of help with reading strategies in the digital age.  
Writer Lisa Nielsen covers everything from how to incorporate social media in the classroom to how best to set up a classroom in order to help students pay attention and learn more effectively.  Her approach is simple and clear-cut making her blog easy to read, search and put into practice. 
Following the best practice of educational blogging will help any teacher built stronger relations with their students and fellow educators and make valuable input into education development. Who knows – maybe soon we won’t use any textbooks and blogging will be the only source of relevant information.
Author’s Bio
Tracy Collins is a college writing instructor, the author of site on education and academic essay writing EssayUniverse.org
Source taken from: https://www.educatorstechnology.com/2015/04/why-educators-have-to-blog.html

Fundamental Digital Skills for 21st Century Teachers

 

Education is getting more and more digitized pushing us, teachers and educators, to re-conceptualize what it really means to be a teacher in the 21st century. Whether you are a technological determinist or a digital instrumentalist, technology has become an essential force shaping much of our teaching and pedagogy. It has also placed a number of demands and exigencies on us and to meet these exigencies we need to develop a set of key digital skills

Fundamental Digital

Digital Skills Tools
Record and edit audio clips ·                Soundcloud

·                Audioboo

·                Vocaroo

·                Clyp

Create annotated, interactive and engaging  video content ·                Blubbr

·                YouTube video editor

·                Blubbr

·                Teachem

·                VideoNotes

·                TED Ed

·                Edpuzzle

·                Wevideo

·                Magisto

Create visually engaging content ·                Piktochart

·                Canva

·                Google Draw

·                Glogster

·                Thinglink

Use social networking websites to create PLNs,  connect , discover new content, and grow professionally ·                Twitter

·                Facebook

·                Google Plus

·                LinkedIn

Use blogs and wikis to create participatory spaces for students ·                Blogger

·                WordPress

·                Edublog

·                Kidblog

·                Wikispaces

·                Weebly

Use Social bookmarking websites curate and  share resources with your class ·                Diigo

·                Scoop.it

·                Pinterest

·                Edshelf

·                Educlipper

·                Symbaloo

Create Engaging presentations ·                Google Slides

·                Haiku Deck

·                Prezi

·                Zoho Presentation

Create digital portfolios ·                SeeSaw

·                Pathbrite

·                Google Sites

·                Silk

·                Weebly

Create non-traditional quizzes ·                Testmoz

·                Quizalize

·                FlipQuiz

·                Riddle

·                QuizBean

Five technology in education trends for 2018

education-trends-2018

It’s the final month of the calendar year but the world of education is already comprehensively planning for 2018. As SMT objectives evolve and technology advances, new teaching methods and edtech trends emerge each year. Technology in education constantly disrupts and enhances pedagogy. It paves the way for new learning experiences and provides innovative ways to achieve core goals for the next academic year.

Here’s the trends in technology and education to look out for in 2018:

1. Cloud-based technology

In 2018, cloud computing will continue to make learning a more streamlined experience for pupils. Students will no longer worry about files and documents being lost or deleted, or buying multiple USB flash drives to save their assignments. Essays, content related to projects, schedules and assignments will be shared more easily and securely stored on the cloud, such as Google Docs. With more centralised storage for resources, cloud-based technology will allow educators to increase their reach and share information without increased expenditure, or additional time pressure.

2. Virtual and augmented reality

SMT will provide teachers with tools for delivering enhanced learning experiences through augmented and virtual reality in 2018. After the success of Pokemon Go, we witnessed the emergence of augmented reality in educationin 2017. Teachers are increasingly using AR to layer virtual content on printed materials to enhance understanding and inspiration. The_State_of_Technology_in_Education_ReportWith the release of increasingly affordable and accessible VR accessories, we can expect more from this technology in 2018. The number of free apps and teaching platforms designed specifically for virtual education is growing. VR and AR will move from experimental to ubiquitous in learning. Work with your IT team to review the available devices, and make sure you investigate the costs of emulating a real work environment effectively.

3. STEAM — arts and STEM

There has been a strong pedagogical focus to increase the digital literacy of pupils, and encourage more students to adopt tech-focused subjects over the past few years. This has ensured children grow into more responsible netizens, as well as fostering key transferable skills for their futures.

According to our research on the use of technology in education in 2017, STEM classes are perceived as the most technologically-advanced of the curriculum. More traditional arts and humanities subjects, however, are recognised as catching up in their use of edtech.

Trends in technology, and the increased use of edtech across the entire curriculum, indicates that creativity will return to the forefront of education. Incorporating elements of creativity into STEM subjects has undeniable benefits including increasing the accessibility across genders, and engaging different types of learners. The STEAM approach will take more shape in 2018.

4. Technology to prevent bullying

With the prolific nature of mobile devices and social platforms, it’s a sad truth that online bullying is becoming increasingly common. While technology is an enabler for abusive behaviour, it will go on to provide more robust solutions to the problem in 2018.

Edtech will be used extensively in 2018 to monitor pupils’ technology, track the use of search terms that they use, as well as all visited websites. More apps will allow teachers and SMTs to remotely view any of their students’ devices. Other technologies will be applied directly to pupils’ devices to monitor tone of voice, location services, image scanning, keyword flagging and social media activity, to give an overall picture of a child’s mood.

Platforms to provide a means of reporting and communication between teachers and pupils will grow in popularity. These tools raise awareness of the widespread bullying issue, and enhance methods of communication.

5. Mobile-style education

Today, many pupils own a mobile device. Tapping this technology for learning in 2018 will improve engagement and motivation across all learning abilities. Mobile learning will also offer greater flexibility and accessibility for learning at home. Connecting mobile technology and devices within the classroom will allow teachers to provide a fully immersive, integrated learning experience for all learning styles and abilities.

Thank to pupils’ intuitive use of technology, in 2018 more schools will adopt tablet-like experiences for their front of class displays and incorporate this with camouflaged learning techniques and the gamification of learning. Traditional interactive whiteboards are becoming harder to scale or costly to replace, whereas SMTs are turning to more future-proof, upgradeable technologies like Promethean ActivPanels.

Innovations and trends in technology across businesses and enterprise are giving SMTs more advanced tools and better forms of edtech to improve their school’s results and enhance their teachers’ pedagogy. Innovative teachers, meanwhile, are getting more creative with their edtech, finding ways to use technology for differentiated learning and increased engagement.

The biggest potential impact on pupils of technology in education in 2018 will be the opportunity to nurture skills to help them succeed, increase the quality of learning across mixed-ability classes, and protect students’ online safety.

 

Source taken from: https://resourced.prometheanworld.com/edtech-trends-2018/

FULL REPORT: The_State_of_Technology_in_Education_Report

How To Design A 21st Century Assessment

Contemporary curriculum design involves multiple facets: engaging 21st Century skills, using digital tools, collaborating with others around the globe, performance tasks, and more. Getting these design elements into a teacher’s current curriculum demands that teachers create professional habits around Replacement Thinking.

Four considerations for Replacement Thinking around assessments. In a nutshell, those considerations include:

  1. Students must demonstrate what they’ve learned. Whatever they create with digital tools should still represent what students were to learn. The assessment shouldn’t tell you more about their use of a tool than it does about the student’s work using the tool.
  2. Students should demonstrate content proficiency and sophistication. Their new product should reflect the content knowledge that they’ve learned and the multiple cognitive zones they participated in during the learning process.
  3. Students should be frequently reflecting on their choices. Students should be able to articulate and defend their tool choices, content inclusion, and degrees of audience interaction and how those choices affected the resulting product.
  4. Students must give credit where credit is due. They should know about copyright, Creative Commons licensing, and how to search for and use appropriate content, giving attribution for the media resources they use.

And while assessments are the focus of this blog post, replacement thinking can be applied across the curriculum: in instructional strategies, classroom activities, or in formative data collection using tools such as Kahoot, Socrative, or Google Forms. To help you start thinking about Replacement Thinking, I’d like to offer the following action steps to bring more contemporary ideas into your own professional practices:

  • Action Step 1: Stop thinking technology first.
  • Action Step 2: Give students authentic choice in how they will demonstrate their learning.
  • Action Step 3: Help students seek feedback from other students, other educators, and experts in the field.
  • Action Step 4: Provide always-on, asynchronous access to that which is being assessed.

Problem and Issues: What does 21st century learning and assessment look like?

How about Objective and Assessment: (Do technology-based options enhance or detract from student understanding of content? Data from student surveys will be evaluated to determine student engagement in project. Data from student surveys will determine student disposition at three stages of the process.)

21st-century-assessment-fi.jpg

  1. 21st Classroom Assessment
  2. 21st Century Skills_Assessment
  3. Guideline 21st Assessment
  4. Characteristic 21st Century Assessment