the ipods got 'white screen of death' i came home to see he had made a personal protest
Saturday, 29 January 2011
Thursday, 20 January 2011
lastest plans for new tech enabled group learning space
Joe McGlynn is moving things forward in law and business faculty. These are early plans for a technology enhanced group learning room. It will be for 20 seats, with shared computers between 3. It will be for group work with tutor facilitation. It is following a module that has been developed elsewhere. http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/UsingthePAIRupModeltoEvaluateA/163845
To generalise is to be an idiot
William blake to reynolds quoted in wengraf, t. Qualitative research interviewing
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Tuesday, 18 January 2011
Monday, 17 January 2011
motivation to enagage and complete online tasks
We have a poor understanding of how to motivate students in online environments This article has some interesting insights Kui Xie and Fengfeng Ke The role of students' motivation in peer-moderated
asynchronous online discussions_1140 1..15 British Journal of Educational Technology (2010) "In many ways, online discussions, in comparison to discussion activities in traditional classrooms, require students to be more motivated and self-regulated due to the lack of face-to-face moderation (Blumenfeld, Kempler & Krajcik, 2006)." Motivation Theory
"The technology acceptance model, which was created to explain and predict users' acceptance of new technology, suggests that the perceived value is one of the major determinants of users' motivation to accept and use a technology (Davis, 1989)"
"self-determination theory (Deci & Ryan, 1985), argued that perceived value, competence, relatedness and autonomy are critical aspects that influence students' motivation . . . three innate psychological autonomy, competence and relatedness"
Autonomy - am I deciding to do it
Competence - can i do it
Relatedness - are others doing it to Recommendations - students need to be told about the true worth of doing it
- feel part of something
- be at the optimal level
- development of peer learning community will bare fruit in acceptance of activity
- use peer moderators - by give them guidance
methodology
online learning interaction model, to examine learning in online discussions
Sharing information Simply adding facts, opinions or questions without elaboration
Egocentric elaboration Elaborating one's own arguments/concepts/problem solutions
Allocentric elaboration Comparing and synthesising peers' multiple perspectives
Application and transfer Planning future application of new knowledge or proposing in-field application strategies
23 students 30% final assessment is online activity
IMI Intrinsic Motivation Inventory
http://www.psych.rochester.edu/SDT/measures/IMI_description.php
asynchronous online discussions_1140 1..15 British Journal of Educational Technology (2010) "In many ways, online discussions, in comparison to discussion activities in traditional classrooms, require students to be more motivated and self-regulated due to the lack of face-to-face moderation (Blumenfeld, Kempler & Krajcik, 2006)." Motivation Theory
"The technology acceptance model, which was created to explain and predict users' acceptance of new technology, suggests that the perceived value is one of the major determinants of users' motivation to accept and use a technology (Davis, 1989)"
"self-determination theory (Deci & Ryan, 1985), argued that perceived value, competence, relatedness and autonomy are critical aspects that influence students' motivation . . . three innate psychological autonomy, competence and relatedness"
Autonomy - am I deciding to do it
Competence - can i do it
Relatedness - are others doing it to Recommendations - students need to be told about the true worth of doing it
- feel part of something
- be at the optimal level
- development of peer learning community will bare fruit in acceptance of activity
- use peer moderators - by give them guidance
methodology
online learning interaction model, to examine learning in online discussions
Sharing information Simply adding facts, opinions or questions without elaboration
Egocentric elaboration Elaborating one's own arguments/concepts/problem solutions
Allocentric elaboration Comparing and synthesising peers' multiple perspectives
Application and transfer Planning future application of new knowledge or proposing in-field application strategies
23 students 30% final assessment is online activity
IMI Intrinsic Motivation Inventory
http://www.psych.rochester.edu/SDT/measures/IMI_description.php
Thursday, 13 January 2011
Next e-learning forum
Venues/Dates
Bryom St – BS/324
· 1.00 – 2.00 Tuesday 1st February
Speakers
Adam Mackridge (SCS) Lecturer/Senior Lecturer.
Adam and the team in the School of Pharmacy have been developing their use of Blackboard and other tools to support students. Initiatives include using TurnItIn to provide feedback, and greater use of online quizzes. This presentation will be useful for staff who are looking at changing their assessment methods and want to hear the experiences of fellow staff members.
Phil Denton (SCS) Faculty Learning Development Manager
Phil has developed the ‘Gradetime’ software that allows staff to readily navigate between word documents that have been downloaded from the new assignment handler. Students’ work can be annotated with audio clips or comment balloons, included pre-loaded comments that are expected to be required frequently.
Venue
Coming to this session will also give you a chance to see the new group learning room developed by Harry Morton’s team. This room uses small group tables around single PCs to facilitate group work within a classroom sessions.
Wednesday, 12 January 2011
Case study - database of assessment timings on course improves usefulness of feedback - glamorgan uni
'student voice' processes identify assessment bunching as key issue in using feedback to improve next assignment. A database was cated to highlight this and help spread assessment and types of assessment over the whole course. This uni also used a bottom up approach to managing this change. See www.jisc.ac.uk/digiassess
Act 2000, we were unable to keep a copy of the infected attachment. Please
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you a clean copy. At Wed Jan 12 00:49:20 2011 the scanner said:
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Jisc - effective assessment in the digital age - notes
There are ideas here but little discussion on the problem of motivation for strategic students who won't engage unless there are marks Enhancing formative assessments using vle-based quizzes to receive instant feedback. Motivation for students is well documented here www.jiscinfonet.ac.uk/case-studies/tangible/derby Look up - open source quiz question system by open university called open mark The case study - exploring science, open university Here they use mcq to help direct learning as well as test it. Students use it to direct them to areas of weakness
Act 2000, we were unable to keep a copy of the infected attachment. Please
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Tuesday, 11 January 2011
nice use of timelines to help design assessment activities
Reminds me of many other similar processes, but the video really helps to explain the issues
http://jiscdesignstudio.pbworks.com/w/page/30631817/ESCAPE%20-%20Assessment%20timelines
Ridgway (2003) argued that users are likely to adopt some new way of working if
_ It solves a problem they know they have got
_ It makes life more interesting and more fun
_ It makes life easier
_ It has a measure of social approval.
Ridgway, Jim (2003) The evaluation of complex competencies. Invited keynote at the V Seminario de
la Redu (focussed on the responses of Spanish Universities to the Bologna accord), Madrid. (paper
available from author).
From Jisc report http://www.jisc.ac.uk/media/documents/projects/raeatfinalreportpdf.pdf
Jisc - effective assessment in a digital age
this recent publication by jisc brings together very succinctly some of the work done in this area.
Reap project features heavily, but there are some recent studies that I need to follow up on. 2009 review of advanced e-assessment technology www.jisc.ac.uk/whatwedo/projects/raeat
This reviewed practice across the sector and contains 90 case studies. 2009 jisc report on summative e-assessment quality. www.jisc.ac.uk/whatwedo/projects/reaq
Covers all the quality issues Effecting sustainable change in assessment practice and experience www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery/escape -Raise awareness of nk between feedback and learning -Share ideas
-link between strategic drivers and grassroots innovation -provide evidence
Case study
BSc sports studies has 4 individual written assessment. Redesign lead to groupbased wiki activity, that tutors gave feedback on. The next assessment was a mark for how well the groups that used feedback to rewrite the first assignment. The there is a section of peer assessment activities.
Act 2000, we were unable to keep a copy of the infected attachment. Please
ask the sender of the message to disinfect their original version and send
you a clean copy. At Tue Jan 11 00:23:00 2011 the scanner said:
Could not parse Outlook Rich Text attachment
Reap project features heavily, but there are some recent studies that I need to follow up on. 2009 review of advanced e-assessment technology www.jisc.ac.uk/whatwedo/projects/raeat
This reviewed practice across the sector and contains 90 case studies. 2009 jisc report on summative e-assessment quality. www.jisc.ac.uk/whatwedo/projects/reaq
Covers all the quality issues Effecting sustainable change in assessment practice and experience www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery/escape -Raise awareness of nk between feedback and learning -Share ideas
-link between strategic drivers and grassroots innovation -provide evidence
Case study
BSc sports studies has 4 individual written assessment. Redesign lead to groupbased wiki activity, that tutors gave feedback on. The next assessment was a mark for how well the groups that used feedback to rewrite the first assignment. The there is a section of peer assessment activities.
This is a message from the MailScanner E-Mail Virus Protection Service
----------------------------------------------------------------------
The original e-mail attachment "winmail.dat"
was believed to be dangerous and/or infected by a virus and has been
replaced by this warning message.
Act 2000, we were unable to keep a copy of the infected attachment. Please
ask the sender of the message to disinfect their original version and send
you a clean copy. At Tue Jan 11 00:23:00 2011 the scanner said:
Could not parse Outlook Rich Text attachment
Wednesday, 5 January 2011
videopad - free video editing - good for AVCHD
The department recently got a mini HD camera. The results were great but the file type is really frustrating. The AVCHD, makes it very difficult with the free tools I have been using e.g. moviemaker and imovie. Basically you have to convert the file type in order to import it into one of these editing packages. Videopad http://videopad-video-editor.en.softonic.com/ has a free home use version. It does all that the others do and more. Big recommend this one. Also can run it of a flash drive.
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