A Case Study in the Use of the Five Step Peer Evaluation Strategy to Improve a First Year Computer Literacy Course: An Exercise in Reflective Evaluation Practice

2016 ◽  
pp. 171-178
Author(s):  
Mosiuoa Tsietsi
Keyword(s):  
Computer Literacy ◽  
First Year ◽  
Peer Evaluation ◽  
Evaluation Practice ◽  
Evaluation Strategy ◽  
Literacy Course ◽  
Reflective Evaluation

Prospective English Teachers' Digital Storytelling Experiences Through a Flipped Classroom Approach

2019 ◽  
Vol 17 (1) ◽  
pp. 78-99
Author(s):  
Hatice Sancar Tokmak ◽  
Ilker Yakin ◽  
Berrin Dogusoy
Keyword(s):  
Product Quality ◽  
Prospective Teachers ◽  
Computer Literacy ◽  
Flipped Classroom ◽  
Digital Storytelling ◽  
English Education ◽  
Structured Interview ◽  
Demographic Questionnaire ◽  
Literacy Course

The purpose of this case study was to explore prospective English education teachers' (PEET) experiences of digital storytelling (DST) through a flipped classroom approach. 36 prospective teachers who enrolled in a computer literacy course participated in the study. The data was collected through a demographic questionnaire, three open-ended questionnaires, and a semi-structured interview form. Four videos were prepared to give theoretical input in line with the DST phases described by Robin and presented asynchronously via Edmodo system. The results showed that PEETs described the DST process through a flipped classroom approach. described as entertaining, challenging, and instructive. Moreover, according to the results, PEETs learnt specific strategies about DST, were inspired, and had the opportunity to check their product quality, thanks to the flipped classroom approach. These results revealed insights about the design of a flipped classroom approach and the DST process.

Using Modularization Approach to Design Instructional Systems for Computer Literacy Courses

2003 ◽  
pp. 255-267
Author(s):  
Kuan C. Chen
Keyword(s):  
Instructional Design ◽  
Computer Literacy ◽  
Course Development ◽  
General Strategy ◽  
Instructional Systems ◽  
Knowledge And Skills ◽  
Course Content ◽  
Literacy Course ◽  
Essential Knowledge

In this chapter, the guiding principles of the modularization content arrangement that some instructors use is offered. Eight planning steps in module instructional design are summarized. A general strategy of these principles and applications in a case study is discussed in this chapter as well. A new modularization approach in instructional design, defining the course goals and arranging the course content, are two important issues for instructors. The author hopes the process of the module instructional design through essential knowledge and skills in the computer literacy course development will not only be a valuable synthesizing experience for instructors, but also the modularization approach may be preferable to students with a variety of backgrounds.

scholarly journals Open Online Assignment Submission: First Year Students' Behavior and Views

10.28945/3230 ◽  
2008 ◽  
Author(s):  
Dorothy Langley ◽  
Miky Ronen ◽  
Shlomit Ben Shachar
Keyword(s):  
Academic Literacy ◽  
Self Report ◽  
Intentional Learning ◽  
First Year ◽  
Learning Support ◽  
Open Forum ◽  
First Year Students ◽  
Student Access ◽  
Literacy Course

The Open Assignment Submission (OAS) is an innovative regime whereby students submit homework assignments of an appropriate nature into a designated open forum provided by the Learning Management System (LMS). Our previous research, carried out with a cohort of Education graduates, indicated possible benefits and challenges of OAS as a means of supporting assignment submission through learning from peer examples. The current paper presents a recent explorative case study into the behaviour patterns and views of 55 first year students regarding OAS, during the very early stages of the Academic Literacy course. Drawing on two main data sources (a self-report questionnaire and data of student access and submission retrieved from the course LMS records) we have found characteristic patterns of peer-example viewing, assignment submission schedules and related grades. The OAS regime appears to provide an appreciated learning support and has a potential to promote intentional learning.

Evaluation in the Australian Public Service: Formerly practised – Not yet embedded

2020 ◽  
Vol 20 (4) ◽  
pp. 229-243
Author(s):  
Peter Graves
Keyword(s):  
Financial Performance ◽  
Public Service ◽  
Major Element ◽  
Public Governance ◽  
Evaluation Practice ◽  
The Public ◽  
Evaluation Strategy ◽  
Independent Evaluator ◽  
Managing For Results

This article examines what impeded programme evaluation from being embedded in the Australian Public Service (APS), being relevant to the Australian Government’s current priority of embedding evaluation in the APS. It draws on a case study of evaluation as the major element of the 1980s APS ‘Managing for Results’ (MfR) reform and the reasons for evaluation’s later demise. During MfR, evaluation was intended to demonstrate the effectiveness of APS programmes. Although evaluation was incorporated into APS practice by 1992, after 1997, evaluation was no longer required. Currently, agencies must demonstrate their annual non-financial performance over 4 years under the Public Governance, Performance and Accountability Act 2013, with evaluation being recommended to support this requirement. It is pertinent to current Government consideration of a National Indigenous Evaluation Strategy, which supports the creation of an independent Evaluator-General to embed APS evaluation practice.

scholarly journals Marking Schemes for an Authentic Group Project, Trial by Statistics - A Case Study

2020 ◽  
Author(s):  
Kim Bryceson
Keyword(s):  
Pearson Correlation ◽  
First Year ◽  
Peer Evaluation ◽  
Pearson Correlation Coefficient ◽  
Group Project ◽  
Good Argument ◽  
Final Project ◽  
The University ◽  
Statistical Results

This study is an analysis of two different marking schemes for an ‘authentic’ Group Project worth 50% of a first year undergraduate university agribusiness course at The University of Queensland (UQ). A number of different marking schemes for the Group Project had been trialled over the last ten years in an effort to obtain an equitable method of marking individual students doing the Group Project. In 2019, a marking scheme for the Group Project that had been successfully used previously was advertised for 2019 prior to the commencement of semester.  However, issues during the semester within some of the Groups meant that students requested a Peer Evaluation marking scheme be employed. Eventually, for a class of 105 students, both marking schemes were used in assessing students’ work and a Pearson Correlation coefficient was run on the results of the final project mark to determine how equivalent the two marking schemes were. A good correlation (0.75) between the two schemes was returned, which was also reflected in a good correlation in the comparison for the final overall mark for the whole course (0.87). These statistical results suggest that there is a good argument for the existing marking scheme to continue to be used rather than a peer evaluation, which can have behavioural issues associated with it that are difficult to resolve.

The Implementation of Biological Phosphorus and Nitrogen Removal with the Bio-Denipho Process on a 265,000 PE Treatment Plant

1992 ◽  
Vol 25 (4-5) ◽  
pp. 161-168 ◽  
Author(s):  
J. Einfeldt
Keyword(s):  
Nitrogen Removal ◽  
Treatment Plant ◽  
First Year ◽  
In Series ◽  
Design Loads ◽  
Last Stage ◽  
Two Stages ◽  
The City ◽  
Biological Phosphorus

A process, called Bio-Denipho, for combined biological phosphorus and nitrogen removal in a combination of an anaerobic tank and two oxidation ditches is described. In this process the anaerobic tank consisting of three sections working in series is followed by two oxidation ditches. These too are working in series, but with both inlet to and outlet from the tanks changing in a cycle. The Bio-Denipho process is described specifically for the process itself and as a case study for the implementation of the process on a 265,000 pe wastewater treatment plant for the city of Aalborg in Denmark. The plant was designed and erected in two stages and the last stage was inaugurated October 31,1989. Lay-out and functions for the plant is described and design loads, plan lay-out and tank volumes are given in this paper together with performance data for the first year in operation.

scholarly journals Differences in echocardiography interpretation techniques among trainees and expert readers

2021 ◽  
Author(s):  
David Roy Anderson ◽  
Sarah Blissett ◽  
Patricia O’Sullivan ◽  
Atif Qasim
Keyword(s):  
Diagnostic Accuracy ◽  
Systematic Approach ◽  
Qualitative Case Study ◽  
First Year ◽  
Educational Tool ◽  
Thought Processes ◽  
Advanced Imaging ◽  
Multiple Images ◽  
Novice Readers

Abstract Background Trainees learn transthoracic echocardiogram (TTE) interpretation through independently completing and reviewing selected portions of the study with experts. The diagnostic accuracy of novice TTE interpretation is known to be low and schema for reading TTEs systematically are lacking. The purpose of our study is to identify techniques experts use while reading TTEs which could be used to more effectively teach novice readers. Methods We performed a prospective qualitative case study to observe how experts and trainees interpret TTEs in an academic institution using a concurrent think aloud (CTA) method. Three TTEs of intermediate complexity were given to 3 advanced imaging fellows, 3 first year fellows and 3 expert TTE readers Participants filled out a report while reading and described aloud their thought processes. Sessions were video and audiotaped for analysis. Results Experts and advanced fellows used specific techniques that novices did not including: previewing studies, reviewing multiple images simultaneously, having flexibility in image review order and disease coding, and saving hardest elements to code for the end. Direct observation of TTE reading informed trainee inefficiencies and was a well-received educational tool. Conclusions In this single centered study we identified several unique approaches experts use to interpret TTEs which may be teachable to novices. Although limited in generalizability the findings of this study suggests that a more systematic approach to TTE interpretation, using techniques found in experts, might be of significant value for trainees. Further study is needed to evaluate teaching practices at other institutions and to assess whether implementation of these techniques by novices improves can improve their diagnostic accuracy and efficiency of reading at an earlier stage in their training.

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