scholarly journals Incorporating immediate feedback in formative learning checks using H5P

2019 ◽  
Vol 2 (1) ◽  
pp. 34
Author(s):  
Kavita Kaur
Keyword(s):  
Knowledge Production ◽  
Professional Education ◽  
Harvard University ◽  
Pedagogical Practices ◽  
Learning Tools ◽  
Immediate Feedback ◽  
Expected Outcome ◽  
Formative Learning ◽  
Research Based Practices

Feedback is regularly used in summative assessment to “...reduce the gap between what is now and what should or could be” (Hattie & Timperley, 2007). However, its use in online learning tools, such as H5P, is somewhat limited to responses such as ‘correct’ and ‘incorrect’ which does not inform the learner of how they could improve (Boud and Molloy, 2013).   This demonstration presents a framework for designing scaffolded tasks in H5P (http://h5p.org) which provide opportunities for educators to include feedback to guide the learner towards the expected outcome. The case study uses the H5P object ‘Drag and Drop’ object and with the ‘tip’ feature, creates a way for the learner to self-assess and direct their learning, fostering recall and knowledge production. Prompt types include ‘recall reminders’ and ‘eliciting reasoning behind the answer to identify knowledge gaps’ (Walsh and Sattes, 2005). It is suggested that by doing so, the learner is guided towards identifying the correct response and eventually narrowing their knowledge gap (Vygotsky, 1978).    In this demonstration, two such H5P activities will be presented and participants will be guided through the stages of Learning Design and pedagogical rationale used in the task creation.   This presentation will test the ability of the H5P tool to encompass pedagogical practices such as feedback into its environment. It is expected that future enhancements to the application account for this consideration.   References   Boud, D. and Molloy, E. (2013). Feedback in Higher and Professional Education, London: Routledge, 1-10.   Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.  (https://journals.sagepub.com/doi/abs/10.3102/003465430298487)   Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (Edited by M. Cole, J. Scribner, V. John-Steiner, & E. Souberman). Cambridge, MA: Harvard University Press.   Walsh, J. A., & Sattes, B. D. (2005). Quality questioning: Research-based practices to engage every learner. Thousand Oaks, CA: Corwin.

scholarly journals A burocratização da ressocialização: uma análise das concepções de educadores atuantes no sistema de privação de liberdade

2020 ◽  
Vol 1 (48) ◽  
pp. 11
Author(s):  
Edson Ferreira Souza ◽  
Ane Bianca Stricagnoli de Aguiar ◽  
Carla Fabiana Silva ◽  
Renato Wagner Daniel de Souza Menezes ◽  
Amanda Sannara Daniel de Souza Menezes ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Professional Education ◽  
School Education ◽  
Pedagogical Practices ◽  
Rehabilitation Process ◽  
Social Reintegration ◽  
The Social

<p>This study presents a qualitative research of a case study conducted with 5 socioeducators from Funase, Abreu e Lima - PE. These professionals were chosen because they work directly with the reeducation of students,most of the time being a model for them. In addition to that, they were chosen because we believe that education is an important tool in the formation of the student by the childcare system, that is, it is within the school units of deprivation of liberty that the internal students can feel human and have better possibilities of social reintegration. This study aimed to identify the pedagogical practices of youth educators considered effective in the rehabilitation process, it also aimed to get to know the concept of rehabilitation, pedagogical practices and the educators’ view of the rehabilitation process. We conclude that despite the difficulties mentioned, it seems that school education is the key that can open the gates of the social reintegration process to adolescent deprived of their freedom, and professional education is considered by socioeducators the most relevant practice.</p>

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Research Design ◽  
Research Methodology ◽  
Learning Tools ◽  
Structured Interviews ◽  
English Writing ◽  
Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

Active Coeliac: Disassembling Gluten and Coeliac Disease

Somatechnics ◽  
2019 ◽  
Vol 9 (2-3) ◽  
pp. 188-205
Author(s):  
Sofia Varino
Keyword(s):  
Coeliac Disease ◽  
Knowledge Production ◽  
Food Additive ◽  
Gluten Free ◽  
Biomedical Knowledge ◽  
Dietary Practices ◽  
Object A ◽  
Scientific Knowledge Production ◽  
New Materialisms

This article follows the trajectories of gluten in the context of Coeliac disease as a gastrointestinal condition managed by lifelong adherence to a gluten-free diet. Oriented by the concept of gluten as an actant (Latour), I engage in an analysis of gluten as a participant in volatile relations of consumption, contact, and contamination across coeliac eating. I ask questions about biomedical knowledge production in the context of everyday dietary practices alongside two current scientific research projects developing gluten-degrading enzymes and gluten-free wheat crops. Following the new materialisms of theorists like Elizabeth A. Wilson, Jane Bennett, Donna Haraway and Bruno Latour, I approach gluten as an alloy, an impure object, a hybrid assemblage with self-organizing and disorganizing capacity, not entirely peptide chain nor food additive, not only allergen but also the chewy, sticky substance that gives pizza dough its elastic, malleable consistency. Tracing the trajectories of gluten, this article is a case study of the tricky, slippery capacity of matter to participate in processes of scientific knowledge production.

Paper2Wire – A Case Study of User-Centred Development of Machine Learning Tools for UX Designers

i-com ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 19-32
Author(s):  
Daniel Buschek ◽  
Charlotte Anlauff ◽  
Florian Lachner
Keyword(s):  
Machine Learning ◽  
Development Process ◽  
User Study ◽  
Concept Development ◽  
Lessons Learned ◽  
Design Tool ◽  
Learning Tools ◽  
Interface Elements ◽  
Industry Partner

Abstract This paper reflects on a case study of a user-centred concept development process for a Machine Learning (ML) based design tool, conducted at an industry partner. The resulting concept uses ML to match graphical user interface elements in sketches on paper to their digital counterparts to create consistent wireframes. A user study (N=20) with a working prototype shows that this concept is preferred by designers, compared to the previous manual procedure. Reflecting on our process and findings we discuss lessons learned for developing ML tools that respect practitioners’ needs and practices.

Slow scholarship for social work: A praxis of resistance and creativity

2021 ◽  
pp. 147332502199086
Author(s):  
Stéphanie Wahab ◽  
Gita R Mehrotra ◽  
Kelly E Myers
Keyword(s):  
Domestic Violence ◽  
Social Work ◽  
Knowledge Production ◽  
Relational Ontology ◽  
Research Project ◽  
Useful Knowledge ◽  
Time Space ◽  
Rapid Production ◽  
Time Frames

Expediency, efficiency, and rapid production within compressed time frames represent markers for research and scholarship within the neoliberal academe. Scholars who wish to resist these practices of knowledge production have articulated the need for Slow scholarship—a slower pace to make room for thinking, creativity, and useful knowledge. While these calls are important for drawing attention to the costs and problems of the neoliberal academy, many scholars have moved beyond “slow” as being uniquely referencing pace and duration, by calling for the different conceptualizations of time, space, and knowing. Guided by post-structural feminisms, we engaged in a research project that moved at the pace of trust in the integrity of our ideas and relationships. Our case study aimed to better understand the ways macro forces such as neoliberalism, criminalization and professionalization shape domestic violence work. This article discusses our praxis of Slow scholarship by showcasing four specific key markers of Slow scholarship in our research; time reimagined, a relational ontology, moving inside and towards complexity, and embodiment. We discuss how Slow scholarship complicates how we understand constructs of productivity and knowledge production, as well as map the ways Slow scholarship offers a praxis of resistance for generating power from the epistemic margins within social work and the neoliberal academy.

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

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