scholarly journals Journaling about progress and errors

2021 ◽  
Vol 6 (2) ◽  
pp. 5100
Author(s):  
Dawn Nordquist
Keyword(s):  
Formative Assessment ◽  
Online Instruction ◽  
Linguistic Analysis ◽  
Learning Opportunities ◽  
Student Evaluations ◽  
High Impact ◽  
Writing To Learn ◽  
Instructional Tool

Drawing on mindset, belonging, and equity scholarship, a journaling assignment was developed as a low-stakes, writing-to-learn, formative assessment instructional tool for engaging students with content, normalizing mistakes, and supporting students during remotely scheduled online instruction for introductory linguistic analysis courses. Anecdotal data from student evaluations and instructor impressions suggest that journals provide high impact learning opportunities.

Formative Assessment in Hands-On STEM Education

2020 ◽  
pp. 165-193
Author(s):  
Bryanne Peterson ◽  
Britton T. Hipple
Keyword(s):  
Formative Assessment ◽  
Stem Education ◽  
Learning Opportunities ◽  
Qualitative Assessment ◽  
Elementary Level ◽  
Hands On ◽  
Hands On Learning ◽  
Competency Based ◽  
Development Of Students ◽  
Better Than

This chapter serves as an introduction to transdisciplinary learning, Integrative STEM Education, and current methods for infusing formative assessment into hands-on instruction at the elementary level. Subscribing to the approach that formative assessment is a process that takes place in the classroom to enable learning, the chapter discusses the use of engineering notebooks, competency-based assessment, and qualitative assessment (rubrics and portfolios) in the context of formative assessment while facilitating hands-on learning opportunities. In addition to introducing each of these topics from a research and literature perspective, examples are provided and discussed from a practical perspective. No one formative assessment is better than another, however, one type may be more practical due to the teacher's willingness to try new things, development of students, standards teacher is measuring, type of lesson/unit, time, available resources, and associated costs.

scholarly journals Individualized, Interactive Instruction (3 I): An Online Formative Assessment And Instructional Tool

2020 ◽  
Author(s):  
Andre Encarnacao ◽  
Paul Espinosa ◽  
Lawrence Au ◽  
Lianna Johnson ◽  
Gregory Chung ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Instructional Tool ◽  
Interactive Instruction ◽  
Online Formative Assessment

Using Digital Badges to Design a Comprehensive Model for High-Impact Experiential Learning

2022 ◽  
pp. 418-434
Author(s):  
Mara B. Huber ◽  
Christina L. Heath ◽  
Charles D. Baxter ◽  
Anne Reed
Keyword(s):  
Student Engagement ◽  
Data Collection ◽  
Experiential Learning ◽  
Learning Opportunities ◽  
High Impact ◽  
Comprehensive Model ◽  
Digital Badges ◽  
Applied Learning ◽  
Community Impact ◽  
Research Questions

This chapter details the design, implementation, and promise of the Project Portal, a co-curricular badge system, as an exciting example of how digital badges can transcend traditional notions of credentialing. The authors begin by detailing their design approach, which frames goals within hypotheses and research questions, allowing for optimizing implementation based on student outcomes and ongoing data collection. The authors then share a comprehensive model through five primary functional lenses: (1) generating diverse applied learning opportunities, (2) incentivizing, (3) facilitating and (4) assessing student engagement, and (5) leveraging related impacts. Although still in its infancy, the model suggests that these functionalities are individually important and collectively sufficient to activate the promise of high-impact experiential learning as a driver for student and community impact along with key institutional priorities.

scholarly journals Designing High-Impact "Writing-to-Learn" Math Assignments for Killer Courses

2016 ◽  
Vol 13 (4) ◽  
pp. 1-31
Author(s):  
Cristyn L. Elder ◽  
Karen Champine
Keyword(s):  
High Impact ◽  
Writing To Learn

Moving K-12 Coursework Online

2019 ◽  
pp. 477-499
Author(s):  
Wayne Journell ◽  
David Schouweiler
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Instruction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Formally Trained ◽  
K 12

Online learning is part of the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Graduate employability: are we doing enough?

2016 ◽  
Vol 37 (2) ◽  
pp. 55
Author(s):  
Danilla Grando
Keyword(s):  
Student Learning ◽  
Online Instruction ◽  
Learning Opportunities ◽  
Special Issue ◽  
Great Pleasure ◽  
Modern Education ◽  
Graduate Employability

It is with great pleasure that I introduce this special issue of Microbiology Australia with its focus on the work currently being performed around Australia to help our microbiology graduates develop the skills and attributes required to become career ready and to secure employment. Preparing students for employment is a multi-faceted challenge. Modern education moves beyond classroom or online instruction to working with industry to provide student learning opportunities, as well as mentoring our students to engage in experiences that will expand their outlook and capabilities. This multi-faceted approach is important to give our students the best preparation for entering the new workforce, where innovation and creativity is key.

Moving K-12 Coursework Online

2021 ◽  
pp. 1100-1122
Author(s):  
Wayne Journell ◽  
David Schouweiler
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Instruction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Formally Trained ◽  
K 12

Online learning is part of the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Utilizing Peer Review and Revision in STEM to Support the Development of Conceptual Knowledge Through Writing

2021 ◽  
pp. 074108832110060
Author(s):  
Solaire A. Finkenstaedt-Quinn ◽  
Noelle Polakowski ◽  
Brenda Gunderson ◽  
Ginger V. Shultz ◽  
Anne Ruggles Gere
Keyword(s):  
Peer Review ◽  
Content Knowledge ◽  
Conceptual Knowledge ◽  
Writing Process ◽  
Writing To Learn ◽  
Introductory Statistics ◽  
Instructional Tool ◽  
Writing Assignments ◽  
Revision Process ◽  
Statistics Course

While many STEM faculty believe Writing-to-Learn to be an effective instructional tool, instructional barriers such as the time and effort required to provide substantive feedback to their students limit the use of writing in STEM classrooms. Incorporating peer review and revision into the writing process can help mitigate these barriers while additionally supporting the learning process. This study presents an analysis of a Writing-to-Learn assignment that incorporates peer review and revision into a large introductory statistics course, where this study specifically focused on whether engaging with these processes results in changes in how students write about the content targeted by the assignment. Our results demonstrate that students made content-focused revisions between drafts that increased the amount of content they explained correctly. Additionally, our study provides evidence that students benefit from reading peers’ work in a content-focused peer review and revision process. Overall, this study shows that incorporating peer review and revision into writing assignments focused on developing content knowledge provides students with substantive feedback and enhances students’ conceptual learning.

scholarly journals Exploring the Combination of Subtitling and Revoicing Tasks: A Proposal for Maximising Learning Opportunities in the Italian Language Classroom

2019 ◽  
Vol 8 ◽  
pp. 93
Author(s):  
ANASTASIA BELTRAMELLO
Keyword(s):  
Language Skills ◽  
Learning Opportunities ◽  
Instructional Tool ◽  
Reading And Writing ◽  
Multimodal Analysis ◽  
Video Clips ◽  
Opportunities For Learning ◽  
Language Classroom ◽  
L2 Pragmatics ◽  
The Relationship

Research has proven that audiovisual translation as an instructional tool is certainly beneficial to the enhancement of language skills, mainly listening, reading and writing. The relationship between the pragmatics of audiovisual (AV) material and the way they are learned, is still a topic that requires more investigation. In this study, clips form an Italian TV series are exploited as context-rich scaffolding on which students can build up vocabulary and develop an awareness of L2 pragmatics. This article presents an innovative didactic methodology that capitalised on the linguistic richness of audiovisual texts and sees in subtitling and revoicing tasks a great didactic potential that provides students with numerous opportunities for learning vocabulary and L2 pragmatic. In the course proposed, exposure to AV input is integrated with subtitling and revoicing tasks as well as with multimodal analysis of the video clips in order to maximise learning opportunities in the FL classroom.

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