Designing, Assessing and Scaffolding Student Learning in Videoconferences

2008 ◽  
pp. 104-115
Author(s):  
Harry Grover Tuttle
Keyword(s):  
Student Learning ◽  
Instructional Practices ◽  
Curriculum And Instruction ◽  
Learning Experience ◽  
Design Model ◽  
Understanding By Design ◽  
Improving Student Learning

This chapter provides a three-step framework for improving student learning in videoconferencing. Using the Understanding by Design Model, educators can design videoconferencing instruction that focus on specific student learning. As they pre-assess their curriculum and instruction goals and shape the videoconference plan, as they assess students’ learning pre, during and after the videoconference, and scaffold the learning to meet these goals and assessment needs, they will automatically build in structured, successful learning experience. While discussing the transfer of the Understanding by Design Model to videoconferencing settings, the author provides specific examples of each step of this process that will help other educators use the system in their own instructional practices.

scholarly journals Using LaTeX's moodle package and R's Sweave to easily create data-driven, up-to-date financial mathematics and statistics quizzes for Moodle

2018 ◽  
Vol 17 (1) ◽  
pp. 32
Author(s):  
Agnieszka Jach
Keyword(s):  
Student Learning ◽  
Open Source ◽  
Learning Experience ◽  
Data Driven ◽  
Financial Mathematics ◽  
Substantial Benefit ◽  
Improving Student Learning

Preparation of Moodle quizzes which are data-based and contemporary tends to be tedious and time-consuming. By using innovative tools, this process can be simplified and automated, providing a substantial benefit to the teacher wishing to employ such quizzes, and ultimately improving student learning experience. The purpose of this article is to show how to create data-driven, up-to-date quizzes for Moodle in an easy fashion. The methodology is based on several popular, open-source, free tools, and its implementation details are demonstrated with an example. This makes the methodology readily-available to the practitioners.

scholarly journals Improving Student Learning of Energy Systems through Computational Tool Development Process in Engineering Courses

2021 ◽  
Vol 13 (2) ◽  
pp. 884
Author(s):  
Jian Zhang ◽  
Heejin Cho ◽  
Pedro J. Mago
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Learning Experience ◽  
Energy Systems ◽  
The Self ◽  
Mobile Technologies ◽  
Computational Tool ◽  
Computational Tools ◽  
Classroom Activities ◽  
Improving Student Learning

Advancements in computer and mobile technologies have driven transformations of classroom activities in engineering education. This evolution provides instructors more opportunities to introduce computational tools that can be effectively used and promoted in engineering education to advance students’ learning process when the tools are appropriately utilized in the classroom activities. This paper presents a methodology to improve student learning of energy systems through a class assignment implementing a self-developed computational tool using Microsoft Excel and utilizing the tool to enhance their learning experience. The proposed method, a student-centered learning approach, was applied in a technical elective course called “Power Generation Systems” within a mechanical engineering curriculum. In the course, students were guided to develop a computational tool by themselves based on their learning of the fundamental principles and governing equations of a thermodynamics cycle. The self-developed computational tool allows the students to focus on more design-oriented problems, instead of the calculation process. Using the self-developed tool, students can have an enhanced understanding of the energy system performance in varying design and operational conditions and can perform the parametric analysis and visualization of essential parameters. Feedback from the students and class instructors proves that the self-development and use of the tool can significantly improve the students’ learning experience in the implemented course, make the course more dynamic, and motivate the students to learn the material more iteratively. In addition, students feel confident using computational tools to perform analysis, and are willing to develop more tools for other energy-related engineering applications.

scholarly journals Model of Increasing Experiences Mathematics Learning with Group Method Project

2020 ◽  
Author(s):  
Rahmad Syah ◽  
Ismail Husein
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Group Method ◽  
Group Project ◽  
Project Method ◽  
Improving Student Learning ◽  
Method Model ◽  
Improve Student Learning

Improving student learning experience is a very important thing. purpose research to develop a group project method model. This study uses the experimental method by testing the experimental class and comparing conventional based learning and learning using the group project method. The results of this study indicate that using this group project method can improve student learning outcomes and learning experiences.

scholarly journals THE DEVELOPMENT OF INTERACTIVE LEARNING MEDIA IN COMPUTER AND BASIC NETWORKS SUBJECT ON COMPUTER AND NETWROKS ENGINEERING OF SMKN 2 LUBUK BASUNG

2020 ◽  
Vol 3 (1) ◽  
pp. 50-54
Author(s):  
Deni Ferdiansyah Putra ◽  
M. Giatman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Interactive Learning ◽  
Learning Processes ◽  
Design Model ◽  
Instructional Media ◽  
Validity Test ◽  
Teachers And Students ◽  
Improving Student Learning ◽  
D Model

The purpose of this research is to develop interactive learning media on computer and basic networks subject that are valid, practical and effective. This reasearch is used the Four-D design model that is applied to develop and test the validity, practicality and effectiveness of interactive learning media in computer and basic networkinglearning. The research is used the Four-D model include defining, designing, developing, and distributing. The results of the validity test on interactive learning media are valid. Based on teachers and students responses about instructional media shows the results of interactive learning media are very practical and learning outcomes from students indicate the learning media has been effectively used for computer and basic networkinglearning. The analysis resultshows that interactive learning media is better in improving student learning processes.

scholarly journals Exploratory evaluation of audio email technology in formative assessment feedback

2011 ◽  
Vol 19 (1) ◽  
Author(s):  
George Macgregor ◽  
Alex Spiers ◽  
Chris Taylor
Keyword(s):  
Treatment Group ◽  
Formative Assessment ◽  
Student Learning ◽  
Learning Experience ◽  
Control Group ◽  
Audio Feedback ◽  
Assessment Feedback ◽  
Quasi Experimental ◽  
Improving Student Learning ◽  
Feedback Delivery

Formative assessment generates feedback on students’ performance, therebyaccelerating and improving student learning. Anecdotal evidence gathered by anumber of evaluations has hypothesised that audio feedback may be capable ofenhancing student learning more than other approaches. In this paper we report onthe preliminary findings of a quasi-experimental study employing qualitativetechniques for triangulation, conducted to evaluate the efficacy of formative audiofeedback on student learning. We focus on the delivery of ‘voice emails’ toundergraduate students (n = 24) and evaluate the efficacy of such feedback informative assessment and ergo students’ learning, as well as achieving a betterunderstanding of students’ feedback behaviour post-delivery. The results indicatethat audio feedback better conforms to existing models of ‘quality’ formativefeedback, can enhance the student learning experience and can be more efficientin feedback delivery. Despite this, and high levels of feedback re-use by studentparticipants, the audio treatment group underperformed in learning tasks whencompared with the control group. Differences between the groups were notstatistically significant and analyses of individual and mean learning gains acrossthe treatment group provide little indication of improvements in learning.

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