E-Assessment as a Driver for Cultural Change in Network-Centric Learning

2010 ◽  
Vol 2 (3) ◽  
pp. 14-25
Author(s):  
Henk Eijkman ◽  
Allan Herrmann ◽  
Kathy Savige
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Cultural Change ◽  
Culture Change ◽  
Systemic Change ◽  
Educational Institutions ◽  
Assessment Practices ◽  
Evidence Based ◽  
Learning And Teaching

This paper explores the potentially powerful role e-assessment practices can have on culture change in learning and teaching. This paper demonstrates how new e-assessment practices can ‘push back’ through educational institutions. This is done by applying the work of Gibbs and Simpson (2004/5) to e-assessment practices. To illustrate the practical effects of this evidence-based framework, the authors use UNSW@ADFA to demonstrate the possibilities for new e-assessment practices and their potential to drive systemic change. The authors conclude that the incorporation of these structured, evidence-based e-assessment practices demonstrably improve learning outcomes and student engagement without increasing the workload of staff and students.

E-Assessment as a Driver for Cultural Change in Network-Centric Learning

2012 ◽  
pp. 233-244
Author(s):  
Henk Eijkman ◽  
Allan Herrmann ◽  
Kathy Savige
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Cultural Change ◽  
Culture Change ◽  
Systemic Change ◽  
Educational Institutions ◽  
Assessment Practices ◽  
Evidence Based ◽  
Learning And Teaching

This paper explores the potentially powerful role e-assessment practices can have on culture change in learning and teaching. This paper demonstrates how new e-assessment practices can ‘push back’ through educational institutions. This is done by applying the work of Gibbs and Simpson (2004/5) to e-assessment practices. To illustrate the practical effects of this evidence-based framework, the authors use UNSW@ADFA to demonstrate the possibilities for new e-assessment practices and their potential to drive systemic change. The authors conclude that the incorporation of these structured, evidence-based e-assessment practices demonstrably improve learning outcomes and student engagement without increasing the workload of staff and students.

Conceptualizing Student Engagement and Its Role in Meaningful Learning and Teaching Experiences

2021 ◽  
pp. 159-174
Author(s):  
Joan Mwihaki Nyika ◽  
Fredrick Madaraka Mwema
Keyword(s):  
Student Engagement ◽  
Curriculum Development ◽  
Crucial Role ◽  
Educational Institutions ◽  
Academic Excellence ◽  
Power Imbalance ◽  
Crucial Aspect ◽  
Community Members ◽  
Teaching Experiences ◽  
Learning And Teaching

Student engagement is a crucial aspect of learning as it promotes understanding, enables learners to become responsible community members, and plays a crucial role in curriculum development. The concept has varied definitions that depict it as confusing and vague as exposed in this chapter. To demystify this confusion and vagueness, this chapter focuses on the levels of engagement and its associated formations rather than what it is. Three levels of engagement are discussed in relationship to their roles in promoting understanding of knowledge by learners, curriculum designing, and in formation of communities where knowledge, academics, students, and educational institutions interact. The discourse on student engagement conceptualization in this chapter reconciles its existent tensions with the value for education investments. Engagement is depicted as essential in promoting successful learner-instructor relations towards academic excellence and for reputable educational institutions. However, power imbalance of involved stakeholders impedes its optimal use by learners.

scholarly journals Benchmarking a Sustainable Energy Engineering Undergraduate Degree against Curriculum Frameworks and Pedagogy Standards from Industry and Academia

Energies ◽  
2020 ◽  
Vol 13 (4) ◽  
pp. 822
Author(s):  
Bryn Durrans ◽  
Jonathan Whale ◽  
Martina Calais
Keyword(s):  
Renewable Energy ◽  
Learning Outcomes ◽  
Sustainable Energy ◽  
Educational Institutions ◽  
Assessment Task ◽  
Learning And Teaching ◽  
Curriculum Frameworks ◽  
Global Demand ◽  
Energy Engineering

There is an urgent need for educational institutions to produce graduates with appropriate skills to meet the growing global demand for professionals in the sustainable energy industry. For universities to stay at the forefront of meeting this global demand from industry, universities need to ensure their curricula and pedagogies stay relevant. The use of benchmarking is a key means of achieving this and ensuring any gap between university curricula and the practical needs of industry is minimized. The aim of this paper is to present an approach to benchmarking a sustainable energy engineering undergraduate degree with respect to curriculum frameworks recommended by industry and pedagogy standards required and recommended by academia and education research. The method uses the Murdoch University renewable energy engineering degree major as a case study. The results show that the learning outcomes of the renewable energy engineering units, in general, align well with the recommended learning outcomes for a complete sustainable energy degree, as prescribed by the Australian Government Office for Learning and Teaching. In addition, assessment task and marking criteria for the capstone unit of the major were at Australian Universities’ standard. A similar approach to benchmarking can be adopted by developers of new or existing sustainable energy engineering degrees in order to align with curriculum frameworks and pedagogy standards required by industry and academic peers.

scholarly journals Embedding constructive alignment of reading lists in course design

2018 ◽  
Vol 52 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Dan Croft
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Course Design ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Module Design ◽  
Reading List ◽  
Constructive Alignment ◽  
The Uk ◽  
Uk Higher Education

Reading list practices are long-standing but cause confusion and misunderstanding between module leaders and students. Constructive alignment (Biggs and Tang, 2011), although widely applied in course design across the UK Higher Education sector, has not previously been applied to the practice of reading lists but offers a practical and pedagogically sound method for reinventing reading list practice and bridging the gap of understanding between the intentions of module leaders and the interpretation of students. The module leaders of seven modules were offered the support of a project led by Oxford Brookes Library to redesign their modules so that the reading lists were constructively aligned with the learning outcomes of the modules. After an initial run of the redesigned modules the module leaders were asked whether they would embed the practice of constructively aligned reading lists in their modules. Five of the modules were redesigned and continued with the redesign past the initial instance, one of the modules exited the project before it was redesigned, and one of the modules returned to the pre-project module design and reading list practice. The project was successful in embedding constructively aligned reading list practice in Oxford Brookes University modules past the first run of the module, but several barriers to effective learning and teaching were identified with the most significant being a lack of student engagement with the redesigned reading lists. The implication for practice is that constructively aligned reading lists should include an element of summative assessment to increase the chances of student engagement and the successful embedding of constructively aligned reading lists in the design of modules.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Administrasi Pendidik dan Tenaga kependidikan

2020 ◽  
Author(s):  
Kurniati Ningsih
Keyword(s):  
Learning Outcomes ◽  
Community Service ◽  
Management Development ◽  
Education Administration ◽  
Learning And Teaching ◽  
Conducting Research ◽  
And Training ◽  
Education Process ◽  
Technical Services

Administration can be interpreted as an activity or business to help, serve, direct or manage all activities in achieving a goal. Meanwhile, educators are professionals who are involved in the process of learning and teaching, evaluating learning outcomes, conducting coaching and training, and conducting research and community service. And education administration that supports administration, management, development, supervision, and technical services to support the education process in the education unit.

Administrasi Pendidik dan Tenaga Kependidikan 1

2019 ◽  
Author(s):  
Cindy Fadilla
Keyword(s):  
Learning Outcomes ◽  
Community Service ◽  
Management Development ◽  
Education Administration ◽  
Educational Goals ◽  
Learning And Teaching ◽  
Education Personnel ◽  
Conducting Research ◽  
And Training ◽  
Education Process

Administration can be interpreted as an activity or business to help, serve, direct or manage all activities in achieving a goal. Meanwhile, educators are professionals who are involved in the process of learning and teaching, evaluating learning outcomes, conducting coaching and training, and conducting research and community service. And education administration that supports administration, management, development, supervision, and technical services to support the education process in the education unit. The purpose of the education of educators and education personnel who support the education system is to provide eligibility for educators in carrying out their duties both as educators and nursing staff in schools. So, the education of educators and labor are interrelated so that educational goals can be achieved

scholarly journals Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review

2020 ◽  
Vol 11 (1) ◽  
pp. 237
Author(s):  
Abdallah Namoun ◽  
Abdullah Alshanqiti
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Outcomes ◽  
Predictive Analytics ◽  
Research Work ◽  
Supervised Machine Learning ◽  
Bibliographic Databases ◽  
Learning And Teaching

The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.

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