scholarly journals High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Enrique Palou ◽  
Lourdes Gazca ◽  
Juan Antonio Díaz García ◽  
José Andrés Rojas Lobato ◽  
Luis Geraldo Guerrero Ojeda ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Engineering Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Formative Assessments ◽  
Tablet Pcs ◽  
Interactive Classroom ◽  
How People Learn ◽  
Quality Learning

A team of several faculty members and graduate students at Universidad de las Amricas Puebla is improving engineering design teaching and learning by creating richer learning environments that promote an interactive classroom while integrating formative assessment into classroom practices by means of Tablet PCs and associated technologies. Learning environments that are knowledge-, learner-, community-, and assessment-centered as highlighted by the How People Learn framework, have been developed. To date, the redesign of the undergraduate course entitled Introduction to Engineering Design has signicantly (p<0.05) increased student participation; formative assessment and feedback are more common and rapid; and instructors are utilizing the information gained through real-time formative assessments to tailor instruction to meet student needs. Particularly important have been opportunities to make student thinking visible and to give them chances to revise, as well as opportunities for "what if" thinking.

scholarly journals High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Enrique Palou ◽  
Lourdes Gazca ◽  
Juan Antonio Díaz García ◽  
José Andrés Rojas Lobato ◽  
Luis Geraldo Guerrero Ojeda ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Engineering Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Formative Assessments ◽  
Tablet Pcs ◽  
Interactive Classroom ◽  
How People Learn ◽  
Quality Learning

A team of several faculty members and graduate students at Universidad de las Amricas Puebla is improving engineering design teaching and learning by creating richer learning environments that promote an interactive classroom while integrating formative assessment into classroom practices by means of Tablet PCs and associated technologies. Learning environments that are knowledge-, learner-, community-, and assessment-centered as highlighted by the How People Learn framework, have been developed. To date, the redesign of the undergraduate course entitled Introduction to Engineering Design has signicantly (p<0.05) increased student participation; formative assessment and feedback are more common and rapid; and instructors are utilizing the information gained through real-time formative assessments to tailor instruction to meet student needs. Particularly important have been opportunities to make student thinking visible and to give them chances to revise, as well as opportunities for "what if" thinking.

scholarly journals Enhancing Teaching and Learning at the University of Venda Utilising Digital Mobile Devices

2017 ◽  
Vol 3 (4) ◽  
pp. 11
Author(s):  
Ratchel Chikurunhe ◽  
Armstrong Kadyamatimba
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Academic Experience ◽  
Learning And Teaching ◽  
Tablet Pcs ◽  
Level Of Use ◽  
The University ◽  
Quality Learning ◽  
Rural Student

The University of Venda(Univen) distributed tablets to students for facilitating and enhancing their studies. However, the provision of tablet PCs to students may not be a panacea for quality learning, especially to technological disadvantaged rural student  population. The aim of study was to investigate the use of digital mobile devices for enhancing teaching and learning at the Univen. The research questions focused on determining the current level of use of mobile devices, how they can be used effectively for teaching and learning. Mixed methods approach was applied with data being solicited from a convenient sample of students, lecturers and an IT technician. The results of the study indicated that many students and lecturers are active and have higher perceptions of mobile devices usage. The results of the study are to be used to explicate and advance the integration of the mobile devices for promoting learning and teaching accomplishments. The findings clearly showed that mobile devices have a positive impact on the academic experience. The results also indicate that there is a gradual acceptance of the Learners Management Systems (Blackboard) by both academics and students. The digital mobile devices are eventually enhancing teaching and learning at Univen.

Technology-Enabled Learning Environments

2016 ◽  
pp. 545-559
Author(s):  
Amir Manzoor
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
State Of The Art ◽  
Educational Institutions ◽  
Complex Phenomenon ◽  
Time And Space ◽  
Educational Environments ◽  
Quality Learning

In today's learning environments, students are encouraged to take a lead in controlling and managing their learning. In their process of learning, students are increasingly become independent of time and space. This changed students learning process has resulted in development of various tools, techniques, and strategies to facilitate the new ways of students learning. At the same times, faculty is challenged not only to master various teaching strategies but also to become proficient in the use of constantly evolving technology to support their teaching strategies. This interaction of technology, teaching, and learning is a complex phenomenon. This chapter explores state-of-the-art of today's technology-enabled educational environments to help educational institutions enhance existing quality learning environments and create new ones.

Using Learning Trajectories to Enhance Formative Assessment

2017 ◽  
Vol 22 (6) ◽  
pp. 368-372
Author(s):  
Caroline B. Ebby ◽  
Marjorie Petit
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Learning Trajectories ◽  
Making Sense ◽  
Interpretive Process ◽  
Improve Student Learning ◽  
Enhance Student Learning

Numerous research studies have shown that formative assessment is a classroom practice that when carried out effectively can improve student learning (Black and Wiliam 1998). Formative assessment is not just giving tests and quizzes more frequently. When assessment is truly formative, the evidence that is generated is interpreted by the teacher and the student and then used to make adjustments in the teaching and learning process. In other words, the formative assessment generates feedback, and that feedback is used to enhance student learning. Formative assessment is therefore fundamentally an interpretive process: It is less about the structure, format, or timing of the assessment and more about the function and use by both the teacher and student (Wiliam 2011). For teachers of mathematics, the heart of this process is making sense of and understanding student thinking in relation to content goals.

Classroom-Based Formative Assessments—Guiding Teaching and Learning

2015 ◽  
Vol 21 (6) ◽  
pp. 325-327 ◽  
Author(s):  
Francis (SKIP) Fennell ◽  
Barbara Ann Swartz ◽  
Beth McCord Kobett ◽  
Jonathan A. Wray
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Student Thinking ◽  
Formative Assessments ◽  
Success For All ◽  
School Level ◽  
Potential Impact ◽  
Mathematical Success ◽  
P 53

Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) recognizes the need to find a way to leverage assessment opportunities to improve teaching and learning at the classroom and school level. And although we know a lot about the importance and potential impact of formative assessment done right and well (NMAP 2008; Black and Wiliam 2010), a disconnect continues to exist among planning, teaching, and assessment—and thus, between teaching and learning—in too many classrooms. Assessment must be linked to the planning and instruction of a lesson—every day—ensuring that lesson activities inform teaching and learning for all students. Principles to Actions's eighth Mathematics Teaching Practice directs teachers to “elicit and use evidence of student thinking” (NCTM 2014, p. 53, emphasis added), but what are some ways to elicit this evidence?

scholarly journals English Teachers’ Conceptions of Formative Assessment in Online Teaching

2021 ◽  
Vol 16 (1) ◽  
pp. 177-186
Author(s):  
Wanda Lisyowati ◽  
Wiyaka Wiyaka ◽  
Entika Fani Prastikawati
Keyword(s):  
Formative Assessment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
English Teachers ◽  
Structured Interview ◽  
Educational Background ◽  
Formative Assessments ◽  
Online Classroom ◽  
Online Teaching And Learning

Formative assessment is one type of assessment that is commonly implemented in teaching and learning. However, to carry out a formative assessment, teachers need to adjust the conceptions of formative assessment in the online teaching and learning environment. This descriptive qualitative study aimed to determine the English teacher's conceptions of formative assessment in online teaching and learning. To gather the data, the writers used a closed-questionnaire and semi- structured interview. Furthermore, two English teachers participated as the sample of this study. These two English teachers were selected based on several predetermined conditions; teaching experience and educational background. The result of this study shows that both English teachers have a good conception of formative assessment in online teaching. They consider that the application of formative assessments in the online classroom is easy and does not need complicated requirements in its implementation. In addition, formative assessment can help English teachers monitor the progress of their students so that they can prepare better future lesson plans according to the conditions of their students in the online teaching and learning process.

scholarly journals Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

2021 ◽  
Vol 10 (2) ◽  
pp. 163-171
Author(s):  
Entika Fani Prastikawati
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Formative Assessments ◽  
Assessment Process ◽  
Teaching Practicum ◽  
Face To Face ◽  
Integration Of Technology ◽  
Efl Teachers ◽  
Online Assessments

The spread of the pandemic COVID-19 has made many changes in educational policy such as the assessment in English teaching and learning process. The process and procedures in the assessment need to be adjusted from face-to-face assessment into blended and online assessments. Not only English teachers, pre-service EFL teachers are also required to be ready and adapt to the changes quickly. To adapt it, the integration of technology in the assessment process has been examined. However, the involvement of technology in the area of formative assessment remains underexplored, particularly in the teaching practicum conducted by pre service EFL teachers. The present study is trying to fill the gaps by investigating pre-service EFL teachers’ perception on technology-based formative assessment which is implemented in their teaching practicum. A total of 57 pre-service EFL teachers completed a Likertscale questionnaire. After fulfilling the questionnaires, there were 19 pre-service EFL teachers who agreed and volunteered to be in a semi-structured interview. The findings show that the involvement of technology in formative assessment is perceived positively by pre-service EFL teachers in their teaching practicum during the pandemic COVID-19. They confess that technology has played its practical role in helping them assess their students. Further, the implementation of technology-based formative assessments promotes the students’ performance.

Strategies to Remove Barriers and Increase Motivation to Use the Tablet PC in Formative Assessment

2015 ◽  
Vol 4 (3) ◽  
pp. 44-55
Author(s):  
Antony Dekkers ◽  
Prue Howard ◽  
Nadine Adams ◽  
Fae Martin
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Understanding ◽  
Tablet Pc ◽  
Mathematics Courses ◽  
Course Content ◽  
Tablet Pcs ◽  
Assessment Feedback ◽  
Barriers And Motivators

This paper investigates how engineering academics can be encouraged to integrate the use of the Tablet PC to improve student understanding of course content through formative assessment feedback. In particular, it looks at the barriers and motivators for using the Tablet PC. Based on the results obtained from studies conducted on the utilisation of Tablet PCs in preparatory mathematics courses, incorporation of the technology into engineering undergraduate courses would appear to benefit students. The Tablet PC is both an innovative and adaptive form of technology which is able to support the teaching and learning process. Through the recognition of the observed positives and negatives of Tablet PC application in other courses strategies will be implemented that remove the recognised barriers and provide benefits thus encouraging engineering academics to use the Tablet PC to provide feedback on formative assessment.

Using the World Wide Web for Formative Assessment

1998 ◽  
Vol 27 (1) ◽  
pp. 71-79 ◽  
Author(s):  
Tom Buchanan
Keyword(s):  
Higher Education ◽  
World Wide Web ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
World Wide ◽  
Formative Assessments ◽  
Traditional Teaching ◽  
The World ◽  
Computer Based

It is widely acknowledged that formative assessments and feedback on performance can play an important role in supporting learning. In traditional teaching and learning paradigms, students are constrained by time, place, and resources in the extent to which they may access such support. These problems can be addressed using computer based systems, and the World Wide Web has great potential as a platform for these. This article describes the implementation and use of such a system, which proved popular with students. Patterns of usage are discussed, as is the role of such systems in current and future models of higher education.

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