Education

Moodle: Formative Assessment, Shared Territories and Simple tools

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1. Swimming (not drowning) in the data stream: Using Moodle Logs as a formative assessment tool Dr Tony Loughland and Nigel Pearn September 17 2010 2. Modular 3.…
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  • 1. Swimming (not drowning) in the data stream: Using Moodle Logs as a formative assessment tool Dr Tony Loughland and Nigel Pearn September 17 2010
  • 2. Modular
  • 3. Object-Oriented
  • 4. Dynamic
  • 5. Learning Environment
  • 6. Moodle Design DNA Underpinned by social constructionist epistemologies (Dougiamas & Taylor, 2002, p.1)
  • 7. What is Social Constructionism? • As a theory, it posits learning as the appropriation of social practices, or after Wittgenstein, ‘forms of life’ (Schwandt 2003). Like constructivism, social constructionism is a theory of learning, or‘knowledge production’, rather than teaching in the limited sense of cultural transmission. However, it is also a theory of subjectivity formation and inscription.When translated into classroom practice, it emphasizes embodied activity as both the process and purpose of learning. Thus, it is predicated on a notion that the results of learning are likely to be observable, without requiring tests of rarefied knowledge (Loughland and Parkes, 2004).
  • 8. The problematic • Prominence of Formative Assessment in the Educational Research Literature • The Twin Imperatives of Accreditation and Credibility • The need to apply the principles of formative assessment in a cost-effective manner
  • 9. Moodle Case-Study • The action-research methodology employed in this study was founded on a practice-based evidence approach that positioned theory as being “the plaything of practice” (Carr, 2007). • The theory that was the object of play in this study was formative assessment and the context (playground) was Moodle
  • 10. Forensic Evidence • ...the goal is to deal with the notion (evidence- based practice) in a forensic way, seeking to analyse and understand an educational practice in order to improve it. When working on a site of a crime, the forensic scientist does not seek to prove who the culprits may be but to understand what has taken place (Groundwater- Smith, 2007, p.303). • Collect evidence through Moodle Logs exported as excel files and made into pivot charts
  • 11. The Student Cohort • The Moodle was designed for third year B.Ed (primary) students enrolled in EDUP3007 Professional Experiences 2 • The unit has 6 on-campus weeks (one lecture and tutorial) before a 20-day professional experience.
  • 12. The Moodle Design process • Six modules were set up. Five of these were associated with the on-campus meetings whilst the sixth carried the assessment task. The assessment task was a narrative maze created on a Wiki in which the students critically reflected on their professional learning on formative assessment throughout the professional experience. • The teacher (thanks to TIES grant) and teacher- educator worked together on the design and evaluation of the Moodle
  • 13. (n=109) (total number of actions= 117650)
  • 14. (n=109) (total number of actions= 117650)
  • 15. The So-What Section • Fireside Chats • Data Driven Early Interventions in Moodle • Co-Design and Evaluation of Initial Teacher Education Units • Social Constructionist, Learning by Design or Backward Mapping • Shared Territories, Simple Tools and Common Languages
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