Pedagogy+2.0



=** Re- shaping Assessments for Todays’ Learners ** =

= W **elcome to the re-shaping assessment workshop.** =

** T ** his workshop is specifically designed for members of the Faculty of Health Sciences. The workshop will look at redesigning assessment to meet the needs of more diverse learners. This will entail using your unit outline as a tool to unpack your current assessment and redesign it to meet the needs of your students and at the same time reduce your workload.

The workshop will cover: · Learning styles · Motivational learning activities · Beyond essays: types of assessment · Online assessment tools and strategies · Time-saving marking techniques · Rubric and Gradebook

· Complete the VARK questionnaire [] · Attend the workshop · Bring
 * 1) Your VARK learning style results to the workshop
 * 2) Your Creativity



 Introduction: So what is a 21st Century Teacher? One that is flexible, collaborative, research based, knows the learning styles of their students, teaches to different learning styles and ability levels But why has this really come about?...is it that our students clearly are not the traditional learning styles that we know ? or have we changed our learning styles to accommodate the 21st century ? And if we have what does that mean? Visit [|what some students say]!  Illustrated by PWilliams, 2005  //During their formative years, millennials –– the cohort born after 1982 –– have had unprecedented access to a broad range of media in the United States (Roberts et al., 2005) and abroad. Especially profound are their gains in access to interactive media (e.g., video game consoles, computers) and information and communication technologies (e.g., instant messenger). Pervasive availability of interactive media has helped contribute to nearly 9 in 10 U.S. Teens regularly accessing the Internet and more than half going online daily (Lenhart et al., 2005). More interesting than access is what millennials do once they go online. Of those who access the Internet, 4 in 5 play online games, 3 in 4 gather news, and just under 1 in 3 seek out health information (Lenhart et al., 2005). Besides consuming information, nearly 3 in 5 U.S. Teenagers contribute to the content of the Internet by creating blogs and web pages; posting original artwork, stories, and photos; and remixing existent content in novel ways (Lenhart & Madden, 2005).”// = Traditional Model =

  = = = = = Neomillennial Model = Dieterle //et al//, propose adding a media based or mediated learning style, the “NeoMillennial learning style” which results from new technologies, the ubiquitous nature of connectivity, the vast volumes of information constantly developed and propagated; and the collaborative nature of the emerging technologies. [|Dieterle,Dede & Schrier] describe  1. Fluency in multiple media, valuing each for the types of communication, activities, experiences, and expressions it empowers. 2. Learning based on collectively, seeking, sieving, and synthesizing experiences rather than individually locating and absorbing information from a single best source. 3. Active learning based on both real and simulated experiences that includes frequent opportunities for reflection.”
 * Extrovert vs introvert
 * Sensing vs intuition
 * thinking vs feeling
 * Judgement vs perception

Visit [|Gardner's Multiple Intelligences] As educators, we need to recognise the impact of these emerging technologies. For some teachers, recognising the technologies and then there potential value is a great start, but the ubiquitous (anytime, anywhere) nature of communication, collaboration and information greatly impacts on how our “digital natives” or “millennial students” learn, communicate and spend their recreational time. This immediacy, the instant nature of modern communications and information access is immensely powerful, and alters how students look at the world, it taints and changes there outlook and view. Do any of the models cover this? As we prepare our students for the ever changing world and the mass of information that they are creating now and will create in the future, we try to equip them with the tools and processes to sort, filter, validate & discard, contrast & compare, summarise and arrange the data. Do the existing models effectively address these aspects? 1. Fluency in multiple media, valuing each for the types of communication, activities, experiences, and expressions it empowers. 2. Learning based on collectively, seeking, sieving, and synthesizing experiences rather than individually locating and absorbing information from a single best source. 3. Active learning based on both real and simulated experiences that includes frequent opportunities for reflection.”  Simple Learning style analysis using Flemming's VARK Test: (Visual, Auditory,Read Write, Kinaesthetic)

What are the __**Types of Learning Styles** ?__

__Visual learners__

//learn through seeing //...  These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, powerpoint, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.

__Audio Learners__   //learn through listening ... // They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a digital recorder.

__Tactile/<span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;"> Kinaesthetic __

//<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">l <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">earn through, moving, doing and touching... // Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

<span style="color: #993300; font-family: 'Times New Roman','serif';">
<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Now that you have an idea of what your learning style is and your students this should not only make your learning more efficient, but also more stimulating when you consider designing your assessments and learning activities to cater to your learners. Visit: [|Laurillard's Model]

<span style="color: #000000; font-family: 'Times New Roman','serif'; line-height: 115%;">For example: <span style="color: #0000ff; font-family: 'Verdana','sans-serif'; line-height: 115%;">Auditory or Aural learners <span style="color: #323232; font-family: 'Verdana','sans-serif'; line-height: 115%;"> Aural learners like to listen and this is their preferred mode of collecting and processing data. These learners like.... So the __e Tools__ we can match up with this are:
 * Listening, speaking, explaining, describing, debates, show and tell
 * Discussions with Teachers and Peers
 * Musical performances, raps, songs oral presentations, demonstrations, Poems
 * Verbal games
 * Digital recordings Mp3,Mp4
 * Attending classes, tutorials discussions
 * [|Audacity] - this is a open source product, available from source forge. If you download and install the [|LAME DLL] then you can record to MP3 format as well. a very good tool
 * MP3 player recorders - these often have linking software to allow you to download your recordings to you computer - very good for podcasting
 * [|garageband] - the Mac standard
 * [|photostory 3] - narration feature - this is a potentially very cool program. Free, from Microsoft the auditory learner can add images and narrate a commentry to this. Well worth a look.

Podcasting <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;"> RUBRICS Visit this great site ! - for other assessment types click here [|Rubrics] This rubric may be used for self-assessment and peer feedback. Example: <span style="font-family: Arial,Helvetica,sans-serif;">Rubric for Podcasts
 * Audacity with Lame DLL - goto [|sourceforge] and downlaod the latest version. It will also give you a link to the Lame.dll download
 * Moodle iPodcast module. Moodle is an open source LMS (learning management system) This one of the many modeules that are available other include RSS aggregators. [|http://moodle.org]
 * BlackBoard Wimba Create
 * iTunes
 * [|Adobe Acrobat reader] - there is a feature in Acrobat reader that is called READ OUT LOUD and in a very tinny voice this feature will read the contents of the page or document to you. Its a good start
 * [|Readplease]- This is a better tool, cut and paste text into it or type your text directly into the window and it will read it to you. It has a variety of voices, pitch etc and you can increase or decrease the font size. The word spoken at the time is highlighted. It also is smart enough to avoid punctuation. Very cool. I use this to proof read essays, blogs etc

introduction. Provides relevant information and establishes a clear purpose engaging the listener immediately. || Describes the topic and engages the audience as the introduction proceeds. || Somewhat engaging (covers well-known topic), and provides a vague purpose. || Irrelevant or inappropriate topic that minimally engages listener. Does not include an introduction or the purpose is vague and unclear. ||^  || Quotes and sources of information are credited appropriately. || Includes appropriate and informative quotes from “expert” sources. Source quotes are credited appropriately. || Includes some variety of informative quotes from some “expert” sources, and one or more source quotes need some editing.. One or more source quotes are not credited. || Includes no source quotes or includes source quotes with multiple citation errors.. ||^  || and follow-up questions are used appropriately. || Open ended questions and follow-up questions are occasionally irrelevant to the topic. || Only yes-or-no questions are used. No follow-up questions are asked. ||^  || Work ** || **6 points** || **4 points** || **2 points** || **0 points** ||   || Ann Bell[|Learning Applications for the iPod® and Handheld Computers] <span style="color: #000000; font-family: 'Arial','sans-serif'; line-height: 115%;">E Portfolio Rubric [|example] 21st Century Learning Styles and Mobile Technologies (Dede, Chris) <span style="color: #333333; font-family: 'Arial','sans-serif'; line-height: 115%;">Emerging interactive media are shaping users' attributes and social patterns into "neomillennial" learning styles: Today's students seek situations that interweave face-to-face interactions with shared virtual experiences. In particular, wireless mobile devices (cellphones, portable gaming platforms, personal digital assistants) provide the opportunity to overlay digital data and simulated experience as students interact with the physical world. [|Netter's Anatomy]
 * ** CATEGORY ** || ** Exemplary ** || ** Proficient ** || ** Partially Proficient ** || ** Incomplete ** || ** POINTS ** ||
 * ** Introduction ** || **9 points** || **6 points** || **3 points** || **0 points** ||  ||
 * ^  || Catchy and clever
 * ^  || Tells who is speaking, date the podcast was produced, and where the speaker is located. || Tells most of the following: who is speaking, date of the podcast, and location of speaker. || Alludes to who is speaking, date of the podcast, and location of speaker. || Speaker is not identified. No production date or location of the speaker is provided. ||^   ||
 * ** Content ** || **9 points** || **6 points** || **3 points** || **0 points** ||  ||
 * ^  || Creativity and original content enhance the purpose of the podcast in an innovative way. Accurate information and succinct concepts are presented. || Accurate information is provided succinctly. || Some information is inaccurate or long-winded. || Information is inaccurate. ||^   ||
 * ^  || Vocabulary enhances content. || Vocabulary is appropriate. || Vocabulary is adequate. || Vocabulary is inappropriate for the audience. ||^   ||
 * ^  || Includes a wide variety of appropriate, well-researched and informative sources and has well-edited quotes from “expert” sources.
 * ^  || Keeps focus on the topic. || Stays on the topic. || Occasionally strays from the topic. || Does not stay on topic. ||^   ||
 * ^  || Conclusion clearly summarizes key information. || Conclusion summarizes information. || Conclusion vaguely summarizes key information || No conclusion is provided. ||^   ||
 * ** Delivery ** || **3 points** || **2 points** || **1 point** || **0 points** ||  ||
 * ^  || Well rehearsed, smooth delivery in a conversational style. || Rehearsed, smooth delivery. || Appears unrehearsed with uneven delivery. || Delivery is hesitant, and choppy and sounds like the presenter is reading. ||^   ||
 * ^  || Highly effective enunciation and presenter's speech is clear and intelligible, not distant and muddled. Expression, and rhythm keep the audience listening. || Enunciation, expression, pacing are effective throughout the podcast. || Enunciation, expression, rhythm are sometimes distracting during the podcast. || Enunciation of spoken word is distant and muddled and not clear. Expression and rhythm are distracting throughout the podcast. ||^   ||
 * ^  || Correct grammar is used throughout the podcast. || Correct grammar is used during the podcast. || Occasionally incorrect grammar is used during the podcast. || Poor grammar is used throughout the podcast. ||^   ||
 * ** Interview ** || **6 points** || **4 points** || **2 points** || **0 points** ||  ||
 * ^  || Open ended questions and follow-up are used that draw interesting and relevant information from the interviewee. || Open ended questions
 * ** Graphic and Music Enhancements ** || **6 points** || **4 points** || **2 points** || **0 points** ||  ||
 * ^  || The graphics/artwork used create a unique and effective presentation and enhance what is being said in the podcast and follow the rules for quality graphic design. || The graphics/artwork relate to the audio and reinforce content and demonstrate functionality. || The graphics/artwork sometimes enhance the quality and understanding of the presentation. || The graphics are unrelated to the podcast. Artwork is inappropriate to podcast. ||^   ||
 * ^  || Music enhances the mood, quality, and understanding of the presentation. || Music provides supportive background to the podcast. || Music provides somewhat distracting background to the podcast. || Music is distracting to presentation. ||^   ||
 * ^  || All graphic and music enhancements are owned by the creator of the podcast or copyright cleared with appropriate documentation. || Graphic and music enhancements are owned by the creator of the podcast or copyright cleared. || Use of copyrighted works is questionable. || Copyright infringement is obvious. ||^   ||
 * ** Technical Production ** || **6 points** || **4 points** || **2 points** || **0 points** ||  ||
 * ^  || Presentation is recorded in a quiet environment without background noise and distractions. || Presentation is recorded in a quiet environment with minimal background noise and distractions. || Presentation is recorded in a semi-quiet environment with some background noise and distractions. || Presentation is recorded in a noisy environment with constant background noise and distractions. ||^   ||
 * ^  || Transitions are smooth and spaced correctly without noisy, dead space. || Transitions are smooth with a minimal amount of ambient noise. || Transitions are uneven with inconsistent spacing; ambient noise is present. || Transitions are abrupt and background noise needs to be filtered. ||^   ||
 * ^  || Volume of voice, music, and effects enhance the presentation. || Volume is acceptable. || Volume is occasionally inconsistent. || Volume changes are highly distracting. ||^   ||
 * ^  || Podcast length keeps the audience interested and engaged. || Podcast length keeps audience listening. || Podcast length is somewhat long or somewhat short to keep audience engaged. || Podcast is either too long or too short to keep the audience engaged. ||^   ||
 * ^  || Podcast linked from a site that included descriptive subject tags. || Podcast contained subject tags. || Podcast contains limited subject tags. || Podcast has no subject tags and difficult to locate online. ||^   ||
 * ** Group/Partner
 * ^  || All team members contributed equally to the finished product and assist in editing process by offering critique and sharing in skill development. || Assisted group/partner in the editing process. || Finished individual task but did not assist group/partner during the editing process. || Contributed little to the group effort during the editing process. ||^   ||
 * ^  || Performed all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Always did the assigned work. || Performed nearly all duties of assigned team role and contributed knowledge, opinions, and skills to share with the team. Completed most of the assigned work. || Performed a few duties of assigned team role and contributed a small amount of knowledge, opinions, and skills to share with the team. Completed some of the assigned work. || Did not perform any duties of assigned team role and did not contribute knowledge, opinions or skills to share with the team. Relied on others to do the work. ||^   ||
 * ** TOTAL POINTS ** || /45 ||
 * © COPYRIGHT 2007 **** Ann Bell **** Instructor, **** [|Learning Applications for the iPod® and Handheld Computers] **** All Rights Reserved. Updated: March 28, 2007 **



Visual Learners

 * Seeing teachers body language and facial expressions
 * Pictures, illustrations and diagrams
 * Posters
 * Cartoons
 * Collages
 * Slide shows
 * TV Shows
 * Films and Videos
 * Flowcharts
 * colouring books
 * Graphs and charts
 * maps
 * Flash cards
 * Underlining and highlighting

TV Shows Video and Movies

 * Windows Movie maker
 * [|Photostory 3 (version 3)] - Microsoft its free (but not open source)
 * [|Pencil] - an animation tool - great on a tablet

Mind Maps, Flow charts and Brain Storms

 * [|Microsoft Visio] -
 * [|Concept draw] - this is great for science and medical stuff
 * Visual Understanding Environment is a mind mapping tool produced buy tufts - good free mind mapping tool - [|VUE]

Kinaesthetic Learners
The kinaesthetic learner is one who's prefered learning style is doing, touching and making. many of my male students are kinaesthetic learners. These learners like:
 * Using their senses
 * Surveys
 * Demonstrations, field trips and tours
 * Collections and exhibits
 * Samples and products
 * Laboratories
 * Displays, Dioramas, posters, task cards and mobiles
 * Whiteboard activities
 * Games
 * Computers
 * Trial and error, hands-on activities
 * Role playing, charades, plays, performances and dance
 * Interviews
 * Teachers who give real life examples

Hands On activities: Example:

Desktop Publishing
Look at the templates that come with your DTP product. Posters, origami you name it many of them do it
 * Microsoft Publisher
 * Photoshop
 * quark express
 * Adobe Connect/Presenter webinbars

Try creating instructional videos as part of their assessment tasks. Example: students produce claymation movies. Its brilliant to teach storyboarding, time management and the fundementals of video - framerate, camera shots and angle, lighting etc
 * Windows Movie Maker - use movie maker 2 and goto tools and set the photoduration down to 0.125 seconds. this will give you a frame rate of 8 frames per second. not brilliant but good enough
 * Web camera - eg Logitech quickcams . Often the software with the camera is very useful
 * Microsoft Photostory (version 3)
 * Camtasia This is techsmiths screen capture tool and I swear by it. [|http://www.techsmith.com]
 * [|camstudio] - screen capture - open source project on sourecforge. this is a good introductory product. There is a good training video available on [|teachertube.com]
 * [|POV Webcam]
 * Viddler/YouTube

Read Write learners

 * Lists
 * Headings (structure)
 * Notes
 * Essays
 * Definitions, Dictionaries and glossaries
 * Textbooks, manuals, handouts and readings
 * Articulate teachers
 * Microsoft Word versions
 * Adobe Portfolio (V9)

RSS Feeds, Blogs and emails

 * internet explorer 7.0 and above
 * Firefox 2.0
 * Wizz RSS - news reader in Firefox
 * google mail - g-mail, hotmail....
 * Moodle
 * First class
 * LAMS
 * Blackboard
 * Wiki's and blogs [|ACU Wordpress]with threaded discussions [|Voicethread.com]
 * Frontpage
 * Adobe Dreamweaver
 * NVU - free and a good alternative to Frontpage.
 * Adsoft foxeditor - this is a free product
 * Moodle, First class, WebCT & LAMS - these tools (and of course many other LMS products) have a web publishing aspect to them that is woprth considering as a medium for the read/write learner
 * Blogs - so many different online blog sites, plus personal spaces like myspace



WEB 2.0 Applications

Web 2.0 Tutorials
[|commoncraft]
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Concept map

 * **Google earth**
 * **Google maps**
 * **Google street view**
 * **Microsoft live maps**
 * **Microsoft Photosynth**

From Google:

 * Google has given us a variety of tools we can use.**

[|Google earth] and [|Google Sketch up]

 * Google earth client allows you to search for and visit a location on the planet. You zoom and swoop in from an Eye of God perspective and bookmark and tag favourite locations. these are often linked to images uploaded to various sites. The Sketch up tool allows the users, who are interested to create 3D constructs of the building at the location and upload these to the warehou**se.**

[|Google maps and Street view]
**Re-designing Assessments for Todays' Learners**

Collaboration is not a 21st century skill it is a 21st century essential
Collaboration is part of tertiary education. The ability to collaborate is a skill employers value. Students spend much of their time collaborating and communicating. They are developing fluency in a variety of media; instant messaging, txt with cell phones, chat in embedded chatrooms on their facebook or bebo pages, twittering and working collaboratively on google documents; students constantly collaborate. In the UNESCO report “The four pillars of Education, Learning: The Treasure within” Collaboration and communication are identified within each of the four pillars. Presentation Slides
 * Learning to know
 * Learning to do
 * Learning to live together
 * Learning to be

( [] ) [8] [|Ian Jukes], [|David Warlick,] [|Marc Prensky] and many other 21st Century Educationalists emphasise the importance of collaboration. The question of equitable work contribution is raised as a reason not to do collaborative projects or assessment purposes. However self and peer assessment can overcome issues around this. Interestingly, students are brutally honest in their appraisal of their own performance and that of their peers. Visit [|E Learning Strategies A-Z] [|**Jukes - Understanding Digital Kids.pdf**] [|**PRENSKY - DIGITAL NATIVES AND IMMIGRANTS 1.PDF**] [|**PRENSKY - DIGITAL NATIVES AND IMMIGRANTS 2.PDF**] [|**Dieterle-Dede-Schrier-NLS-2006.pdf**] [|**Developing Pedagogic Skills for the Use of the Interactive Whiteboard in Mathematics.pdf**] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">
 * Resources:**