Moodle 2 - how it solves pedagogical and administrative challenges for teachers
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A copy of the slides from the ICT in Education conference tipperary lit 2012
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Semelhante a Moodle 2 - how it solves pedagogical and administrative challenges for teachers
Semelhante a Moodle 2 - how it solves pedagogical and administrative challenges for teachers (20)
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Moodle 2 - how it solves pedagogical and administrative challenges for teachers
- 1. Use Moodle & Lead with Pedagogy not Learning Technology Teaching Technology Dr Mark Glynn enhancingteaching@gmail.com
- 2. “I never teach my pupils: I only attempt to provide the conditions in which they can learn”
- 3. Education cisco quote The next big killer application for the Internet is going to be Education education. over the Internet is going to be so big it is going to make e-mail look like a rounding error. John Chambers, CEO Cisco 1999
- 4. Contact details Dr Mark Glynn E-mail: enhancingteaching@gmail.com Twitter: @glynnmark Website: http://enhancingteaching.com/
- 5. Who am I? Tweeter Sports fan (@glynnmark) Teacher husband Learner Blogger Student Chemist Father First aider Learning technologist Dr executive Brother Public relations
- 8. Overview grades parents Feedback Peer Assessment Notes Discussions Quizzes Groups Glossaries “Walled” access Rubrics
- 9. Quizzes ›Quiz features ›On line quiz – question types ›When to have them ›Quiz strategies
- 10. Quiz Features Quiz information Quiz timing Quiz layout Quiz feedback Force your student to think at different levels Test your questions Student view of the quiz
- 11. Quiz information
- 12. Quiz Timing
- 14. Quiz feedback
- 16. Restrict access
- 17. Finished quiz
- 18. On-line quiz question types Multiple choice Description True/false Calculated Short answer Essay Numerical Embedded answers (Cloze) Matching Random short- answer matching
- 19. When to have them End of topic / week Continuous assessment End of semester / term
- 20. Quiz Strategies Ask good questions and you’ll get useful data Tie each question to a learning outcome Ask multiple questions on the same outcome Do not write easy MCQ’s Force your student to think at different levels Test your questions
- 21. Rubrics ›Custom made – Unlimited criteria with individual scores – Database of templates – Comment box for details ›Feedback and grades to students ›Exports to grade book
- 22. Student view of feedback
- 23. Walled Access
- 25. Quiz feedback
- 26. Rubric Feedback
- 27. General feedback
- 28. Generic Feedback
- 29. Grades ›Teachers Overview ›Teachers Grading options ›Students assignments overview ›Students view of one assignment
- 30. Teacher Overview
- 31. Teacher grading
- 34. Notes
- 35. Discussions
- 36. Glossaries ›Collaborative ›List of definitions & descriptions ›Gradable ›Auto-linking ›Multi-purpose
- 37. Peer Assessment • Workshop • Glossary • Database • Student generated quizzes
- 38. Parents ›Matched to their children ›Access to grades ›Discussion forum contributions
- 39. Groups ›Groups – E.g. Same subject different program ›Choices
- 40. choices
- 42. Conclusions
- 43. Thank You
- 44. Additional slides Tag Share Search
Notas do Editor
- Being a scientist by training I often look to fellow scientists for inspiration. Who better to give inspiration that Einstein himselfAccording to the wise words of Einstein, ClickWe can only provide conditions in which students can learn. That quote is the essence of my project
- Quiz StrategiesOf course, using the quiz engine effectively takes some work and practice. The first thing to do is use effective question-design strategies. If you ask good questions, you’ll get useful data about your students’ performance and understanding of the material.Of course, the converse is also true. There is a ton of literature about effective assessment design available. We’ll just highlight a few of the most important ideas:• Tie each question to a course goal. After all, you want to know whether your students are achieving the goals of the course, so why not ask them directly?• Try to ask multiple questions about each important idea in the class. This gives you more data points about a student’s understanding.• When writing a multiple-choice question, be sure each wrong answer represents a common misconception. This will help you diagnose student thinking and eliminate easy guessing.• Write questions requiring your students to think at different levels. Include recall questions, comprehension questions, and application and analysis questions. You can determine where students are having problems in their thinking. Can they recall the material but not apply it?• Test your questions. After you’ve established an initial question bank, use item analysis to determine which questions are useful and which aren’t. As you write new questions, give them a lower point value and throw in a few to establish their reliability.
- Quiz StrategiesOf course, using the quiz engine effectively takes some work and practice. The first thing to do is use effective question-design strategies. If you ask good questions, you’ll get useful data about your students’ performance and understanding of the material.Of course, the converse is also true. There is a ton of literature about effective assessment design available. We’ll just highlight a few of the most important ideas:• Tie each question to a course goal. After all, you want to know whether your students are achieving the goals of the course, so why not ask them directly?• Try to ask multiple questions about each important idea in the class. This gives you more data points about a student’s understanding.• When writing a multiple-choice question, be sure each wrong answer represents a common misconception. This will help you diagnose student thinking and eliminate easy guessing.• Write questions requiring your students to think at different levels. Include recall questions, comprehension questions, and application and analysis questions. You can determine where students are having problems in their thinking. Can they recall the material but not apply it?• Test your questions. After you’ve established an initial question bank, use item analysis to determine which questions are useful and which aren’t. As you write new questions, give them a lower point value and throw in a few to establish their reliability.
- Quiz StrategiesOf course, using the quiz engine effectively takes some work and practice. The first thing to do is use effective question-design strategies. If you ask good questions, you’ll get useful data about your students’ performance and understanding of the material.Of course, the converse is also true. There is a ton of literature about effective assessment design available. We’ll just highlight a few of the most important ideas:• Tie each question to a course goal. After all, you want to know whether your students are achieving the goals of the course, so why not ask them directly?• Try to ask multiple questions about each important idea in the class. This gives you more data points about a student’s understanding.• When writing a multiple-choice question, be sure each wrong answer represents a common misconception. This will help you diagnose student thinking and eliminate easy guessing.• Write questions requiring your students to think at different levels. Include recall questions, comprehension questions, and application and analysis questions. You can determine where students are having problems in their thinking. Can they recall the material but not apply it?• Test your questions. After you’ve established an initial question bank, use item analysis to determine which questions are useful and which aren’t. As you write new questions, give them a lower point value and throw in a few to establish their reliability.
- In the tutorial next week would you like me to go over Moles, molarity or titrationsDo you believe in the need for animal testing?Choose assignment A, B or C