Report on the Work Set 1
(Search, Discussion and Conclusion)
Directed by Students of the Master Program
in C&I and MEF: Promotion1
Mr. Worawit CHAOKIJKHA 5614653350
Ms. Sasiya SUTASUWAN 5614653368
Ms. Sirinthip CHEVAKITJAROEN 5614653376
Ms. Sirinthip CHEVAKITJAROEN 5614653376
Mr. Apiwat SORNSUKONG 5614653384Ms. Akaraya PUENGCHAROEN 5614653392
Presented to
Dr. Nopphawan CHIMROYLARP
This report is part of the course project 01162531
"ICT in Education and Curriculum Development"
TOPIC1: Web–Based Instruction/Learning (WBT – WBL).
Q1: What are their meanings, how are they different from CAI – CAL
(Computer Assisted Instruction/Learning)?The Meaning of WBI and WBL
WBL or Web-Based Learning is some kind of online learning. It’s a channel that allows learners to use video conferences online course contents and real-time video conference teaching (or video streaming). Furthermore, to get more knowledge further from the web. This WBL provides many hyperlink (links to another sites) to help student search more information. The one of specific function coming with WBL is VLC (virtual Learning Environment) or sometimes it is called MLE (Managed Learning Environment) that contains VIRTUAL (seem like "face-to-face") teaching and learning software package.
The differences between WBI-WBL and CAI-CAL
1. CAI –CAL are OFFLINE but WBI-WBL are ONLINE.
In the time that “”World Wide Web” CAI-Computer-Assisted Instruction and CAL Computer-Assisted Learning are the earliest offline learning using ICT.
As mentioned above that WBI-WBL use “WWW” as the main channel of learning and instruction, Internet accessibility is used with WBI-WBL.
Q1: What are their meanings, how are they different from CAI – CAL
(Computer Assisted Instruction/Learning)?The Meaning of WBI and WBL
WBL or Web-Based Learning is some kind of online learning. It’s a channel that allows learners to use video conferences online course contents and real-time video conference teaching (or video streaming). Furthermore, to get more knowledge further from the web. This WBL provides many hyperlink (links to another sites) to help student search more information. The one of specific function coming with WBL is VLC (virtual Learning Environment) or sometimes it is called MLE (Managed Learning Environment) that contains VIRTUAL (seem like "face-to-face") teaching and learning software package.
The differences between WBI-WBL and CAI-CAL
1. CAI –CAL are OFFLINE but WBI-WBL are ONLINE.
In the time that “”World Wide Web” CAI-Computer-Assisted Instruction and CAL Computer-Assisted Learning are the earliest offline learning using ICT.
As mentioned above that WBI-WBL use “WWW” as the main channel of learning and instruction, Internet accessibility is used with WBI-WBL.
2. Interactive activities
When using CAI, learners use their own computer without connecting to internet, it’s not allow them to communicate with others. So, the interactive applications are not used with CAI. But when learners connect with the world to “world wide web”, there is a big opportunities to exchange knowledge to each another. So, many interactive applications take part in WBI-WBL.
When using CAI, learners use their own computer without connecting to internet, it’s not allow them to communicate with others. So, the interactive applications are not used with CAI. But when learners connect with the world to “world wide web”, there is a big opportunities to exchange knowledge to each another. So, many interactive applications take part in WBI-WBL.
Q2: What are the benefits of WBI – WBL?
1. The benefits of WBL are very useful for Distance Learning (as we are doing). We can learn individually through this WBL anywhere anytime.
2. This WBL promotes "Child-Centered - learning". By this channel, students have to study themselves to complete the assignments from teacher. And teachers will overview how students work on assignments as Facilitator and consulter.
3. Supposing children in areas that are difficult to access the qualified education system, these students could be able to learning through WBL because of Virtual learning Environment function.
4. In commercial way, as you see one good example using WBL integrated with face-to face convention program teaching, Kru P'Nan (ON-line English teacher) uses this WBL to lively teach for her student sitting in 30 branches of her English institutes.
5. Students can receive quick feedback on their performances.
6. It's a convenient way for student to submit the assessment from the remote site.
7. In case of multiple choices, Computer marking is efficient for staff time.
8. A Web-Based Curriculum is Nonlinear, it means students can get more
information further from the sites they studying by Hypertext links.
So prospective students in 21st century will not only work on what course
asks them to do but they will go further to answer "How this course will be improved?"
information further from the sites they studying by Hypertext links.
So prospective students in 21st century will not only work on what course
asks them to do but they will go further to answer "How this course will be improved?"
Q3: How to design and develop the WBI – WBL?
There are two models of WBI design and development. The first one is PLANNING --> DESIGNING --> MANAGING --> EVALUATING
For the PLANNING, we have to answer the question "What we want our students to do?" Note that the assigned task is NOT TOO difficult, so that student will be discouraged to achieve it, in other hand, it should NOT be TOO easy, and they will get bored of working with teacher's assignments. One of tasks will be PROJECT, the most effective work for student to let them
develop the long-term memory. In short, the assignment (problem) should let student use Their Prior Knowledge (what they have learnt) and let them discover new knowledge. After that, they will resolve the problem assigned. In this stage, they constructed unconsciously their own new knowledge that affects mentally to their long-term memory.
There are two models of WBI design and development. The first one is PLANNING --> DESIGNING --> MANAGING --> EVALUATING
For the PLANNING, we have to answer the question "What we want our students to do?" Note that the assigned task is NOT TOO difficult, so that student will be discouraged to achieve it, in other hand, it should NOT be TOO easy, and they will get bored of working with teacher's assignments. One of tasks will be PROJECT, the most effective work for student to let them
develop the long-term memory. In short, the assignment (problem) should let student use Their Prior Knowledge (what they have learnt) and let them discover new knowledge. After that, they will resolve the problem assigned. In this stage, they constructed unconsciously their own new knowledge that affects mentally to their long-term memory.
To DESIGNING the WBI, it's necessary to have the fundamental features as followings:
-> Course information, notice board, timetable
->Curriculum map
->Teaching materials such as slides, handouts, articles
->Communication via email and discussion boards
->Formative and summative assessments ***
->Student management tools (records, statistics, student tracking)
->Links to useful internal and external websites—for example, library,
online databases, and journals
***Formative assessment = Journal / Question get some feedback like
"what you have leant today ?"
Summative assessment = Question or evaluation to know "what level are our student?"
For Managing stage, Teacher should be proficient in the areas of class management and organization as the following modules:
1. Establishing the positive climate:
-promote and maintain high expectations
- know your student (their prior knowledge and how far they can go)
-Engage all students in learning process
2. Organizing the WBL site:
- Make sure that all feature and function are READY to use.
- Create the bulletin board to foster learning
3. Developing Rules, Routine and Procedures:
- Create, communicate and practice the rules with students.
-Develop routine and step-by-step procedures for the tasks that
occur regularly
- Set up a system for a specific reasonable and logical consequences
and reward
4. Assigning and Managing work ****** very important
- Make sure if student understand what they are supposed to do.
- Monitor students' completion of assignments
- Provide timely feedback on assignment
- In case of un-qualified works, ask student to make-up / rework.
In EVALUATING, the assessment features of WBI site should involve teacher to the following activities:
- Record both formative and summative progress of students’ growth.
- Record Grades and Daily attendance
- Open chance for students in monitoring their own progress.
-> Course information, notice board, timetable
->Curriculum map
->Teaching materials such as slides, handouts, articles
->Communication via email and discussion boards
->Formative and summative assessments ***
->Student management tools (records, statistics, student tracking)
->Links to useful internal and external websites—for example, library,
online databases, and journals
***Formative assessment = Journal / Question get some feedback like
"what you have leant today ?"
Summative assessment = Question or evaluation to know "what level are our student?"
For Managing stage, Teacher should be proficient in the areas of class management and organization as the following modules:
1. Establishing the positive climate:
-promote and maintain high expectations
- know your student (their prior knowledge and how far they can go)
-Engage all students in learning process
2. Organizing the WBL site:
- Make sure that all feature and function are READY to use.
- Create the bulletin board to foster learning
3. Developing Rules, Routine and Procedures:
- Create, communicate and practice the rules with students.
-Develop routine and step-by-step procedures for the tasks that
occur regularly
- Set up a system for a specific reasonable and logical consequences
and reward
4. Assigning and Managing work ****** very important
- Make sure if student understand what they are supposed to do.
- Monitor students' completion of assignments
- Provide timely feedback on assignment
- In case of un-qualified works, ask student to make-up / rework.
In EVALUATING, the assessment features of WBI site should involve teacher to the following activities:
- Record both formative and summative progress of students’ growth.
- Record Grades and Daily attendance
- Open chance for students in monitoring their own progress.
The second model is: ADDIE (suggested 2013)
A = Analysis
D = Design
D = Develop
I = Implementation
E = Evaluation
This is very Interesting MODEL.
A = Analysis there is 6 areas we have to analyze:
1. Curriculum analyze:
what are the learning objectives? (Cognitive, Affective, Psycho-motor)
What are Enabling or Behavioral objectives?
2. Audience/ learner analysis: what are levels of your students?
3. Technology analysis: What program will you use to develop?
Which operation IOS/ Microsoft?
4. Content analysis: what are the essential contents to apply to WBI?
5. Learning activities analysis: WBI developer have to consider Learning
thoughts that fit to the appropriate contents as these followings
- Collaborative learning - Problem-based learning
- CIPPA model - Inquiry-based learning
- Media analysis
6. Media analysis : There 2 main types of media used in developing WBI:
6.1 Media for presentation such as
- Text -Graphic - Flash animation - Streaming Video
6.2 Media for interaction activities
=> Asynchronous interaction medias used when users don't share
free time : Web Board Mail
=>Synchronous interaction medias used when users share free time
: - Video conference -- Chat
=> Online testing system
D= Design 2 areas that developer need to think about WBI design are:
Content designs : What are the content for this WBI ?
Which application will be used for each content ?
Web page design:
How we put each element in the page of website?
D= Development there are 3 steps for develop WBI:
1. Preparation: Prepare all stuffs you want to put in web
(content clip video sound applications)
2. Develop the lesson on webpage
in this process you have to put all stuffs into the frame of each lessons
3. Make the handout document to be students' guide to achieve this WBL course.
I= Implementation It's kind of Trial used with Example group by STAD***model in this process if developer found some errors or problems you have to fix them out before use with the Whole class.
*** STAD strategy (Salavin, 1990) = Student-teams Achievement Divisions
Steps= Class presentation--> Team study--> Test-->Individual Improvement --> Team recognition
(Work in group, individual scoring but Award by group)
E=Evaluation Evaluate in 2 areas:
1. How is the Web?
2. How are the contents and activities?
A = Analysis
D = Design
D = Develop
I = Implementation
E = Evaluation
This is very Interesting MODEL.
A = Analysis there is 6 areas we have to analyze:
1. Curriculum analyze:
what are the learning objectives? (Cognitive, Affective, Psycho-motor)
What are Enabling or Behavioral objectives?
2. Audience/ learner analysis: what are levels of your students?
3. Technology analysis: What program will you use to develop?
Which operation IOS/ Microsoft?
4. Content analysis: what are the essential contents to apply to WBI?
5. Learning activities analysis: WBI developer have to consider Learning
thoughts that fit to the appropriate contents as these followings
- Collaborative learning - Problem-based learning
- CIPPA model - Inquiry-based learning
- Media analysis
6. Media analysis : There 2 main types of media used in developing WBI:
6.1 Media for presentation such as
- Text -Graphic - Flash animation - Streaming Video
6.2 Media for interaction activities
=> Asynchronous interaction medias used when users don't share
free time : Web Board Mail
=>Synchronous interaction medias used when users share free time
: - Video conference -- Chat
=> Online testing system
D= Design 2 areas that developer need to think about WBI design are:
Content designs : What are the content for this WBI ?
Which application will be used for each content ?
Web page design:
How we put each element in the page of website?
D= Development there are 3 steps for develop WBI:
1. Preparation: Prepare all stuffs you want to put in web
(content clip video sound applications)
2. Develop the lesson on webpage
in this process you have to put all stuffs into the frame of each lessons
3. Make the handout document to be students' guide to achieve this WBL course.
I= Implementation It's kind of Trial used with Example group by STAD***model in this process if developer found some errors or problems you have to fix them out before use with the Whole class.
*** STAD strategy (Salavin, 1990) = Student-teams Achievement Divisions
Steps= Class presentation--> Team study--> Test-->Individual Improvement --> Team recognition
(Work in group, individual scoring but Award by group)
E=Evaluation Evaluate in 2 areas:
1. How is the Web?
2. How are the contents and activities?
Q4: What conclusions can you make after exploring the site called
“Web-Based Instruction”?For the conclusions, we can probably say that “Web-Based Instruction” (WBI) is a digital environment for education tools which provide teaching and learning system supported by the Internet. And we can divide WBI into two important aspects: an online curriculum and an online class management system (CMS). Also WBI is something very convenient for both teachers and students as it allows students to explore many interesting things onto no limited areas while teachers can update the instructional media onto the site at any time. However, only computers and digital environment are not enough for knowledge: teachers are the ones who provide the discipline and framework essential for learning and in order to be successful, students must have the desire and the ability to continue to learn too.
Q5: What conclusions can you make on this site called
“So you want to develop WBI”?This site is for the one who wants to develop their own WBI site, for those who want to improve their Web pages by using graphics, software, html, java script or even creating a great design. It helps educators to have the better understanding for each function. For example, if we want to know about “Graphics & Imaging” we can directly click onto “Graphics” button and it leads us to the recommendations for the best web sites for graphics and digital imaging for the web, it also tells us about the rule of important things such as “less is more” ; less graphics is more effective. Moreover, we also have the WBI I.Q. Test which is the pretest to take and see if we really understand how WBI works and so on.
“Web-Based Instruction”?For the conclusions, we can probably say that “Web-Based Instruction” (WBI) is a digital environment for education tools which provide teaching and learning system supported by the Internet. And we can divide WBI into two important aspects: an online curriculum and an online class management system (CMS). Also WBI is something very convenient for both teachers and students as it allows students to explore many interesting things onto no limited areas while teachers can update the instructional media onto the site at any time. However, only computers and digital environment are not enough for knowledge: teachers are the ones who provide the discipline and framework essential for learning and in order to be successful, students must have the desire and the ability to continue to learn too.
Q5: What conclusions can you make on this site called
“So you want to develop WBI”?This site is for the one who wants to develop their own WBI site, for those who want to improve their Web pages by using graphics, software, html, java script or even creating a great design. It helps educators to have the better understanding for each function. For example, if we want to know about “Graphics & Imaging” we can directly click onto “Graphics” button and it leads us to the recommendations for the best web sites for graphics and digital imaging for the web, it also tells us about the rule of important things such as “less is more” ; less graphics is more effective. Moreover, we also have the WBI I.Q. Test which is the pretest to take and see if we really understand how WBI works and so on.
Topic 2: e-Learning/ m-Learning/ u-Learning
Q1: What is the meaning of e-Learning and e-Learning 2.0?
E-Learning is electronic learning, learner can study through electronic technologies like the internet, intranets, extranets, satellite broadcast, interactive TV, audio/video tape and CD-ROM.
The first generation of e-learning delivered through the web is based on Web 1.0 (an early stage of the conceptual evolution of the World Wide Web, centered on a top-down approach to the use of the web and its user interface) but users are able to only view webpage: they can’t add or edit information in web sites. The courseware built using an authoring tool, and course content that was created by teacher for student and the content becomes reading only:
student can’t add comment or share their idea (it’s different from blogs and Facebook). It’s more likely to a book and a manual which you read via technologies.
Finally, this way not emphasizes learner, it isn't interactive between teacher and student in courses; however it allow them to study anytime and anywhere.
For the evolution of e-Learning, e-Learning 2.0 that focuses on learner instead of content, was promoted. It is based on Web 2.0 that support for collaborative learning (Web 2.0 environment allows web site visitors to make contributions and changes to existing web content and to interact with other members of those web sites); everyone can not only learn but also organize the online courses. Learners participate in courses creation. They are able to share information, knowledge with other people who access the social media such as Wikipedia, Facebook and MySpace where users leave comment or edit content collectively (some good examples are blogs which we crated!) All people make a discussion and exchange of their view and review with others via online learning. As a consequence, learner is not limited in learning.
Finally, this way not emphasizes learner, it isn't interactive between teacher and student in courses; however it allow them to study anytime and anywhere.
For the evolution of e-Learning, e-Learning 2.0 that focuses on learner instead of content, was promoted. It is based on Web 2.0 that support for collaborative learning (Web 2.0 environment allows web site visitors to make contributions and changes to existing web content and to interact with other members of those web sites); everyone can not only learn but also organize the online courses. Learners participate in courses creation. They are able to share information, knowledge with other people who access the social media such as Wikipedia, Facebook and MySpace where users leave comment or edit content collectively (some good examples are blogs which we crated!) All people make a discussion and exchange of their view and review with others via online learning. As a consequence, learner is not limited in learning.
Q2: What conclusions can you make for U-Learning and m-Learning?
M-Learning or Mobile Learning is a new delivery method for e-Learning. It derived from e-Learning.
What is different between m-Learning and e-Learning?
Due to the definition of m-Learning focuses on using mobile technology devices such as smart phones, handheld computers, and PDAs. Mobile device bring an opportunities to approach to learning at all time and supports any place when student willing to learn themselves. Learning of m-Learning is informal while e- Learning is formal. On the other hand, both of them use technological devices and wireless networks to access to learn.
Regarding to U-learning, "U" = Ubiquitous meaning existing or being everywhere, at the same time; omnipresent.
U-learning is based on the idea of adaptive learning methodologies and the concept of individual method of teaching that assist students learn at a faster step, more effectively, and with greater understanding.
Furthermore, it gives great evolution in the delivery of education applications for u-learning support facilities for creating learning environments.
M-Learning or Mobile Learning is a new delivery method for e-Learning. It derived from e-Learning.
What is different between m-Learning and e-Learning?
Due to the definition of m-Learning focuses on using mobile technology devices such as smart phones, handheld computers, and PDAs. Mobile device bring an opportunities to approach to learning at all time and supports any place when student willing to learn themselves. Learning of m-Learning is informal while e- Learning is formal. On the other hand, both of them use technological devices and wireless networks to access to learn.
Regarding to U-learning, "U" = Ubiquitous meaning existing or being everywhere, at the same time; omnipresent.
U-learning is based on the idea of adaptive learning methodologies and the concept of individual method of teaching that assist students learn at a faster step, more effectively, and with greater understanding.
Furthermore, it gives great evolution in the delivery of education applications for u-learning support facilities for creating learning environments.
Q3: What did you get from exploring this site “Ubiquitous learning environment:” Disruptive and Transformative Education: Designing learning in the digital age”?
There are many advantages for exploring this site “Ubiquitous learning environment:” Disruptive and Transformative Education: Designing learning in the digital age”
There are many advantages for exploring this site “Ubiquitous learning environment:” Disruptive and Transformative Education: Designing learning in the digital age”
For ubiquitous learning environment (ULE):
-Learner can get benefit from ubiquitous learning environment, using wireless and mobile technology make easy to access and contributes to educational method: learners are available to learn anywhere, anytime, anyhow education from unlimited in online education courses that allow them to easily access their learning materials and experiences via mobile devices such as mobile phones and tablets. It also provides numerous resources to knowledge such as wikis, blogs, and cloud services like Google Drive, and Drop box.
-Education as a Self-directed Learner, using technology in education consider as a new method of knowledge. Learner able to visualizes, and share information in online learning them-selves. It facilitates to develop skill from ubiquitous learning environment for example, technology: learner benefit in online learning and language: because of information’s international from every country.
Regarding disruptive and Transformative Education and designing learning in the digital age, digital media become essential; there are a lot of system designers to learn from each other to shape the future. Education is associated with information and computers. As a consequence, students begin to create a cohesive learning i.e. blog, webpage and Twitter to present information that is interesting or update. Everyone will receive new information of knowledge all time. Beside we will see many ideas about individual learning in digital media.
Q4: What are the conclusions from “Predictions for e-Learning in 2011”?
Regarding learners, they will benefit from e-learning; it is facilities to study everywhere and every time when learners want. Student can reduce transport costs and also save time. In addition, users are able to use the new technology and chose application for themselves.
For technology, smart phone will fast develop new devices and grow for support to m-Learning. The application for learning will continue growing and have various applications in learning environment.
Regarding learners, they will benefit from e-learning; it is facilities to study everywhere and every time when learners want. Student can reduce transport costs and also save time. In addition, users are able to use the new technology and chose application for themselves.
For technology, smart phone will fast develop new devices and grow for support to m-Learning. The application for learning will continue growing and have various applications in learning environment.
TOPIC 3: Online Learning – Blended Learning
Q1: What are the focusing points of Online Learning?
We may have already known that Online Learning is an alternative of effective remote learning which may help the learners who are able to use, at least, the computer and internet, to reach the search engines such as Google, Bing, any search engines and softwares and engage themselves in the virtual learning environment. Before the learners access the effective Online Learning, they have to be ready for the learning process and know that Online Learning lead them to be more active and more curious on self-studying, to form their behavior potential such as responsibility, punctuality by the manner of learning and to be more familiar with using the computer, internet, software, and their functions. In my opinion, these are the points before having online learning. During the Online Learning, learners must concern about what they will learn about, about the objectives on their course or goal to achieve, about time (even though they can learn in anytime, anywhere, it's still difficult if they had not a good time management) and learners should to have a learning plan for enhancing their existing knowledge to the progressive level as well. And after have been finishing Online Learning, the evaluation will come out from each learner that may be evaluated by their attention, the time they gave on studying, and comprehension on their subjects.
So the focusing points of Online Learning are the learning manner during the course, capability to access an effective instruction surrounded the problems about distance between learner and instructor, the time conflict(between learning and working or travelling or curing etc.) and lacking of offline resources( books, journals, magazine ,etc.) Internet accessibility that Learners or those who would like to learn online have to connect to Internet, leading the learners familiar with using the computer, learning software, different devices and internet on the modern age, where people live with daily-updated information and medias, where many kinds of technology come out everyday, where the knowledge is mostly on the websites, online software and also comes with communication and the internet plays the important role. And this means that the more technologies developed the more choices of devices to use in education, so online learning allows learners to use not only computer but also other devices such as I-pad, or smart phones, Interactive activities the online learning activities include of video, chat, video streaming and many supplementary medias that involve learners to have interactions to each another, Games and quests that are always used in online learning to fit the different learners. So learners can choose the games to learn online according to their taste and Adjustability of different age of learners because online learners focus on specific levels of themselves. According to their ages: kids, teenagers, and adults, the learning platforms have to be different.
So the focusing points of Online Learning are the learning manner during the course, capability to access an effective instruction surrounded the problems about distance between learner and instructor, the time conflict(between learning and working or travelling or curing etc.) and lacking of offline resources( books, journals, magazine ,etc.) Internet accessibility that Learners or those who would like to learn online have to connect to Internet, leading the learners familiar with using the computer, learning software, different devices and internet on the modern age, where people live with daily-updated information and medias, where many kinds of technology come out everyday, where the knowledge is mostly on the websites, online software and also comes with communication and the internet plays the important role. And this means that the more technologies developed the more choices of devices to use in education, so online learning allows learners to use not only computer but also other devices such as I-pad, or smart phones, Interactive activities the online learning activities include of video, chat, video streaming and many supplementary medias that involve learners to have interactions to each another, Games and quests that are always used in online learning to fit the different learners. So learners can choose the games to learn online according to their taste and Adjustability of different age of learners because online learners focus on specific levels of themselves. According to their ages: kids, teenagers, and adults, the learning platforms have to be different.
Q2: Do they have benefits and limitations? What are they?
Most of things in this world have benefit and their contrary in themselves , and yes , there are the same in Online Learning, Benefits and Disadvantages or Limitations. The benefits and disadvantages of Online Learning are as the following:
Benefits of online learning
1. According to thoughts of constructivism educator, Online Learning enables learners to construct their long-term storage after they inquired and discussed to find out or discover new things by themselves.
2. Online course can be used everywhere to access to the resources in the Learner’ place, wherever computer and internet are available, whenever they have available time for pacing to the big online classroom and they don't need to worry about problem of place, time, or any kind of traffic jam.
3. Less expense (or not), surely learners can save more expenses about dormitory, transportation and parking lots, etc.
4. It' global connection
Online learning connected to internet, the channel that all over the world people use. So it's easy way to exchange ideas and thoughts and work together cross country- culture-and language.
1. According to thoughts of constructivism educator, Online Learning enables learners to construct their long-term storage after they inquired and discussed to find out or discover new things by themselves.
2. Online course can be used everywhere to access to the resources in the Learner’ place, wherever computer and internet are available, whenever they have available time for pacing to the big online classroom and they don't need to worry about problem of place, time, or any kind of traffic jam.
3. Less expense (or not), surely learners can save more expenses about dormitory, transportation and parking lots, etc.
4. It' global connection
Online learning connected to internet, the channel that all over the world people use. So it's easy way to exchange ideas and thoughts and work together cross country- culture-and language.
5.May activate their learning motivation and learning potential , even they are not in face to face class, they still have many tasks to work on, many knowledge to learn in breadth and depth which are based on our interesting and unknown
6.May be one efficient approach in both individual learning and learning in group. For learning in group, the benefits are to share their opinions and discuss together, to enhance dimension of learning on the same thing in the different point of view and to ameliorate (improve) the ideas in the positive and creative way etc. For individual learning, the good points are to concentrate on depth learning , they can learn more thorouhgly on his subject and experience to find the solution on any problems to improve their personal learning skills such as aptitude, notice, analyze , their learning manners such as diligence, punctuality and so forth.
Disadvantages of online learning
1. Load of works
As online learning system has to follows the same standards of classroom instruction, maybe teacher has to assign load of works to let students by themselves to reach the standards.
2.May be less active learning activities
In some subjects that need Face-to-face interactions such as Phonetics and any kinds of Language laboratories, online learning can give the immediate feedback or reply to learner in case that they should develop their pronunciations or accents.
Disadvantages of online learning
1. Load of works
As online learning system has to follows the same standards of classroom instruction, maybe teacher has to assign load of works to let students by themselves to reach the standards.
2.May be less active learning activities
In some subjects that need Face-to-face interactions such as Phonetics and any kinds of Language laboratories, online learning can give the immediate feedback or reply to learner in case that they should develop their pronunciations or accents.
3.Get more knowledge than competencies
Through online learning students get rare opportunities to develop competencies because more of online course based on content not on competencies.
Through online learning students get rare opportunities to develop competencies because more of online course based on content not on competencies.
Not yet, the disadvantages of Online learning must be differentiated by the learners ( each one’ potential may not equal to the each another). When we have to learn online some problems may simultaneously meet the learners in some ways , the knowledge on the websites sometimes couldn’t answer all the question, on the points that they are confused, without teacher or instructor we will be lack of taught which comes directly from teachers’ experience and the learners may be led out of their subject easily by their bad manners of surfing the internet( not enough concentration). However, every problems, that they face, will also lead them to the personal skills.
Q3: What are the key elements of the online program?
Before we analyze a thing into the elements, we have to know about it first. So I will pick a short definition of the online learning program.
Before we analyze a thing into the elements, we have to know about it first. So I will pick a short definition of the online learning program.
So the online program is an academic learning based on using technology for reaching the knowledge resources, focus on learners interesting in their learning areas and easy to access with the internet that consists of 4 key elements of online program. There are students, facilitators, curriculum and technology.
1. Student
The online program was created for students who do not have time to learn in class. They can study and practice with the online program at home. Student can study the lessons by themselves. They can submit homework and ask the questions by email address but they need to be discipline toward their work. So they need to manage the time to study by themselves.
2. Curriculum
The online curriculum consists of 2 factors: process and outcomes. They can learn and work together in the same time. The functional programs in online curriculum should be developed to involve student and instructor to discuss assignments and learn together by internet.
3. The instructor
The instructor teaches and gives the lessons by internet for students 24hrs per/day in classroom. Students can ask the questions if they do not understand and the instructor can answer the questions by Email, creating up the education, and collaborating environment and dealing with the students who are adults and may require individual needs.
4. The technology
The instructor should be the first person use the technology. Students have to prepare the lessons before the class begins. Students can discuss with instructor in class. In concluding technical support is very important for online program because students and instructors should be able to participate together with the online course.
1. Student
The online program was created for students who do not have time to learn in class. They can study and practice with the online program at home. Student can study the lessons by themselves. They can submit homework and ask the questions by email address but they need to be discipline toward their work. So they need to manage the time to study by themselves.
2. Curriculum
The online curriculum consists of 2 factors: process and outcomes. They can learn and work together in the same time. The functional programs in online curriculum should be developed to involve student and instructor to discuss assignments and learn together by internet.
3. The instructor
The instructor teaches and gives the lessons by internet for students 24hrs per/day in classroom. Students can ask the questions if they do not understand and the instructor can answer the questions by Email, creating up the education, and collaborating environment and dealing with the students who are adults and may require individual needs.
4. The technology
The instructor should be the first person use the technology. Students have to prepare the lessons before the class begins. Students can discuss with instructor in class. In concluding technical support is very important for online program because students and instructors should be able to participate together with the online course.
Q4: What is the new" blended learning"?
The blended learning is the learning and teaching model that allows teacher to teach students through many interactive media such as Web Based Instruction, Video conference, Skype or Facebook and in classroom.
Blended learning can combine various learning activities to involve face-to-face live classroom, E- learning and Self-spaced learning.
We can study materials and research with the Blended learning program. By this kind of learning, we do not need to learn in the classroom only but we can learn everywhere and every time we want to learn.
Blended learning can combine various learning activities to involve face-to-face live classroom, E- learning and Self-spaced learning.
We can study materials and research with the Blended learning program. By this kind of learning, we do not need to learn in the classroom only but we can learn everywhere and every time we want to learn.
Report on the Work Set 2
(WebQuest, Innovative Educational Technology for Schools)
Directed by Students of the Master Program
in C&I and MEF: Promotion1
Ms. Jutatip LUECHAI 5614653309
Ms. Phattareeya SUKPRASERT 5614653333
Mr. Worawit CHAOKIJKHA 5614653350
Ms. Sirinthip CHEVAKITJAROEN 5614653376
Ms. Akaraya PUENGCHAROEN 5614653392
Ms. Akaraya PUENGCHAROEN 5614653392
Presented to
Dr. Nopphawan CHIMROYLARP
This report is part of the course project 01162531
"ICT in Education and Curriculum Development"TOPIC: WebQuest, Innovative Educational Technology for Schools
• Meaning of WebQuest
• Meaning of WebQuest
A Web Quest is a specific kind of web-based learning activity. It was developed by Bernie Dodge, a professor of educational technology at San Diego State University. The web Quests provide students with the opportunity to work independently or in small group activities that incorporate research, problem solving, and application of basic skills. This teacher-created lesson guides student research using the Internet while incorporating skills such as problem solving.
The simpler web activities designed for students to investigate and collect new knowledge from web-based sources can also be a more engaging and effective replacement for read the chapter and complete the review questions. This tutorial will walk you through the basics to create a simple or more elaborate activity.
Moreover, the quality of your Web Quest depends on the ideas and thought that go into in more than on flashy presentation technologies. It’s easy to create a mediocre Web Quest, and it’s far more difficult to create quest that really works well.
The simpler web activities designed for students to investigate and collect new knowledge from web-based sources can also be a more engaging and effective replacement for read the chapter and complete the review questions. This tutorial will walk you through the basics to create a simple or more elaborate activity.
Moreover, the quality of your Web Quest depends on the ideas and thought that go into in more than on flashy presentation technologies. It’s easy to create a mediocre Web Quest, and it’s far more difficult to create quest that really works well.
• Components
We can divide into 6 components
1. Introduction
The goal of the introduction is to make the activity desirable and fun for students related to students' interests or future goals, to set the stage for the activity.
2. Task
The task is a description of what students will do, will have accomplished by the end of the WebQuest. The teacher finds resources for the student that incorporates the information from the various sites. This task should be interesting. The task should be appealing, inherently important and fun for the students.
1. Introduction
The goal of the introduction is to make the activity desirable and fun for students related to students' interests or future goals, to set the stage for the activity.
2. Task
The task is a description of what students will do, will have accomplished by the end of the WebQuest. The teacher finds resources for the student that incorporates the information from the various sites. This task should be interesting. The task should be appealing, inherently important and fun for the students.
3. Process
This is a description or plan of the steps learners should go through in accomplishing the task with links.
4. Resources
This section of the WebQuest consists of a list of the resources that the students will need to complete the task. WebQuests should have materials that supplement the online resources. These include things such as videos, audio and models or other motivational techniques.
5. Evaluation
WebQuest must have evaluating students' work. The standards should be fair, clear, consistent, and specific to the tasks set. Many of the theories of assessment, standards apply to clear goals, matching assessments to specific tasks, and involving the learners in the process of evaluation.
6. Conclusion
This step allows for reflection by the students about process and summation by the teacher. Especially, we should discuss about lesson and talk about what we did. For the concluding, the teacher can ask the students who can suggest ways of doing things differently to improve the lesson.
This is a description or plan of the steps learners should go through in accomplishing the task with links.
4. Resources
This section of the WebQuest consists of a list of the resources that the students will need to complete the task. WebQuests should have materials that supplement the online resources. These include things such as videos, audio and models or other motivational techniques.
5. Evaluation
WebQuest must have evaluating students' work. The standards should be fair, clear, consistent, and specific to the tasks set. Many of the theories of assessment, standards apply to clear goals, matching assessments to specific tasks, and involving the learners in the process of evaluation.
6. Conclusion
This step allows for reflection by the students about process and summation by the teacher. Especially, we should discuss about lesson and talk about what we did. For the concluding, the teacher can ask the students who can suggest ways of doing things differently to improve the lesson.
• Design Steps and Process of Webquest development
Technology and WebQuest can be very easy and simple, as long as we can create a document with hyperlinks. It means that a WebQuest can create in Word, PowerPoint or even Excel and the form of a diagram.
There are 4 steps that teacher or WebQuest designer needs to go through before starting to teach on the actual WebQuest elements:
1. We need to familiarize with the resources that is available on-line in their own content area.
2. We have to organize the content according to their relevance (can be main ideas in the subject areas, examples, references, etc.) with the lesson-to-be-taught.
3. We have to identify topics that fit in with their curriculum and for which there are appropriate materials online.
The steps for creating a WebQuest come to give flesh and bones to the teacher's choices.
Below are the 6 parts of WebQuests:
1. Introduction: It provides a general description of the WebQuest and assigns the roles to students.
2. Task: This section describes what students need to achieve, by presenting the research question. The question must be posed in a way that allows students to propose several solutions, based on their research.
3. Process: Students are guided through the process/task of the WebQuest.
4. Resources: To provided students’ facility the generation answers to the research question. The resources vary, according to the topic of the WebQuest, and can be websites, videos, pictures, stories, etc.
5. Evaluation: The teacher can use an evaluation rubric to assess students' performance as well as the effectiveness of the WebQuest. The rubric is specifically designed around the task and is related to the tangible product (presentation, report, etc.) that students create.
6. Conclusion: The WebQuest must be designed in a way that affords reflection on behalf of the students as well as feedback.
The official WebQuest website provides a linear description of the design process, as well as multiple links to resources related to functional WebQuests. According, the first step is to select a topic according to the area that students are expected to gain knowledge on, which is in accordance to the curriculum standards.
Many teachers upload their own experiences on YouTube, describing what worked and how, examples of implementations, and ideas for creating WebQuests. This type of networking seems to be a valuable resource for educators since the videos are highly visited (as observed by the number of views under each video).
• Supplementary Media
Supplementary Media or Tools for Adaptation is a tool that helps adapting a WebQuest. It composes with link replacements, primary sources and data, collaborative experience, process and product resources, and multimedia resources.
• Link Replacements
In this part, you can fix a link that's broken by going back to the root of the web link. Or removing the page file name and just leaving the web-server and sub-directory.
• Primary Sources and DataIf you need sources of data and primary materials for your work. You can seek online news or reference tools. And you can use some of the following materials to help locate quality information sources:
• Collaborative ExperiencesYou may want to participate with students through email or in a threaded discussion. Children may discuss online with experts or share ideas with children in other countries. Use some of the following materials to help locate collaborative opportunities:
• Process and Product ResourcesStudents should be actively engaged in the WebQuest materials. And students need to review key concepts, build skills through practice, or challenge themselves. They also need to skills in product development. Collaborate with games and tutorials on your WebQuest. Use some of the following materials to help locate process and product resources:
• Multimedia ResourcesFor decorating the WebQuest you can use online resources for visuals:
• Inquiry and Information ToolsWhen students need assistance for their work: they can use below resources to assist in their projects.
Web 2.0 Applications:
Blogs. Incorporate blogs, audio casts, and podcasts as communication tools.
Blogs. Incorporate blogs, audio casts, and podcasts as communication tools.
§ Walt Whitman WebQuest: Singing the praises of American life Wiki: Involve young people in creating a wiki as part of a WebQuest
Google Earth: Incorporate Google Earth as a tool to explore literature connections.
• WebQuest Example
EX1. Dino Quest:
It made by Ruby Carreon from Azusa Pacific University
It allows students to learn about paleontology. And will lead students to understand the process of a fossil in order to make it into a museum.
Author separated Web Page into 2 main pages; student page and teacher page.
In the student page, it composes with 6 parts which are introduction, task, process, evaluation and credits.
-Introduction: talking about what students are going to do.
-Task: explaining about students’ work tasks.
-Process: describing how students can achieve their works step by step.
-Evaluation: showing the table of how students will be evaluated.
-Credit: giving resources for where author took pictures and videos from and also giving a little biography of author.
In the teacher page, there are 5 parts which are introduction, learners, standards, process and resources.
-Introduction: introducing about what this WebQuest serves.
-Learners: showing the level of students who can attend this lesson.
-Standards: showing the standards and objectives of this lesson.
-Process: giving a suggestion for teachers who will use this WebQuest in order to use it effectively.
-Resources: telling about the tools that can be useful for this lesson.
EX2. Quest for Fun
It made by Linda Adkins from Montello Elementary School
It separated into 2 main sections which are student page and teacher page.
In the student page, there are 6 parts of introduction, task, process, evaluation, conclusion and credits.
-Introduction: just a tiny but interesting welcome address.
-Task: giving a fun task to students.
-Process: describing each tasks with eye-catching photos.
-Evaluation: students need to tell teacher what they like about this fun quest.
-Conclusion: proposing readers a link to give feedback to author.
-Credits: giving a special thanks to who author took animated pictures from and also to the subscribers.
In the teacher page, there are only 5 parts of introduction, learners, standards, process and resources.
-Introduction: (nothing written in the part)
-Learners: declaring who is suitable for this WebQuest.
-Standards: giving the objective of this WebQuest.
-Process: (nothing written in this part)
-Resources: (nothing written in this part)
EX3. The Outsiders Quest
It made by Caitlin Coles from Georgian Court
It combined with 2 main sections: student page and teacher page.
In the student page, there are 6 parts which are introduction, task, process, evaluation, conclusion and credits.
-Introduction: addressing of what students will become after reading The Outsiders.
-Task: giving the work tasks that students have to do.
-Process: giving the details and websites that are necessary for students in order to create their works.
-Evaluation: showing the table of rules that students will be evaluated.
-Conclusion: letting students know that they have to present their works to the class.
-Credits: giving a little biography of author.
In the teacher page, there are 5 parts which are introduction, learners, standards, process and resources.
-Introduction: stating the aims of this WebQuest.
-Learners: informing that this project is operable for everyone.
-Standards: (nothing written in this part)
-Process: explaining what teachers should prepare for this lesson and what is the concept of this work.
-Resources: giving the book name which is the source of this quest.
And here is the WebQuest example that we found from the internet
Group work 3
Topic 1: Alternative Assessment
Alternative Assessment
First of all, we describe the meaning of authentic assessment as assessment tasks, as reading and writing in the real world and in school. It aims to test students’ performance in 'real-world' contexts. Students will learn to apply essential knowledge and skills for authentic purposes seeing that it concentrates on students' analytically skills, creativity, ability to work collaboratively and written and oral expression skills. It emphasizes importance of learning process as much as the finished product.
First of all, we describe the meaning of authentic assessment as assessment tasks, as reading and writing in the real world and in school. It aims to test students’ performance in 'real-world' contexts. Students will learn to apply essential knowledge and skills for authentic purposes seeing that it concentrates on students' analytically skills, creativity, ability to work collaboratively and written and oral expression skills. It emphasizes importance of learning process as much as the finished product.
How to use authentic assessment in the classroom?
Authentic assessment utilizes performance samples.
There are 5 keys types of performance samples:
1. Performance Assessment
Performance assessments are for testing students' ability to use skills in a diversity of authentic contexts. Students must work with a team and apply skills and concepts to solve complex problems for example presentation in the class, doing science experiments, analyzing or debating.
2. Short Investigations
Teachers use this method to test students’ understanding from many ways: they ask students to resume, interpret, calculate, explain, or predict. They may make different questions or use concept mapping for evaluation their students.
3. Open-Response questionsIn Open-Response Questions, students are able to share their view and thinking responses include:
-a brief written or oral answer
-a mathematical solution
-a drawing
-a diagram, chart, or graph
4. Portfolios
Portfolios not only help students to be more accountable for the work that they do in class but also allow teachers to look at students individually, with his or her own unique set of characteristics, needs, and strengths. Students are available to design it themselves. A student portfolio can include:
-journal entries and reflective writing
- peer reviews
-artwork, diagrams, charts, and graphs
-group reports
-student notes and outlines
-rough drafts and polished writing
5. Self-Assessment
Evaluative questions are the basic tools of self-assessment. Students give written or oral responses to questions like:
-What was the most difficult part of this project for you?
-What do you think you should do next?
-If you could do this task again, what would you do differently?
-What did you learn from this project?
As a result of authentic assessment highlight process and performance, it supports students to practice critical-thinking skills and to get interested about the new things they are learning.
For Authentic Assessment Toolbox
There are 4 steps process for creating an authentic assessment: standards, tasks, rubrics and portfolio.
1. Standards
We will describe as a diagram, top of the above diagram is the mission statement of schools (for writing what students are intended to know and be able to do when they graduate). An example of a mission statement might be:
"All students at Mueller School will become effective communicators, collaborators and problem-solvers."
Then, the goals which are more particular refer to expectations for students. The goals also communicate the school or district's focus for its educational plan.
Standards are content-based, tend to be specific to one or a few grade levels and one content area, and may be written at the level of a unit in curricular planning. Finally, objectives are written at the level of the lesson plan, with one or more objectives for each lesson.
2. Authentic Tasks
What are different between traditional assessments and authentic assessments?
On traditional assessments, there are several choices (i.e., a, b, c or d; true or false; which of these match with those), students must select the right answer. On the other hand, for authentic assessments, students must demonstrate understanding by performing a more complex task and more meaningful application.
A part from traditional assessments as an indirect because these tests offer these contrived means but authentic assessments is direct evidence and real-life; tests asked to recall or recognize facts and ideas and propositions in life.
Types of Authentic Tasks
Selected-response: Multiple-choice tests, True-false, Matching, Fill-in-the-blank, Label a diagram
Constructed Response:
(Product-like):
Short-answer essay questions, Explain your solution;
(Performance-like): Reading fluently, Conferences, Utilizing library services.
3. Rubrics
Rubrics focused feedback on works in progress. Moreover, rubrics have the potential to help students develop understanding and skill.
Component of rubrics follow:
Rubrics contain the essential criteria (characteristics of good performance on a particular task) for the task and suitable levels of performance for each criterion. The common subject is written on above rubric. Each rubric has at least two criteria and at least two levels of performance for better feedback and more consistently and objectively remark for example, between good and bad performance, mediocre and poor performance, when testing student work.
Lastly, the rubric consist of mechanism for assigning a score to each project.
4. Portfolios
Student can collect their work particularly chosen to present especially story about themselves, this is called portfolios, a great opportunity to develop
self-assessment skills.
Components of portfolio assignment:
-Purpose: What is the purpose(s) of the portfolio?
-Audience: For what audience(s) will the portfolio be created?
-Content: What samples of student work will be included?
-Process: What processes will be engaged in during the development of the portfolio? (Selection of contents, reflection on samples of work, conferencing on student work and processes)
-Management: How will time and materials be managed in the development of the portfolio?
-Communication: How and when will the portfolio are shared with pertinent audiences?
-Evaluation: If the portfolio is to be used for evaluation, how and when should it be evaluated?
What Are Promising Ways to Assess Student Learning?
There are three promising alternatives for assessing college students’ knowledge and Skills.
Firstly, electronic portfolio assessment or portfolio provides in-depth understanding and long-term view of student tasks. E-Portfolios can serve a range of pedagogical and assessment purposes, it encourages students to development and employment. The concept of e-portfolios represent a convergence of expanding technological efficacy with emerging ideas and findings about how students develop and learn and also what pedagogic effectively support students growth.
Secondly, a system of rubrics has been coordinate with faculty learning and team assessments for using to evaluate student writing, depth of learning and also using at multiple institutions. The rubrics was adapted for the peer review process, the developers added components for critical thinking. The system has been used online for peer review, grading, teacher feedback, and program assessment. Teachers benefit the rubric on paper or online to guide feedback and evaluation of their assignments and to engage students in the peer review process. Concerning students, it is facilities to peer proceed reviews and to view examples of each characteristic for planning or modifying their writing.
Thirdly, online assessment communities, this idea build on the development of successful local assessments. In addition, the assessment community expands the value of efforts as the foundation for continuing professional practice and it supplies for the gradual merging of local assessment communities with the similar departments or institutions of a national assessment process.
Topic 2: Performance-Based Assessment
Creating Better Student Assessments
In the 1980's, there is the concern about the performance of public schools grown by the proliferation of statewide minimum competency testing programs. So, policymakers, federal and state policymakers learned about test-driven reform can have powerful effects on teaching in classrooms. However, students' achievement may be improved when standards of learning are high and assessments are geared.
In the 1990's, many states began to identify higher standards for student learning, set content and perform standards that cannot be measured by low-level tests. This new systems of assessment are promulgated by the bipartisan National Governors' Association, and the National Education Goals Panel. The important goal of the new systems of assessment is students must know and be able to do for moving from present testing programs to new and better systems of assessment.
There are many forms for reforming assessment systems to better measure, to be in the ideas and skills outlined by states, content and performance standards. So, schools districts and states need to improve learning and instruction to succeed.
Content Standards
Content standards specify the general domain of knowledge that students should learn: all of traditional subjects have content standards. Importantly, content standards must be appropriate for each grade and academic content area or academic disciplines.
Content standards developed by states or national organizations may present one or more problems: if they try to emphasize all content knowledge, they may work too hard; if they try to encircle about the broadest possible range of perspectives in content standards, they are too general for instruction and assessment.
However, the standards and pilot process were used by most states in two to four years ago. Writing committees, community meetings, and school study groups are central to setting standards in many states and setting standards will promote a dialogue among educators and the public that should be taught and how to teach it.
Performance Standards
The educators give a meaning of Performance Standards as the identification of a desired level of performance on a test. The others are to use the term of basic, proficient or advanced to refer to show reporting test scores. Basic means not good, proficient means appropriate and advanced means excellent.
So, performance standards are “what student must know and able to do
to show being proficient in the skill and knowledge under content standards”
The performance standards are large for exploring.
We will know when they are used to evaluate school effectiveness.
Issues Involved in Developing Assessments:
1. The technical quality of assessment involves in reviewing development plans for new assessments or applying review criteria by CRESST on the basis of:
1.1 Cognitive complexity - the assessment task have to be complexity, intellectual activity such as problem solving, critical thinking, and reasoning.
1.2 Content quality - student can demonstrate their knowledge of the challenging and important subject matter.
1.3 Meaningfulness - student can manage time and understand their value.
1.4 Language appropriateness - the language is clear and appropriate to the assessment tasks and to students.
1.5 Transfer and generalization - successful performance on the assessment task allows valid generalizations about achievement to be made; indicates ability to successfully perform other tasks.
1.6 Fairness - student performance is measured in a way that does not give advantage to factors irrelevant to school learning; scoring schemes are similarly equitable.
1.7 Reliability - answers to assessment questions can be consistently trusted to represent what students know.
1.8 Consequences - the assessment has the desired effects on children, teachers, and the educational system.
2. The assessments' credibility with parents, education constituencies, and the public
Credibility: new assessments must be introduced in a way that builds public report. Parents and community members must understand the assessments succeeded. If without public review, they will not understand about assessments.
3. Practical feasibility
Feasibility: all new assessment systems must be reasonable and some in other countries are not success because administrative requirements can’t use in regular classroom teacher with little training in assessment or teachers can’t achieve all of their instruction to the news goals.
The adaptation of assessment models to local or state needs without reinventing such as if there are too many various subjects, it can reduce the cost of training teachers but students will work in many topics, over time. They maybe get score of work dropped.
Performance assessment
Performance assessment is the test that requires student to perform. Students should be able to explain, solve, converse or research on an assigned topic. Or teachers judge the quality of the student’s work based on an agreed-upon set of criteria, this new form is widely used to directly assess writing ability under test instructions.
The Way to Succeed Assessing Performance
1. Open-ended or extended response exercises:
Question or other prompts that require students to explore a topic orally or in writing.
2. Extended task:
Pay attention to a single work area and spend times several hours or longer. Include: drafting, reviewing revising a poem; conducting and explaining the results of science experiment; or painting car.
3. Portfolios:
-Collect of a variety of performance-based work.
-Collect a student’s “best pieces” and the student’s evaluation of the good or bad points of several pieces.
-Contain some “Work in progress” that show the progress of students.
Why Try It?
Because instructors require students to show what they know. A performance assessment is an indicator of students’ knowledge and abilities. And it should make students think and show what they do and understand such as an oral presentation, it’s better than answering multiple choices.
What does The Research Say?
Active learning: research says that learning show where information should be in the central part of all curricular areas. Performance assessments requires students to structure and apply information and help students to be a part of this type of learning.
Curriculum-based testing: performance assessments should be based on the curriculum rather than the construction of curriculum created by someone unfamiliar with the particular state, district or school curriculum.
It shows that many teachers organize their teaching in variety of ways to meet the requirements of tests.
Worthwhile tasks: the tasks need to present interesting possibilities for applying an array of curriculum-related knowledge and skills. Students will be encouraged in learning activities to search out additional information or try different approaches, and in some situations, to work in teams.
What does It Cost?
Performance assessment comes at a price because of a greater expense of time, planning and think from students and teachers.
Task-Based Learning
Practical Assessment, Research and Evaluation (PARE) is a journal that is listed in the Directory of Open Access Journals which can be found at http://www.doaj.org/ It provides free, full text, quality controlled scientific and scholarly journals.
Practical Assessment, Research and Evaluation (PARE) are an online journal published by the edresearch.org and the Department of Measurement, Statistics, and Evaluation at the University of Maryland, College Park. Its purpose is to provide education professionals access to refereed articles that can have a positive impact on assessment, research, evaluation, and teaching practice, especially at the local education agency (LEA) level.
Manuscripts published in Practical Assessment, Research and Evaluation is scholarly syntheses of research and ideas about issues and practices in education. They are designed to help members of the community keep up-to-date with effective methods, trends and research developments. While they are most often prepared for practitioners, such as teachers, administrators, and assessment personnel who work in schools and school systems, PARE articles can target other audiences, including researchers, policy makers, parents, and students.
Task Based Learning
What is Task Based Learning?
Task Based Learning (TBL) is when we can make language in the classroom meaningful and memorable so that students can process language by learning and recycling naturally.
Task-based learning offers students an opportunity to focus on the classroom’s activity where the task and language is the instrument that the students use to complete it. The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning. Students are free to use any language they want. It can be playing a game, solving a problem or sharing information or experiences, anything that relevant and authentic tasks count. But in TBL an activity that students are given a list of words to use or a role play that doesn't contain a problem-solving element or something that not given a goal to reach for students cannot be considered as a genuine task.
The task-based lessons aim to create a need to learn and use language for students. The tasks will generate their own language and create an opportunity for language acquiring. If we can take the focus away from form and structures we can develop students’ ability to do things in English. Work on language is included in each task and feedback and language focus have their places in the lesson plans. However, teachers should have a responsibility to enrich their students’ language when they see it is necessary and also students should be given the opportunity to use English in the classroom as they use their own languages in everyday life.
Task-based learning offers students an opportunity to focus on the classroom’s activity where the task and language is the instrument that the students use to complete it. The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning. Students are free to use any language they want. It can be playing a game, solving a problem or sharing information or experiences, anything that relevant and authentic tasks count. But in TBL an activity that students are given a list of words to use or a role play that doesn't contain a problem-solving element or something that not given a goal to reach for students cannot be considered as a genuine task.
The task-based lessons aim to create a need to learn and use language for students. The tasks will generate their own language and create an opportunity for language acquiring. If we can take the focus away from form and structures we can develop students’ ability to do things in English. Work on language is included in each task and feedback and language focus have their places in the lesson plans. However, teachers should have a responsibility to enrich their students’ language when they see it is necessary and also students should be given the opportunity to use English in the classroom as they use their own languages in everyday life.
Aspects of Task-Based Learning
Syllabus design is concerned with the selection, sequencing and justification of the content of the curriculum. Traditional approaches to syllabus developed were concerned with selecting lists of linguistic features such as grammar, pronunciation, and vocabulary as well as experiential content like topics and themes. These sequenced and integrated lists were then presented to the methodologist, whose task was to develop learning activities to facilitate the learning of the perspective content.
Task-based syllabuses represent a part of communicative language teaching. Instead of beginning the design process with lists of grammatical, functional-notional and etc. The targeted learners can carry out in the real-world outside the classroom, such as: completing a credit card application, booking a room in hotel.
Language pedagogy will need to concern with 3 essential elements: language data, information, and opportunities for practice.
Language data
In language teaching, a contrast is drawn between “authentic” and “non-authentic” data.
Authentic data are samples of spoken or written language that have not been specifically written for the purposes of language teaching.
Non-authentic data are dialogues and reading passages that have been specially written. So learners need both authentic and non-authentic data. Both can provide learners with different aspects of the language.
Information
Learners need experiential information about the target culture, linguistic information about target language systems, also process information about how to go about learning the language. They can get this information when teacher or a textbook provides an explicit explanation.
Opportunities for practice
A task is a communicative act that doesn't usually have a restrictive focus on a single grammatical structure. It also had a non-linguistic outcome. An exercise normally has a restrictive focus on a single language element and has a linguistic outcome. An activity has a restrictive focus on one or two language items, but also has a communicative outcome. From these phrases, we can see that activities have something in common with tasks and exercises.
You can see the different elements that are defined and exemplified.
Real-world or target task: a communicative act we achieve through language in the world outside the classroom.
Pedagogical tasks: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the language.
They have a non-linguistic outcome; can be divided into rehearsal tasks or activation tasks.
Rehearsal task: a piece of classroom work in which learners rehearse, in class, a communicative act they will carry out outside of the class.
Activation task: a piece of classroom work involving communicative interaction, but it means that learners will be rehearsing for some out-of-class communication. They are designed to activate the acquisition process.
Enabling skills: mastery of language systems grammar, pronunciation, vocabulary etc. which enable learners to take part in communicative tasks.
Language exercise: a piece of classroom work focusing learners on, and involving learners in manipulating some aspect of the linguistic system.
Communication activity: a piece of classroom works involving a focus on a particular linguistic feature and the genuine exchange of meaning.
The essential difference between a task and an exercise is that a task has a non-linguistic outcome. Target or real-world tasks are the sorts of things that individuals typically do outside of the classroom. Pedagogical tasks are designed to activate acquisition. Processes skills are the sorts of things that individuals typically do outside of the classroom. Pedagogical tasks are designed to activate acquisition processes.
Steps in Designing a Task-Based Program
We should have specified target and pedagogical tasks, the syllabus designer analyzes to identify the knowledge and skills that the learner will need to have with the purpose of carry out the tasks. The next step is to sequence and integrate the tasks with enabling exercises designed to develop the requisite knowledge and skills. One key distinction between an exercise and a task is that exercises have language related outcomes but tasks have non-language related outcomes, as well as language related ones.
Syllabus design is concerned with the selection, sequencing and justification of the content of the curriculum. Traditional approaches to syllabus developed were concerned with selecting lists of linguistic features such as grammar, pronunciation, and vocabulary as well as experiential content like topics and themes. These sequenced and integrated lists were then presented to the methodologist, whose task was to develop learning activities to facilitate the learning of the perspective content.
Task-based syllabuses represent a part of communicative language teaching. Instead of beginning the design process with lists of grammatical, functional-notional and etc. The targeted learners can carry out in the real-world outside the classroom, such as: completing a credit card application, booking a room in hotel.
Language pedagogy will need to concern with 3 essential elements: language data, information, and opportunities for practice.
Language data
In language teaching, a contrast is drawn between “authentic” and “non-authentic” data.
Authentic data are samples of spoken or written language that have not been specifically written for the purposes of language teaching.
Non-authentic data are dialogues and reading passages that have been specially written. So learners need both authentic and non-authentic data. Both can provide learners with different aspects of the language.
Information
Learners need experiential information about the target culture, linguistic information about target language systems, also process information about how to go about learning the language. They can get this information when teacher or a textbook provides an explicit explanation.
Opportunities for practice
A task is a communicative act that doesn't usually have a restrictive focus on a single grammatical structure. It also had a non-linguistic outcome. An exercise normally has a restrictive focus on a single language element and has a linguistic outcome. An activity has a restrictive focus on one or two language items, but also has a communicative outcome. From these phrases, we can see that activities have something in common with tasks and exercises.
You can see the different elements that are defined and exemplified.
Real-world or target task: a communicative act we achieve through language in the world outside the classroom.
Pedagogical tasks: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the language.
They have a non-linguistic outcome; can be divided into rehearsal tasks or activation tasks.
Rehearsal task: a piece of classroom work in which learners rehearse, in class, a communicative act they will carry out outside of the class.
Activation task: a piece of classroom work involving communicative interaction, but it means that learners will be rehearsing for some out-of-class communication. They are designed to activate the acquisition process.
Enabling skills: mastery of language systems grammar, pronunciation, vocabulary etc. which enable learners to take part in communicative tasks.
Language exercise: a piece of classroom work focusing learners on, and involving learners in manipulating some aspect of the linguistic system.
Communication activity: a piece of classroom works involving a focus on a particular linguistic feature and the genuine exchange of meaning.
The essential difference between a task and an exercise is that a task has a non-linguistic outcome. Target or real-world tasks are the sorts of things that individuals typically do outside of the classroom. Pedagogical tasks are designed to activate acquisition. Processes skills are the sorts of things that individuals typically do outside of the classroom. Pedagogical tasks are designed to activate acquisition processes.
Steps in Designing a Task-Based Program
We should have specified target and pedagogical tasks, the syllabus designer analyzes to identify the knowledge and skills that the learner will need to have with the purpose of carry out the tasks. The next step is to sequence and integrate the tasks with enabling exercises designed to develop the requisite knowledge and skills. One key distinction between an exercise and a task is that exercises have language related outcomes but tasks have non-language related outcomes, as well as language related ones.
These are the steps to design language programs.
1. Select and sequence real-world / target tasks.
2. Create pedagogical tasks (rehearsal / activation).
3. Identify enabling skills: create communicative activities and language
exercises.
4. Sequence and integrate pedagogical tasks, communicative activities and
language exercises.
TBL: Task-Based Learning
After learning the presentation of TBL (Task - Based Learning),
we can see how it works for language learning.
What is TBL?
Task is an activity where the target language is used by the learner for a communicative purpose in order to achieve, said Jane Willis. Why we ought to use Task - Based Learning? Because it's very practical for whoever would like to learn and improve their language skill. You can get much content by watching the comprehensible input of real spoken and written language, by using the language to create an exercise, by listening and reading the language, etc.
There are 6 types of tasks which we can arrange by purpose of outcome:
1. Listing: brainstorming and fact-finding to make list and mind map.
2. Ordering and Sorting: Sequencing, Ranking, Categorizing and Classifying to make group of information ordered and sorted.
3. Comparing: Matching, Finding similarities or differences.
4. Problem solving: Analyzing real situation or hypothetical situation, Reasoning and Decision making to find out the solution and resolve the problem.
5. Sharing personal experiences: Narrating, Describing, Exploring, Explaining attitudes, opinions, reactions.
6. Creative Tasks: Brainstorming, Fact-finding, Ordering and Sorting, Comparing, Problem solving and many others. To completely finish the learning product that can address to all every learners.
Topic 3: Examples Resources on Portfolio
Portfolio Assessment
Portfolio Assessment provides a body of student work and it can be used to evaluate student performance. It holds a full representation of student’s work. It can be served as a representative illustration of a student’s performance where can show the records and experiences. Besides, portfolios can be used as a replacement for high school diploma or transcript in some cases.
There are also the disadvantages of portfolios which are they are hard to rank with a grade or score and they are not easy to evaluate. Since portfolios are about quality, many people find them difficult to use as a computation of one’s skills.
For the signification of portfolio, we can divide to 3 points following elements of education.
What is TBL?
Task is an activity where the target language is used by the learner for a communicative purpose in order to achieve, said Jane Willis. Why we ought to use Task - Based Learning? Because it's very practical for whoever would like to learn and improve their language skill. You can get much content by watching the comprehensible input of real spoken and written language, by using the language to create an exercise, by listening and reading the language, etc.
There are 6 types of tasks which we can arrange by purpose of outcome:
1. Listing: brainstorming and fact-finding to make list and mind map.
2. Ordering and Sorting: Sequencing, Ranking, Categorizing and Classifying to make group of information ordered and sorted.
3. Comparing: Matching, Finding similarities or differences.
4. Problem solving: Analyzing real situation or hypothetical situation, Reasoning and Decision making to find out the solution and resolve the problem.
5. Sharing personal experiences: Narrating, Describing, Exploring, Explaining attitudes, opinions, reactions.
6. Creative Tasks: Brainstorming, Fact-finding, Ordering and Sorting, Comparing, Problem solving and many others. To completely finish the learning product that can address to all every learners.
Topic 3: Examples Resources on Portfolio
Portfolio Assessment
Portfolio Assessment provides a body of student work and it can be used to evaluate student performance. It holds a full representation of student’s work. It can be served as a representative illustration of a student’s performance where can show the records and experiences. Besides, portfolios can be used as a replacement for high school diploma or transcript in some cases.
There are also the disadvantages of portfolios which are they are hard to rank with a grade or score and they are not easy to evaluate. Since portfolios are about quality, many people find them difficult to use as a computation of one’s skills.
For the signification of portfolio, we can divide to 3 points following elements of education.
1. Curriculum: using portfolios will enable teachers to enlarge their curriculum areas that they could not appraise with standardized testing. However, it will be working well if a curriculum is developed to the test.
2. Instruction: portfolio valuation helps to exalt a teacher’s use of instructional strategies centered on teamwork, projects, and applied learning. Portfolios are also appropriate with more individualized instruction focusing on different learning styles.
3. Assessment: portfolio can be used as an assessment tool for both teachers and students. For example, teachers can use it to evaluate student performance. And students can use their own portfolios for self-assessment and reflection.
Examples of Portfolio assessments
Curriculum based work samples:
-Writings
-Researches
-Math problems
-Lab reports
-Art works
-Graphs
-Surveys
-Web pages
-Photos
-Performance assessment tasks
-Tests
-Teacher anecdotal records/observation
Rubrics
A rubric is a guideline for rating student performance along a task-specific set of criteria. The guidelines specify what a performance is like at various levels (superior, excellent, good, and poor).
Rubrics
A rubric is a guideline for rating student performance along a task-specific set of criteria. The guidelines specify what a performance is like at various levels (superior, excellent, good, and poor).
Benefits of Rubrics
1. Provides the evaluation with exactly the characteristics for each level of performance on which they should base their judgment.
2. Provides those who have been assessed with clear information about how well they performed.
3. Provides those who have been assessed with a clear indication of what they need to accomplish in the future to better their performance.
3. Provides those who have been assessed with a clear indication of what they need to accomplish in the future to better their performance.
There are a number of different types of rubrics;
Generic rubrics: Generic rubrics can guide the learning process across similar
performances, such as problem solving. This is one very powerful way to help students
look at their learning over weeks or months.
Task-specific rubrics: Task-specific rubrics are used with particular tasks, and their
criteria and descriptors reflect specific features of the elicited performance.
Holistic, Analytic, Primary Trait and Multiple Trait Rubrics
Holistic rubrics: A Holistic rubrics provide a single score based on an overall
impression of a student’s performance on a task.
Analytic rubrics: An Analytic rubrics provide specific feedback
along several dimensions.
Primary trait rubrics
Multiple trait rubrics
Virtual Assessment Center:
Types of Rubrics
Types of Rubrics
Virtual Assessment Center is a group of web-based learning modules
that gives teachers with background knowledge, step-by-step guidance
and many practical resources on developing proficiency-based second
language assessments for the classroom making informed decisions
about learner's progress requires language teachers to gather and
interpret information that shows what learners "know and can do."
Research & Theory
This section provides you with information on theory and research related to types of
language assessments, considerations in test construction, test-taking strategies, and other
issues in language assessment.
Resource
This section provides you with links to searchable, annotated bibliographies on
assessment, content-based instruction, national standards, Virtual Assessment Center
resources, and links to related sites.
This section provides you with information on theory and research related to types of
language assessments, considerations in test construction, test-taking strategies, and other
issues in language assessment.
Resource
This section provides you with links to searchable, annotated bibliographies on
assessment, content-based instruction, national standards, Virtual Assessment Center
resources, and links to related sites.
Generic rubrics
An arrangement of various items teachers is used to determine what is to be
expected from a specific learning situation. For example, a generic rubric may be able
to determine a grade, at the end of a project.
There are primarily two different types of rubrics, analytically and holistic.
Holistic, Analytic, Primary Trait and Multiple Trait Rubric may be seen as different
ways of selecting and organizing rating criteria. These rubric types come from different
contexts, and although their particular uses and characteristics have converged in current
practice, there are some general guidelines for choosing among them. In addition, each
type has advantages and disadvantages.
ways of selecting and organizing rating criteria. These rubric types come from different
contexts, and although their particular uses and characteristics have converged in current
practice, there are some general guidelines for choosing among them. In addition, each
type has advantages and disadvantages.
Analytic Rubric
An analytic rubric resembles a grid with the criteria for a student product listed in the
leftmost column and with levels of performance listed across the top row often using
numbers and/or descriptive tags. The cells within the center of the rubric may be left blank or
may contain descriptions of what the specified criteria look like for each level of
performance. When scoring with an analytic rubric each of the criteria is scored individually.
Advantages
-Provide useful feedback on areas of strength and weakness.
-Criterion can be weighted to reflect the relative importance of each dimension.
Disadvantages
-Takes more time to create and use than a holistic rubric.
-Unless each point for each criterion is well-defined raters may not arrive at the same score.
Holistic rubric
A holistic rubric consists of a single scale with all criteria to be included in the evaluation
being considered together. With a holistic rubric the rater assigns a single score based on
an overall judgment of the student work. The rater matches an entire piece of student work
to a single description on the scale.
Advantages
-Emphasis on what the learner is able to demonstrate, rather than what he/she cannot do.
-Saves time by minimizing the number of decisions raters make.
-Can be applied consistently by trained raters increasing reliability.
Disadvantages
-Does not provide specific feedback for improvement.
-When student work is at varying levels spanning the criteria points it can be difficult to
select the single best description.
-Criteria cannot be weighted.
Primary Trait Rubrics were designed to evaluate the primary language function or
rhetorical trait elicited by a given writing task. For a task requiring learners to write a
persuasive letter to the editor of the school newspaper:
rhetorical trait elicited by a given writing task. For a task requiring learners to write a
persuasive letter to the editor of the school newspaper:
The multiple trait approach is similar to the primary trait approach but allows for rating
performance on three or four dimensions rather than just one. Multiple trait rubrics resemble
analytic rubrics in that several aspects are scored individually. However, where an analytic
scale includes traditional dimensions such as content, organization, and grammar, a
multiple trait rubric involves dimensions that are more closely aligned with features of the
task.
Resources on Rubrics
How Scoring Tests with Rubrics Help Students Succeed
A rubric is an assessment tool helps teachers to grade their students' performance. Rubrics
evaluate the work based on the sum of the scores in a range of criteria. It also gives the
students the opportunity to evaluate their own work and reflect on what they could have done
better.
Rubrics help avoiding the problem with the traditional way of grading tests and assignments
which causes unsatisfactory grades for students without knowing what they did wrong. This
way, the students have an idea on how to make their work worthy of high scores and they
can improve themselves in order to get a higher grade.
How Rubrics Work
Rubrics use a set of different features on what makes a student's work worthy of high
grades, the sum of these criteria is the students' final grade for their work. Teachers tell the
students about the rubrics that they will be using to grade their work. So teachers and
students can discuss what criteria gets involved from the rubrics; this will be the guidance
for the students to have a better idea on how to accomplish a job well done in order to reach
high grades.
Advantages of Using Rubrics for Grading Students’ Work
Using rubrics for grading students’ work has several advantages for both students and
teachers. For students, the rubrics grading system can show them where they need to work
on due to the different criteria used to come up with the final grade. Rubrics also help them
assess their own work. And for teachers, rubrics are practical for scoring students’ work.
Moreover, teachers can get to know whether their method of teaching is effective or not as
rubrics will give the feedback on what aspects of their teaching that needs to be developed.
Disadvantages of Using Rubrics for Grading Students’ Work
Rubrics don’t always take outside circumstances into account meaning if there are students
who worked hard but have learning disabilities, rubrics grading system might not
reasonable for them. Otherwise, teachers should add credits for effort, progress and other
outside conditions. In addition, rubrics can be too analytically for artistic projects since the
artistic work is way too far from an analytically field; an art project is based on creativity,
inspiration and personal history which are the hardest thing to grade with a rubric
ไม่มีความคิดเห็น:
แสดงความคิดเห็น