Abstract-Problem-based learning lab sessions shape a demanding environment, both for students as well for the teaching staff, due to the additional support required. This applies particularly to overcrowded classes. Under these conditions, some aspects do not perform well, like the efficiency of the provision of feedback and the orchestration of the session, jeopardizing the effectiveness of the learning activity. Based on empirical observation, a characterization of lab sessions has been carried out, integrating both qualitative and quantitative parameters describing the interactions that take place. Based on such characterization, a supporting tool is proposed to make use of the students' logs, learning analytics and visualization techniques for providing monitoring and awareness mechanisms for leveraging the detected problems and thus improving the learning and assessment processes.
Abstract. Orchestrating learning is a quite complex task. In fact, it has been identified as one of the grand challenges in Technology Enhanced Learning (TEL) by the Stellar Network of Excellence. The objective of this article is to provide teachers and students with a tool to help them in their effort of orchestrating learning, that makes use of awareness artefacts. Using this powerful mechanism in lab sessions, we propose four different aspects of orchestration as the target for improvement: the management of the resources in the learning environment; the interventions of the teacher and provision of formative feedback; the collection of evidences for summative assessment; and the re-design of the activity, adjusting some parameters for future enactments. The proposal has been tested in a real course of Multimedia Applications with junior students (3rd course), measuring the benefits for the orchestration.
Abstract. The benefits of formative assessment and the provision of quick feedback to the learners are unquestionable. A lot of effort needs however to be devoted by the teacher in order to assess the learner's status and providing quality and valuable feedback when actually implementing these techniques in real-world situations during active learning activities. The aim of this work is to offer teachers a tool that facilitates the quick provision of relevant feedback to the students, implemented as backchannel notifications in a lab session for ensuring scalability. Although being a work-in-progress, the aforementioned tool has been partially evaluated in a real course on programming multimedia applications.
With the introduction of the Web 2.0 philosophy in the learning arena, the way learning actors interact has changed substantially. From a collaborative perspective, all the actors in the learning landscape could make use of a variety of tools for collaboration, making up what it is called: “collaborative learning 2.0.” In this chapter, the discussion is focused on the open educational resources (OER), concretely open assessment resources, i.e., open resources used in the assessment process (formative and/or summative). The authors explore the way to create, share, search, manage, and access to these resources; all these actions are described from the context of collaboration inherited from the Web 2.0 paradigms: collaboration among teachers and course designers, teachers and learners, and any other factors that could arise in the assessment process. On the other hand, the approach to managing the open assessment resources is based on an outcome-based assessment process because of the great importance of the outcome-based learning.
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