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E-learning tools used to aid students' self-evaluation, annotation, research or any other written work. Video for evaluations How Must be dyslexic or disabled to be acceptable. Must be innovative. Used for reflective work and group discussions. Via blackboard (vle). Flexible working when and where. Work through at own pace. Discussion podcasts used as assessment evidence and Level 3 Communication portfolio.
E-learning tools used to aid students' self-evaluation, annotation, research or any other written work. Video for evaluations How Must be dyslexic or disabled to be acceptable. Must be innovative. Used for reflective work and group discussions. Via blackboard (vle). Flexible working when and where. Work through at own pace. Discussion podcasts used as assessment evidence and Level 3 Communication portfolio.
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E-learning tools used to aid students' self-evaluation, annotation, research or any other written work. Video for evaluations How Must be dyslexic or disabled to be acceptable. Must be innovative. Used for reflective work and group discussions. Via blackboard (vle). Flexible working when and where. Work through at own pace. Discussion podcasts used as assessment evidence and Level 3 Communication portfolio.
Copyright:
Attribution Non-Commercial (BY-NC)
Formati disponibili
Scarica in formato DOC, PDF, TXT o leggi online su Scribd
What e-learning tools do you use to aid students’ self- evaluation, annotation, research or any other written work?
What How integrated
Pebble pad – e-portfolio Store research & plan projects
Website creation Used to exhibit processes
blackboard Aid research. Contact students via
email and view demonstrations Most examples (listed on Q) Extend learning activities & help with differentiation. Encourages autonomous learning. Moodle (VLE) Used to update assignments and use of forums Screencasts Used as evidence of developmental work, this is annotated and evaluated. Code Differentiation Q3. Do you use any technology to enable differentiation such as video or audio as an alternative to written work?
What How
Video for evaluations Must be dyslexic or disabled to be
acceptable. Must be innovative. Difficult finding a quiet space to record this. Audio, blogs, video Used for reflective work and group discussions. Digital demonstrations Via blackboard (VLE). Flexible working when and where. Video tutorials Work through at own pace. Step by step tutorial can improve retention. Learning log in video format Video format used as for many student English is not primary language. Audio podcasts Evidence of art history discussions Code Assessment Q4. Are any of the methods mentioned used for assessment? Video for evaluations Must be dyslexic or disabled
Audio, blogs, video Waiting for feedback from
assessment team at Edexcel Upload work to forums to Awarded higher marks for generate feedback and discussion. research and evaluation.
Webquests Students must build own
webquest to pass the module. YouTube, research links online youTube used to differentiate learning. Links referenced in research used as part of assessment. Discussion podcast Used as assessment evidence and Level 3 Communication portfolio Code Extend Q5. Do you provide any e-learning resources to extend learning activity? Watch video or resource in Wiki Not done often as students have difficulty logging on. Web links, blogs, website creation Students showcase evidence as a blog or website.
Access to resources remotely Do not need tutor present
Online resources, PDF, video, slide Accessed before session time
shows. Moodle sometimes. Collection of web resources build up over time Moodle, blogs Learners get involved with setting up blogs. Blackboard Handouts and podcasts can be accessed at home to increase understanding of software and increase skills. Code Assist Q6. Would the introduction of any of the e-learning methods above assist students with any aspect of the course? Most e-learning methods (listed in Q) would assist students and teachers greatly. Tutors need to keep themselves up to date and need help seeing how various options can achieve certain criteria. Easy to update, can be accessed from home. This mode of communication taps into the culture of the learner and indicates a stepping into their world. They improve peripheral skills and encourage community within the course. Students can direct their learning in a more flexible way outside of lessons. Less time to prepare handouts or exercises.
Student who can’t attend class can contribute from a distance.