Chapter 7- Customization in Immersive Learning Environments
An effective way for students to learn is through real life experiences and expert modeling. For example, graduate students may work in a laboratory with experienced researchers. This practice will help the graduate students become more advanced researchers. However, not every learning experience is this personalized. In chapter 7, the author focuses on various types of immersive learning environments. These environments simulate experiences and problems similar to the real world. Students are able to design an avatar that represents themselves or a version of themselves. They can give the avatar certain capabilities that will aid in the avatar’s purpose. In some cases, the avatar may be a chemist, cryptologist, computer hacker, FBI agent, etc. These simulated environments help students transfer, which is defined as the application of knowledge learned in one situation to another situation. This type of learning already takes place in flight and surgical simulators. It is time to apply this technology to other areas in order to improve a student’s ability to be successful in the real world.
Chapter 8 focuses on different functions of classroom assessment. The three this chapter talks about are curricular monitoring, formative assessment, and diagnostic assessments. In order for students to maximize their success on assessments, they must all have the equal opportunity to learn, they must start to take responsibility for their own learning, and their growth must be documented. Each of the above is linked to the different functions of classroom assessment. Curriculum monitoring is based upon what parts of a curriculum is covered, how well it is taught, and how the teachers collaborate to measure the students success in a certain unit. Curriculum monitoring helps give every students an opportunity to learn. Formative assessment is important to help students increase their knowledge. Since DTP’s are on the rise, many classrooms are assessing their students using different technologies. Many students already blog and use many different social networking sites to collaborate with other students on homework, projects, etc. A benefit of the above would be students commenting on other students work. As a teacher, we can see what they have learned based on their feedback on other students work. Teachers can assess students on their student made websites or wikis. This makes students take responsibility for their own learning. Diagnostic assessments help teachers to see what students already know prior to a unit and how much they learned after the unit. This is how teachers measure student growth within a unit.
Formative assessment is a process of collecting and analyzing information about students’ knowledge and understanding prior to or during instruction. • The purpose is to inform instruction or assist students to improve their work. Three characteristics of formative assessment: 1. Information provided to educators must be linked to current learning goals. 2. Information must be delivered in a timely manner so that the educator has an opportunity to intervene with students. 3. Information must be specific enough to be actionable for the teacher or the student. Computer-based tools can be used to collect information about student learning. • Computer-based technologies are devices that rely on computer-based algorithms. • These technologies can be desktop, laptop, we-based application, phones, and student response systems. These systems are designed to collect information about student’s current state of understanding. Than returns the information is a timely manner so the teacher can assess student misconceptions and understandings.
Playback Interactive computer-based tools provide the opportunities to document the steps students take as they solve a problem. Playback has the potential to provide teachers with a deeper insight into the students thinking and problem solving.
Outsourcing Outsourcing uses outside source to grade and report results on student performance.
Chapter 7 discusses how utilizing immersive interfaces can provide an individual and beneficial learning experience for students. The two types of immersion interfaces addressed are Multiuser virtual environment (MUVE) and Augmented reality (AR). In a nutshell, MUVE allows students to have a simulated experience on a topic (ex. a student utilizing a flight simulator to learn to fly), while AR allows students to learn by using a mobile wireless device that can provide information on what they see around them (ex. a student viewing nature and being able to utilize his wireless device to learn more information about the tree in front of him.) Focusing mostly on MUVE, Chapter 7 indicates that students benefit because they will hopefully be able to transfer the simulated knowledge to real world situations, and that the experience can be very individual because students are able to create their own experience. Additionally, work is done in real time, which allows for constant data recording and the ability to monitor progress regularly.
Chapter 8 deals with the assessment of teaching. In this case, assessment is broken down into addressing three challenges; 1. Are students being provided with the opportunity to learn, 2. Is the instruction in line with best practices, and 3. Can any data be provided to benefit future teaching.? Curriculum monitoring addresses the first challenge by allowed teachers to gives students chapter or unit tests to demonstrate understanding. Formative or embedded assessment addresses the second challenge and speaks to the interaction between teachers, administrator and students through conversations, observations and mentoring (to name a few) to seek best practices. And finally, diagnostic assessment looks to use data to understand the long-term impacts of the lesson.
Chapter 9 focuses on formative assessment (seeking best practices). In order for formative assessment to be most beneficial the outcomes should focus on how the teaching can be linked to a learning goal, be timely with the feedback and suggestions, and should provide specific and clear instructions for the teacher to follow. There are many computer-based technologies to support formative learning, however this chapter focuses on three, cognitive diagnostic assessment, playback of interactive items and outsourcing scoring. Essentially cognitive diagnostic assessment looks to find common errors made by students. By finding and correcting student misconceptions the can improve their overall understanding of the concept. Playback of interactive items basically looks to utilize questions with multiple steps as opposed to just multiple-choice questions to identify student understanding. And finally outsourcing the scoring of assessments to companies rather than keeping it in house allows the responses to be provided in a more timely fashion.
This is a joint summary posted by Meghan and Liz from Team MELT.
Chapter 7-Customization in Immersive Learning Environments.
This chapter talks about immersive learning environments and how they provide a unique opportunity because they customize learning to individuals in group teaching situation. There are 2 types of immersive interfaces:
1. Multiuser virtual environments (MUVE)- students interact with digital objects. 2. Augmented reality (AR)- infuses digital resources throughout the real world.
This chapter illustrates the importance of DTP's in providing a personalized educational experience tailored to individual desires and needs and applying that experience to real life situations.
Chapter 8- Next-Generation Digital Classroom Assessment Based on Learning Trajectories
This chapter talks about developing a classroom assessment system that serves multiple functions of assessment and seeks to provide improvements in instruction. There are three key challenges:
The results of developing comprehensive classroom assessments is to foster growth in each student, build on the needs and strengths of the group and develop a class-wide sense of confidence.
Chapter 9-Formative Assessment-A Key Component of Digital Teaching Platforms
This chapter discusses various forms of assessment and how technologies can support formative assessment. One example is providing students with interactive items and problems to solve. For example, students can be provided with tools to conduct simulated experiments. This allows students to directly manipulate and problem solve. The chapter also discusses outsourcing, especially as it pertains to reading. There is an application called mCLASS which diplays a digital copy of the text and allows the teacher to record errors directly on the device. The program then automatically tallies the errors and can graph and analyze the data, as well as store it on a database. Thinking Reader is a similar program that allows teachers to record students' oral reading and upload the electronic sample for coding. These tools allow teachers to more easily analyze assessment data and identify where students need support and view changes and progress over time.
Part III looks at and examines Personalization. This customization allows teachers to adapt their instructional strategies to the specific needs of their students. This section of the textbook is broken down into three chapters:
Chapter 7 speaks to immersive learning environments and the many and varied opportunities these different environments afford for the customization of learning. These opportunities allow our students to shape their own educational personal growth. The chapter also explores and examines how teachers can utilize various data collection methods to help facilitate and resolve the most functional methodology for student learning.
Chapter 8 targets the design and development of Digital Teaching Platforms also known as DTP's. The chapter develops a framework for the design of these digital platforms for classroom assessments. The author describes how these diagnostic assessments formulated around a student's needs can lead to the growth of student knowledge in a particular subject area. The chapter concludes with how a teacher can utilize these assessments in improving and enhancing the instructional model.
Chapter 9 looks at different and varied forms of assessment. The author examines recently developed and unexplored models of computer-based assessment strategies. These cognitive based diagnostic tools examine and explore assessment models in the subject areas of algebra and geometry. Finally, this chapter concludes with computer-based technologies that reflect upon the importance and validity of this diagnostic approach.
7 comments:
Chapter 7- Customization in Immersive Learning Environments
An effective way for students to learn is through real life experiences and expert modeling. For example, graduate students may work in a laboratory with experienced researchers. This practice will help the graduate students become more advanced researchers. However, not every learning experience is this personalized. In chapter 7, the author focuses on various types of immersive learning environments. These environments simulate experiences and problems similar to the real world. Students are able to design an avatar that represents themselves or a version of themselves. They can give the avatar certain capabilities that will aid in the avatar’s purpose. In some cases, the avatar may be a chemist, cryptologist, computer hacker, FBI agent, etc. These simulated environments help students transfer, which is defined as the application of knowledge learned in one situation to another situation. This type of learning already takes place in flight and surgical simulators. It is time to apply this technology to other areas in order to improve a student’s ability to be successful in the real world.
Chapter 8 focuses on different functions of classroom assessment. The three this chapter talks about are curricular monitoring, formative assessment, and diagnostic assessments. In order for students to maximize their success on assessments, they must all have the equal opportunity to learn, they must start to take responsibility for their own learning, and their growth must be documented. Each of the above is linked to the different functions of classroom assessment.
Curriculum monitoring is based upon what parts of a curriculum is covered, how well it is taught, and how the teachers collaborate to measure the students success in a certain unit. Curriculum monitoring helps give every students an opportunity to learn.
Formative assessment is important to help students increase their knowledge. Since DTP’s are on the rise, many classrooms are assessing their students using different technologies. Many students already blog and use many different social networking sites to collaborate with other students on homework, projects, etc. A benefit of the above would be students commenting on other students work. As a teacher, we can see what they have learned based on their feedback on other students work. Teachers can assess students on their student made websites or wikis. This makes students take responsibility for their own learning.
Diagnostic assessments help teachers to see what students already know prior to a unit and how much they learned after the unit. This is how teachers measure student growth within a unit.
Chapter 9
Formative assessment is a process of collecting and analyzing information about students’ knowledge and understanding prior to or during instruction.
• The purpose is to inform instruction or assist students to improve their work.
Three characteristics of formative assessment:
1. Information provided to educators must be linked to current learning goals.
2. Information must be delivered in a timely manner so that the educator has an opportunity to intervene with students.
3. Information must be specific enough to be actionable for the teacher or the student.
Computer-based tools can be used to collect information about student learning.
• Computer-based technologies are devices that rely on computer-based algorithms.
• These technologies can be desktop, laptop, we-based application, phones, and student response systems.
These systems are designed to collect information about student’s current state of understanding. Than returns the information is a timely manner so the teacher can assess student misconceptions and understandings.
Playback
Interactive computer-based tools provide the opportunities to document the steps students take as they solve a problem. Playback has the potential to provide teachers with a deeper insight into the students thinking and problem solving.
Outsourcing
Outsourcing uses outside source to grade and report results on student performance.
testing, testing, 123
Chapter 7 discusses how utilizing immersive interfaces can provide an individual and beneficial learning experience for students. The two types of immersion interfaces addressed are Multiuser virtual environment (MUVE) and Augmented reality (AR). In a nutshell, MUVE allows students to have a simulated experience on a topic (ex. a student utilizing a flight simulator to learn to fly), while AR allows students to learn by using a mobile wireless device that can provide information on what they see around them (ex. a student viewing nature and being able to utilize his wireless device to learn more information about the tree in front of him.) Focusing mostly on MUVE, Chapter 7 indicates that students benefit because they will hopefully be able to transfer the simulated knowledge to real world situations, and that the experience can be very individual because students are able to create their own experience. Additionally, work is done in real time, which allows for constant data recording and the ability to monitor progress regularly.
Chapter 8 deals with the assessment of teaching. In this case, assessment is broken down into addressing three challenges; 1. Are students being provided with the opportunity to learn, 2. Is the instruction in line with best practices, and 3. Can any data be provided to benefit future teaching.? Curriculum monitoring addresses the first challenge by allowed teachers to gives students chapter or unit tests to demonstrate understanding. Formative or embedded assessment addresses the second challenge and speaks to the interaction between teachers, administrator and students through conversations, observations and mentoring (to name a few) to seek best practices. And finally, diagnostic assessment looks to use data to understand the long-term impacts of the lesson.
Chapter 9 focuses on formative assessment (seeking best practices). In order for formative assessment to be most beneficial the outcomes should focus on how the teaching can be linked to a learning goal, be timely with the feedback and suggestions, and should provide specific and clear instructions for the teacher to follow. There are many computer-based technologies to support formative learning, however this chapter focuses on three, cognitive diagnostic assessment, playback of interactive items and outsourcing scoring. Essentially cognitive diagnostic assessment looks to find common errors made by students. By finding and correcting student misconceptions the can improve their overall understanding of the concept. Playback of interactive items basically looks to utilize questions with multiple steps as opposed to just multiple-choice questions to identify student understanding. And finally outsourcing the scoring of assessments to companies rather than keeping it in house allows the responses to be provided in a more timely fashion.
This is a joint summary posted by Meghan and Liz from Team MELT.
Chapter 7-Customization in Immersive Learning Environments.
This chapter talks about immersive learning environments and how they provide a unique opportunity because they customize learning to individuals in group teaching situation. There are 2 types of immersive interfaces:
1. Multiuser virtual environments (MUVE)- students interact with digital objects.
2. Augmented reality (AR)- infuses digital resources throughout the real world.
This chapter illustrates the importance of DTP's in providing a personalized educational experience tailored to individual desires and needs and applying that experience to real life situations.
Chapter 8- Next-Generation Digital Classroom Assessment Based on Learning Trajectories
This chapter talks about developing a classroom assessment system that serves multiple functions of assessment and seeks to provide improvements in instruction. There are three key challenges:
1. curriculum monitoring
2. formative assessment
3. diagnostic assessment
The results of developing comprehensive classroom assessments is to foster growth in each student, build on the needs and strengths of the group and develop a class-wide sense of confidence.
Chapter 9-Formative Assessment-A Key Component of Digital Teaching Platforms
This chapter discusses various forms of assessment and how technologies can support formative assessment. One example is providing students with interactive items and problems to solve. For example, students can be provided with tools to conduct simulated experiments. This allows students to directly manipulate and problem solve. The chapter also discusses outsourcing, especially as it pertains to reading. There is an application called mCLASS which diplays a digital copy of the text and allows the teacher to record errors directly on the device. The program then automatically tallies the errors and can graph and analyze the data, as well as store it on a database. Thinking Reader is a similar program that allows teachers to record students' oral reading and upload the electronic sample for coding. These tools allow teachers to more easily analyze assessment data and identify where students need support and view changes and progress over time.
Part III looks at and examines Personalization. This customization allows teachers to adapt their instructional strategies to the specific needs of their students. This section of the textbook is broken down into three chapters:
Chapter 7 speaks to immersive learning environments and the many and varied opportunities these different environments afford for the customization of learning. These opportunities allow our students to shape their own educational personal growth. The chapter also explores and examines how teachers can utilize various data collection methods to help facilitate and resolve the most functional methodology for student learning.
Chapter 8 targets the design and development of Digital Teaching Platforms also known as DTP's. The chapter develops a framework for the design of these digital platforms for classroom assessments. The author describes how these diagnostic assessments formulated around a student's needs can lead to the growth of student knowledge in a particular subject area. The chapter concludes with how a teacher can utilize these assessments in improving and enhancing the instructional model.
Chapter 9 looks at different and varied forms of assessment. The author examines recently developed and unexplored models of computer-based assessment strategies. These cognitive based diagnostic tools examine and explore assessment models in the subject areas of algebra and geometry. Finally, this chapter concludes with computer-based technologies that reflect upon the importance and validity of this diagnostic approach.
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