Evaluate the effectiveness of using creative approaches to learning……

…….in the learning programmes

Ideas explored

• 1. A GPS model of assessment• 2. Fuzzy assessment techniques• 3. Data Mining and Warehousing for learner

assessment• 4. eLQ: e-Learnability Quotient• 5. Assessment of Learner Motivation• 6. Assessment of Teacher Motivation• 7. Assessment of Developmental Potential

Think of life as a journey on an unknown highway

And your education as the map for the highway

I have never been lost in my life. Misplaced occasionally, but never really lost

Creating a GPS for assessing learning?

• Define a learner’s position on a continuum of competencies

• Target the new location within a defined time span: week, term, year

• Design learning interactions to achieve that target

• Deploy instruments of measurement for the above

Levels of achievement

Fuzzy Evaluation Systems

• Applying fuzzy set principles, fuzzy membership functions and fuzzy assessment rules to represent the imprecise concepts for subjective judgment to determine the assessment criteria and their corresponding weights.

• Based on the commonly agreed assessment criteria, students' learning outcomes be evaluated on a fuzzy grade scale.

Data mining and Data Warehousing Evidence based

• Data mining is the data analysis component of Knowledge Discovery in Databases (KDD).

• KDD begins with collection of data and ends with data analysis (both exploratory and formal), methods for handling the computations, and automation, all with a focus on large data sets.

• Life-long chronicles of learning transactions

eLQ: e-learnability Quotient

• A continuum of ability approach• A 10 level model based on learning strategies

and information handling skills• Fluency with a variety of learning strategies

going beyond the preferred learning style• Information handling skills regarding

formulation, identifying resources..• Accuracy and speed

A 10 point scale of e-learnability:• Level 9: Expert e-Learner• Level 8: Very Good e-Learner• Level 7: Good e-Learner• Level 6: Competent e-Learner• Level 5: Modest e-Learner• Level 4: Limited e-Learner• Level 3: Extremely Limited e-Learner• Level 2: Very Low level e-Learner• Level 1: Not ready for e-Learning• Level 0: Intrinsically anti-e-learning

Development indicators….CMM level 1 to 5

• Level 5: Can develop independently• Level 4: Needs minimal support by way of mentoring• Level 3: Needs motivational intervention and

attention and support by way of mentoring• Level 2: Needs regular support system to coach,

mentor and monitor• Level 1: Needs intense coaching and hands holding

Level 9: Expert Learner

• Has fully operational command of all the 5 major learning strategies: Apprentice, Incidental, Discovery, Inductive and Deductive.

• Is fully competent in all the 6 information skills of task definition,information seeking strategies,location and access,use of information,synthesis and evaluation.

• Can transfer learning to others as well

Level 8: Very Good Learner

• Has good command of the 5 learning strategies with only occasional unsystematic errors. Misunderstandings may occur in tricky situations. Handles complex reasoning as well

• Is adept in at least 4 of the information skills and familiar with the remaining 2..

Level 7: Good Learner

• Has familiarity with three learning strategies,and familiarity with 2 others though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex concepts well and understands detailed reasoning

Level 6: Competent Learner

• Competent LearnerHas some command over all 5 strategies despite some inaccuracies, difficulties and misunderstandings. Can use and understand fairly complex concepts, particularly in familiar situations

Level 5: Modest Learner

• Modest LearnerHas partial knowledge of the learning strategies, coping with overall learning challenges in most situations, though is likely to make many mistakes. Should be able to handle basic learning needs in own field.

Level 4: Limited Learner

• Limited LearnerBasic competence is limited to familiar learning strategies. Has frequent problems in understanding and expression. Is not able to navigate complex concept maps.

• Some information gathering abilities but not consistently demonstrated

Level 3: Extremely Limited Learner

• Extremely limited LearnerAcquires learning in very familiar situations. Adopts at most two strategies.

• Very limited information usage skills

Level 2: Very low level learner

• Very low level LearnerNo real learning is possible except for the most basic information that has been ‘spoon-fed’. Has great difficulty in understanding spoken words and written text.

Level 1: Non Learner

• Non LearnerEssentially has no ability to learn beyond possibly a few isolated concepts and random pieces of information.

A 10 point scale descriptor of a learner:

• Level 9: Gifted Learner• Level 8: Passionate Learner• Level 7: Highly Motivated Learner• Level 6: Enthusiastic Learner• Level 5: Excited Learner• Level 4: Confident Learner• Level 3: Hesitant Learner• Level 2: Reluctant Learner• Level 1: de-motivated Learner• Level 0: Terrified Learner

A 10 point scale descriptor of a teacher:

• Level 9: Gifted Teacher• Level 8: Passionate Teacher• Level 7: Highly Motivated Teacher• Level 6: Enthusiastic Teacher• Level 5: Excited Teacher• Level 4: Confident Teacher• Level 3: Hesitant Teacher• Level 2: Reluctant Teacher• Level 1: de-motivated Teacher• Level 0: Petrified Teacher

A 6 point scale of ICT fluency of a teacher:

• Level 5: Can do trouble-shooting, teach his peers and update self with new tools and techniques

• Level 4:Is familiar with wikis, blogs, RSS feeds, podcasts, and other web 2.0 stuff

• Level 3:Can create and manage basic web-sites, and is aware of Security and safety issues

• Level 2:Can manipulate computers and allied devices such as scanners, printers and cameras to upload information

• Level 1:Can use computers to retrieve information• Level 0:Refuses to touch computers

Evaluation and assessment

No fixed level of competence

All teachers improve their competencies

Create a professional support network

• Through a web-site• Backed up with call centre• Escalation in query handling• Threaded discussions• E-mail, sms and instant messaging• Access to library resources

Create a professional support network

• Through a web-site• Backed up with call centre• Escalation in query handling• Threaded discussions• E-mail, sms and instant messaging• Access to library resources

Extralearn Operations

Call / eCRMCentre

Voice Call MailFax

Voice Agent Chat AgentMail Agent

SMS Web ChatWeb query

Back-office

The major shifts

• From traditional content to e-content• From eye contact to e-contact• Creating a personal engagement in a group

situation by continuous shifting back and forth from teacher-centric to learner-centric

• Facilitating peer to peer interaction as a learning mode

Sources of Feedback:

• Formal and Informal• Written and Oral• Learners• Others• Self-reflection• Effectiveness of Learning• Performance Improvement• Innovative Proposals

Effectiveness:

• Independent learner review and feedback• Performance improvement• Learner creativity• Learner satisfaction• Stakeholder feedback• Assessment• Attendance• Personal Development

Future Improvement:

• Use of different approaches

• Changes to the environment

• Greater involvement of others

• Better Facilitation Skills