SCHOLAR Conference 2012 - From Gutenberg to Zuckerberg
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Donald Clark From Gutenber to Zuckerberg
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Transcript of SCHOLAR Conference 2012 - From Gutenberg to Zuckerberg
Donald Clark
From Gutenberg to Zuckerberg
Black & WilliamInside the Black Box
Formative feedback key to better learning
Don’t praise the child! Praise the work• all down to ability • ‘teacher’ likes me• stops them from trying harder
Black & WilliamInside the Black Box
Avoid ‘hands up’ techniques:• In too early, 3 secs• Encourages achievers, discourages rest• Rarely diagnostic• Hinge questions
Black & WilliamInside the Black Box
Avoid marking:• poor as formative assessment• mark of fixed ability - says nothing about
improvement• even high achievers – done enough, not
full competence• tests are terminal – mark of Cain
Students given three types of feedback (n=132, Y7) 1) Marks2) Comments 3) Marks plus comments
ATTAINMENTComments SIGNIFICANT gain Marks NO gain Marks plus comments NO gain
INTEREST & MOTIVATIONComments ALL upMarks HIGH ACHIEVERS up LOW ACHIEVERS downMarks plus comments HIGH ACHIEVERS up LOW ACHIEVERS down
Why more feedback 'Marks plus comments' have a negative effect? ‘Marks’ signalled end of the matter, a terminal testStopped learning and further interest
Hold back on marking in formative assessment
E-learning and formative feedbackTechnology, in the form of self-paced e-learning content, simulations, games and adaptive learning have all contributed to increasing the level of feedback in learning. In real time simulations and games, such as flight simulators, the feedback is continuous and in real time. More recently. In adaptive learning, powerful back-end algorithms have supported sophisticated feedback, especially in maths, based on what the learner has done, where they want to go, presenting the right content and feedback, dynamically on their learning journey.ConclusionIs there evidence that improving formative assessment raises standards? Yes. Is there evidence that there is room for improvement? Yes. Is there evidence about how to improve formative assessment? Yes.
Black and Wiliam shone a spotlight on a critical weakness in educational theory and policies – the lack of focus on effective teaching and, in particular, formative feedback, which they believe is the key to increasing the effectiveness of teaching and learning in schools.
Pearson My…..Lab:• course management tool/e-book• up front assessment -> study plans• assignments• sophisticated grading/assessment• ‘help me solve this’ steps• open-ended answers & algorithmic probs • demo docs (flash narrated)• LMS/VLE integration• 4.5 m• very strong in maths My MathLab(Accounting, Anatomy & Physiology, Biology, Culinary, Economics, Education, Env. Science,
Finance, Health, Info Systems/Tech, Math, Modern Languages, Psychology, Statistics etc)
WileyPLUS:Originally eGradePlus – Univ. of Nebraska E-bookintegrated assignmentsinstructors 24/7 Diagnostics’show work’ featureAlogrythmic (diff. variables in one problem)>1 m usersWeakness – learning styles!Accounting, Anatomy & Physiology, Biology, Business, Chemistry, Computer Science, Culinary, Economics, Engineering, Finance, Geography, Info Systems, Math, Management, Modern Languages, Nutrition, Physics, Psychology, Statistics.
McGraw Hill:• Aris• Course management & assignment system• Course calendar• Online Tutor for web-based live chat • Emphasis on creating and sharing materials • Gradebook export Excel/Blackboard/ WebCt • Includes Whiteboard for Math • Student Lounge (social networking)• Usability studies
Chemistry, Earth/Environmental/Life Sciences, Engineering, Math, Physics
McGraw Hill:ConnectWeb based assignment & assessmentExport to Blackboard/ WebCt AASCB Assurance of Learning knowledge standards and Blooms Taxonomy Guidelines Lecture captureHomework ManagerStrong reportingLearnSmart:question+confidenceMy NotebookAccounting, Anatomy & Physiology, Biology, Business Statistics, Chemistry, Economics, Engineering, Finance, Management, Marketing, Personal Health, Physics, Psychology
Learning StylesProfessor Frank Coffield Learning Styles - LSDA research“bedlam of contradictory claims”“71 theories” “most dismissed outright”“serious deficiencies”“over-simplify, label and stereotype”“worse than bad - downright dangerous”Professor Greenfield (Oxford)“no independent evidence" "nonsense" “waste of valuable time”
Video
3,100 videos – Creative Commons
150 million! viewed on YouTube
Audio
Podcasts
Abdul Chohan(Essa Academy)
37% to 99% (5+A*-C) 3 years
Learning:• Review last 30 secs• X2 button – halves learning time• Note taking (20/30% increase in
retention)• Avoids visual distraction• Imagination – deep processing• Recorded lectures?
Practical:• easy to produce• easy to distribute• huge storage• cheap devices
Social media
Facebook and learning:• they’re all there• peer groups by definition• Facebook – Groups• tools (apps)• learning automatically mobile
Adaptive learning
$24m
$54m VCSold $90m
Dr Maths (S Africa)Students to tutor (university students)>32,000 studentsMxit – 10 million registered usersZero rated
Laurie Butgereit
Most of the ‘apps’ you want to make have already been madeCarlo
Moodle mobile:MyMoodle (ios)Android nowTEMPUS mobile learning
Blackboard mobile:ios, Android, Blackberry, webOSDocsDiscussionsMedia uploadsBlogs/journalsTests
’Apps’ creation
Carol Twigg
$8.8 million Pew grant30 comm colleges, colleges & unis
Is it cost-effective? YESAre we seeing better learning? YESCan drop-out rates be reduced? YES
What led to success?
1. Concentrate on large enrollment courses2. Improvements apply to many types of courses
3. Don’t fiddle, redesign the whole course4. Don’t bolt on new technologies to existing system
5. Move students from passive, "note-taking" role to active-learning orientation6. Move from entirely lecture-based to a student engagement approach
Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies
“Meta-analysis found that students in blended online learning conditions performed better than those receiving traditional face-to-face instruction.”
SCHOLAR – LSC Research+ve correlation pages accessed & attainment
24 hours use (every single hour)77% students – recommend SCHOLAR to other students3 regions in England N=482
More pedagogic change in 10 years than last 1000 years
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