Enhance student engagement, collaboration, and feedback in both asynchronous and synchronous learning with FeedbackFruits LMS-integrated teaching tools.
Seit dem 01. Dezember 2021 fördert das Bundesministerium für Bildung und Forschung (BMBF) im Rahmen der Förderlinie „Digitale Hochschulbildung“ das Verbundprojekt IMPACT – Implementierung von KI-basiertem Feedback und Assessment mit Trusted Learning Analytics in Hochschulen.
Das HIKOF-DL Projekt legt seinen Fokus auf die Weiterentwicklung bestehender Interventionen zur Verbesserung der Online-Lehre und deren Transfer in die Lehr- und Lernpraxis. Perspektivisch wird eine langfristige Etablierung von KI in der Aus- und Weiterbildung angestrebt. Das neu entstehende Feedback-System wird an der Goethe-Universität durch die Partner GU-SD und DIPF implementiert und mit dem Partner GU-PSY in einer der größten und hinsichtlich der Teilnehmenden heterogensten Vorlesungen der Universität mit rund 1000 Studierenden evaluiert. Die Ergebnisse werden zweimal jährlich dem Beirat aus verschieden Unternehmen vorgestellt und auf dessen Anwendbarkeit im wirtschaftlichen Bereich bewertet.
Feedback is one of the most powerful influences on students’ learning. There is a strong evidence base on effective delivery of feedback: what it should contain and how it should be framed. However we know far less about students’ reception of feedback information. If we want students to engage with and utilise the feedback we provide then what skills do they need and how do we nurture these skills? In this resource we first outline some of the key contemporary issues facing Higher Education practitioners in the domains of assessment and feedback and we consider the role and responsibility of the student in the feedback process. We then present a case study which outlines the development and implementation of the Developing Engagement with Feedback Toolkit (DEFT). Finally we present each component of the toolkit in turn: a feedback guide a feedback portfolio and a feedback workshop.
The OnTask Project aims to provide personalised, timely support actions to large student cohorts. The two-year project started in 2016 and is funded through a Strategic Priority Commissioned Grant by the Office of Learning and Teaching (OLT) of the Australian Government.
‘Automated Feedback’ has existed in various forms at UTS for quite some time: from online quizzes, to adaptive learning platforms, to conditional messaging. But…
Formative assessment practices are those that provide teachers and students with information about learning as it develops—not just at the end of a project, unit, or year. The information is formative because it enables adjustments that deepen learning: Teachers use formative assessment to make adjustments to instruction, and students use the feedback from formative assessments to make revisions to their work and their approaches to it.
As a result, students learn more.
This website is designed to provide teachers with formative assessment practices that can be plugged into any curriculum and instruction. Each technique has been tested in classrooms and online, and has been shown to support effective teaching as well as deepen student learning.
The Arts Assessment for Learning project has demonstrated that formative assessment can play a central role in arts education by focusing teachers and students on the learning goals, the gaps between students’ performances and those goals, and ways to close those gaps.
Lista de vídeos de Heidi andrade sobre feedback.
Ioana Jivet What are our LDE CEL researchers currently working on? In this article Learning Analytics researcher Ioana Jivet gives a short introduction to her study on the Learning Tracker widget.
Megan Torrance uses survey data to assess the current state of xAPI adoption and the differing perspectives among non-adopters, adopters, and providers.
Trusted Learning Analytics beruhen auf vertrauensvollen Beziehungen zwischen Anwendern und Nutzern
FRAGEN AN (II/II) Hendrik Drachsler, Professor an der Goethe-Universität Frankfurt und Leiter des Arbeitsbereichs „Educational Technologies“ am DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, der sich nicht nur mit Bildungstechnologien auseinandersetzt, sondern auch daran arbeitet Learning Analytics an deutsche Hochschulen zu bringen.
Drawing on research and practice, this website provides resources for teachers and senior managers in higher education wishing to redesign assessment and feedback based on a self-regulation model.
I'll start this article by making one simple statement: Feedback loops work. Why? That’s the way we human beings learn, as feedback provides us with a sense of where we stand and an evaluation of our progress.
During last few years, possibilities to exploit learning analytics have gained attention in Finnish educational institutions. National development of learning analytics functionalities has emerged, but internationally focused conversation around the topic would enrich the national work.
SWARM is a cloud platform aimed at improving analytical reasoning in intelligence work. SWARM tries to improve analytical reasoning by improving collaboration within groups of analysts rather than by trying to structure their thinking in any particular way.
Our learning analytics service offers a series of rapid, flexible visualisations about students’ learning activities and about how the curriculum is functioning.
Note: I wrote this post for an internal team blog, but thought it was worth sharing more widely. Part of getting to good code reviews is some up front discussion about trade-offs and implications for bigger architectural changes. I think of code review as when “my” code becomes “our” code – for architecture, those conversations…
Central to our approach to deploying automated feedback tools for student writing, is ensuring that the tool is coherently integrated into the student activity.
Now that the “the only constant is change” in society, our capacity to engage with novel challenges is of first order importance. What are the personal dispositions that authentic learning needs to cultivate, and can we make these assessable and visible to learners and educators?
The current state of higher education has increasing pressure over academics to offer high quality experience at scale. But what could be the actions that can be deployed to achieve this increase?
The emergence of learning analytics afforded for the analysis of digital traces of user interaction with technology. This analysis offers many opportunities to advance understanding and enhance learning and the environments in which learning occurs.
Im Interview legt Informatik-Professor Hendrik Drachsler vom DIPF dar, was es braucht, um die neuen Techniken sinnvoll und vertrauenswürdig für das Lehren und Lernen nutzen zu können. Der Experte für Educational Technologies und Learning Analytics beleuchtet die Entwicklung in Deutschland und erläutert, welchen Beitrag die Wissenschaft leisten kann.
Talk about how to address the design of learning experiences in the current digital environments and how to take into account the student perspective, motivation, feedback, and other various aspects.
. The emergence of learning analytics afforded for the analysis of digital traces of user interaction with technology. This analysis offers many opportunities to advance understanding and enhance learning and the environments in which learning occurs.
Presentation used by Tinne De Laet, KU Leuven, for a keynote presentation during an event: organised by Leiden University, Erasmus University Rotterdam, and Delft University of Technology.
The presentations presents the results of two case studies from the Erasmus+ project ABLE and STELA, and provides 9 recommendations regarding learning analytics
P. Cantillon, и J. Sargeant. BMJ (Clinical research ed.), (января 2008)4957<m:linebreak></m:linebreak>JID: 8900488; epublish;<m:linebreak></m:linebreak>Formació.
W. Chang, и I. McLean. BMC medical research methodology, (января 2006)4243<m:linebreak></m:linebreak>PUBM: Electronic; DEP: 20060302; JID: 100968545; 2005/09/07 received; 2006/03/02 accepted; 2006/03/02 aheadofprint; epublish;<m:linebreak></m:linebreak>Mesures de contrast.
A. Halkoaho, M. Matveinen, V. Leinonen, K. Luoto, и T. Keränen. BMC medical ethics, 14 (1):
53(января 2013)<b>From Duplicate 2 (<i>Education of research ethics for clinical investigators with Moodle tool.</i> - Halkoaho, Arja; Matveinen, Mari; Leinonen, Ville; Luoto, Kirsi; Keränen, Tapani)<br/></b><br/>Ètica; Formació; Recerca clínica.
S. Ambrose, M. Bridges, M. DiPietro, M. Lovett, и M. Norman. John Wiley & Sons, (2010)Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn. Herbert Simon.