Don't Tell Me - Denise Huff.pptx
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The document discusses enhancing student engagement and learning outcomes using GoReact and D2L, particularly in fields like languages, nursing, and teacher education. It emphasizes the importance of formative assessment and provides options for simplifying administration and feedback processes. Key features include group presentations, peer reviews, and streamlined grading, aimed at providing personalized and ongoing feedback to students.
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Don't Tell Me - Denise Huff.pptx
- 1. Don’t Tell Me…Show Me! Increasing engagement and learning outcomes using GoReact and D2L
- 2. What’s Your Content? • Where this works: • Languages • Communication • Nursing • Performing Arts • Teacher Education • Skills-based courses
- 3. Engaging our students • “Formative assessment is relational and can itself serve as a basis for building relationship and community in a course” (Formative, 2021).
- 4. Lynch, 2018
- 5. What’s the drawback to these assessments?
- 6. What if you could make it easier and less time-consuming?
- 8. Simple Administration • Choose from a range of options: • Type of prompt • Who sees or provides feedback • Grading options: rubrics, points, or no grade • Let’s set up an assignment
- 10. Involve Students • Ongoing, explicit feedback that is formative, engages students, and is feed- forward rather than feedback are the aspects of effective learning for students (Evans, 2013). • GoReact allows: • Group presentations • Self-reflection • Peer Reviews
- 11. Faster Grading GRADING MARKERS/STAMPS COPY/PASTE COMMENTS FOR LONGER FEEDBACK INSERT VIDEO, AUDIO, OR TYPED COMMENTS INSERT LINKS RUBRICS
- 12. Citations Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(1), 70– 120. https://doi.org/10.3102/0034654312474350 Formative assessment and scaffolding online learning. (2021). New Directions for Adult & Continuing Education, 2021(169), 51– 60. https://doi.org/10.1002/ace.20413 Lynch, M. (2018, April 15). How to use Bloom’s digital taxonomy. The Edvocate, https://www.theedadvocate.org/how-to-use- blooms-digital-taxonomy/
Editor's Notes
- #8: “Authentic assessment methods ask learners to engage in tasks that are either activities that make up scholarship in the course's academic field or discipline, or else activities that replicate work in the professional field for which the learners are training.