Transcript Evaluate the effectiveness of using creative approaches to

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:
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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 Learner
Has 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 Learner
Has 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 Learner
Basic 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 Learner
Acquires learning in very familiar situations.
Adopts at most two strategies.
• Very limited information usage skills
Level 2: Very low level learner
• Very low level Learner
No real learning is possible except for the
most basic information that has been ‘spoonfed’. Has great difficulty in understanding
spoken words and written text.
Level 1: Non Learner
• Non Learner
Essentially has no ability to learn beyond
possibly a few isolated concepts and random
pieces of information.
A 10 point scale descriptor of a
learner:
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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:
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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
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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
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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
Voice Call
SMS
Web query
Web Chat
Fax
Mail
Call / eCRM
Centre
Voice Agent
Mail Agent
Chat Agent
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:
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Formal and Informal
Written and Oral
Learners
Others
Self-reflection
Effectiveness of Learning
Performance Improvement
Innovative Proposals
Effectiveness:
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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