Transcript Digital Bloom’s Taxonomy: Technologies that Build

A Likely Pair: Engaging Technologies and
Student Achievement
Eighth Annual Conference on Teaching and Learning
Oakland University, Rochester, MI
May 14, 2014
A’Kena LongBenton, ABD, EdS
Wayne State University
[email protected]
Workshop Abstract
 Per J.D. Willms (2000), “…the theoretical literature argues that
engagement and academic achievement go hand-in-hand” (p. 9
http://goo.gl/5Sf0hc).
 When instructors use technologies to teach and inform their
instruction, then they will not become victims of shock when their
students perhaps fail a course exam. Various technologies offer
instructors a greater sense of certainty that they have taught their
students the course content. Also, the below technologies allow
instructors to determine how much their students know before the
exam is given. Last, these technologies allow instructors an
opportunity to innovatively assist their students in preparation for
course exams.
Goals and Objectives
 Share research literature on formative assessment and the technology
debate
 Actively participate in a real-time technology-based poll
 Witness what the aforementioned technologies (Poll Everywhere,
QuizBreak!, Quiz Revolution, StudyBlue, and SurveyMonkey) look like in
practice.
 Brainstorm how they will use at least one of the formative assessment
interactive technologies
 Observe how others will use these interactive technologies to improve
student achievement
Online Slideshow & Questions
 Workshop Questions Technology Tool (available until June 14, 2014):
http://todaysmeet.com/ctl
 Today’s Workshop Slides http://goo.gl/?????
Empowering Students to Learn
via Formative Assessment
 The goal of formative assessment is to monitor student learning to
provide ongoing feedback that can be used by instructors to improve
their teaching and by students to improve their learning. More specifically,
formative assessments:
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help students identify their strengths and weaknesses and target areas that need work
help faculty recognize where students are struggling and address problems immediately
 Formative assessments are generally low stakes, which means that they
have low or no point value. Examples of formative assessments include
asking students to:
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draw a concept map in class to represent their understanding of a topic
submit one or two sentences identifying the main point of a lecture
turn in a research proposal for early feedback
Formative Assessment Examples
 The following table highlights some formative
assessments that are common in higher educational
settings.
Asking students to submit one or two sentences
identifying the main point of a lecture
Have students submit an outline for a paper
Early course evaluations
Audience Participation
What formative assessment
strategies do you implement in
your classroom?
Technology Debate:
Clark (1983) vs. Kozma (1994)
 Clark’s Viewpoint: Teaching methods have the most influence
on learning. Media is merely a delivery device and has no
significant difference in the learning outcome.
 From Clark’s meta-analysis he concluded that “studies clearly
suggest that media do not influence learning under any
conditions.” In the end, Clark calls for a halt to media comparison
research.
 Kozma’s Viewpoint: He viewed both the medium and method to
have a crucial role in the design of instruction and on the
student’s cognitive skills. Kozma argued that there is a
relationship between the methods and media, which cannot be
ignored.
Clark vs. Kozma Quotes
 Clark: “Media are mere vehicles that deliver
instruction, but do not influence student achievement
any more than the truck that delivers our groceries
cause changes in our nutrition.”
 Kozma: “Clark’s separation of media from method
creates an unnecessary and undesirable schism
between medium and method. Both should have a
more integral relationship.”
Interactive Activities
 Formative Assessment Animoto Video:
http://goo.gl/AenhyR
 Poll Everywhere Survey: http://goo.gl/guKGO0
An Online Tutorial
Screencast:
http://goo.gl/FRpxmV
Benefits:
 Multiple choice, open-ended, or T/F questions
 Real-time survey results
 Customize charts for the results
 Student engagement
 Up to 40 users per poll for FREE
 Can use cell phone or laptop to enter responses
 Can edit, stop, copy, or delete poll
http://goo.gl/ijdSxc
Web Address: http://www.polleverywhere.com/
Quizbreak!
 Benefits:
 FREE Jeopardy-style online quiz
 Can include images and audio
http://goo.gl/sE3nXv
Web Address:
http://clear.msu.edu/quizbreak/
Quiz Revolution
 Benefits:
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FREE tool that engages audience
Question analytics, e.g., how many answered it correctly
FB sharing component
Unlimited questions
T/F, multiple choice questions with image, text, or video options
Can provide feedback and/or set a time limit
Embed quizzes
http://goo.gl/1juBpG
Web Address: http://www.quizrevolution.com/
Study Blue
 Benefits:
 FREE electronic flashcards can be sorted by
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Hardest to easiest
In order
Least studied
Random
Wrong
 Create a written review sheet
 Group sharing opportunity
 Great for short answer questions
http://goo.gl/Nvm0ZR
Web Address: http://www.studyblue.com/
Survey monkey
 Benefits:
 FREE survey designing tool
 Multiple choice, open-ended, and/or T/F questions
 Collect responses via web link or FaceBook
 Analyze results
http://goo.gl/aYqUnJ
Web Address:
https://www.surveymonkey.com/
Technologies Website
http://akenalong.weebly.com/
Please see Technology Integration Pages.
Words of
 The technologies explored promote: active and independent
learning; application; creativity; critical thinking; problem
solving; student engagement; and reflection—not mere
comprehension.
 Word of Caution: Soft skills need to be addressed when
technologies are used, e.g., time management skills. There
are countless technologies and distractions on the
internet. If students are not instructor-guided and/or
focused, then tons of unproductive hours can be spent on
the web with no intellectual gains.
Audience Summary
“What ideas, skills, and
knowledge will you be able to
take back and apply into their
own practice and/or share with
their colleagues?”
Departing Thoughts
 Hopefully, you have had an opportunity to be
engaged via technologies and learn how engagement
is often a precursor to student achievement. By
participating in this workshop, perhaps you will reenvision engagement, achievement, and especially
how your students can access your course content at
“anytime, any place any pace” (Governor Rick Snyder,
2011, http://goo.gl/BJ4wEW).
Questions?
Workshop Questions Technology Tool:
http://todaysmeet.com/ctl
References
 Carnegie Mellon University:

www.cmu.edu/teaching/assessment/basics/formative-summative.html
 Florida Center for Instructional Technology:
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http://fcit.usf.edu/assessment/basic/basica.html
 Clark-Kozma Debate:
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http://hansuk.wordpress.com/2010/02/08/based-on-kozma-clark-debate-what-is-yourposition-regarding-how-media-affect-learning/

http://dcmoffat71.wordpress.com/2013/04/17/clark-and-kozma-debate-is-it-still-relevant/

http://design2instruct.wordpress.com/2011/11/07/clark-vs-kozma-the-debate-continues/

http://stc.uws.edu.au/etext/debate.htm