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Electronic exams in the washing maschine of the pedagogy
Satu Hakanurmi
John Dewey
• Näki koulun pienoisyhteiskuntana, jossa opittiin mielekkään työskentelyn kautta. Näin koulusta tuli paikka, jossa opittiin elämää varten (Dewey 1943, 18.) Opetuksen lähtökohtana olivat lapsen neljä perusviettymystä, jotka ovat sosiaalinen viettymys, joka ilmenee keskustelussa ja viestinässä, viettymys tutkimiseen ja keksimiseen, viettymys tekemiseen ja rakentamiseen sekä viettymys taiteelliseen ilmaisuun. (Dewey 1943, 43-47.) Opetuksen eheyttämiseen Deweyllä oli selkeä ohje: ”Asettakaa koulu yhteyteen elämän kanssa, niin kaikki oppiaineet joutuvat pakostakin vuorovaikutukseen keskenään.” (Dewey 1943, 91.)
https://fi.wikipedia.org/wiki/John_Dewey
Electronic exam
Smart boardComplex world
Authentic tasksReal world problems
Individual Social interaction and shared knogledgein professional development
Opetusteknologian kaksi suuntaa: pedagogiikkaauusintava tai uudistava?
Artificial
simulations
Virtual Reality
Digital jump 1: flexibility
Digital jump 2: from testing event to a learning experience
Digital jump 3: New evaluation/learning forms based on digital solutions
Koulutuspolitiikka
http://www.minedu.fi/osaaminenjakoulutus/korkeakoulutus/oppimisymparistot/index.html
http://www.minedu.fi/osaaminenjakoulutus/korkeakoulutus/opiskelu/index.html
Tentti oppimistilanteeksi
Exams in the electronic exam system (University of Helsinki)
• Jan 2007-March 2015 there were in total 3 335 taken exams in the electronic exam system, for which teachers provided 1 670 times feedback (50 %)
• The lengths of the provided feedback varied noticeably, from a couple of words to nearly two pages of text
• Typically the feedback texts were short; ¾ of the provided feedbacks were shorter than 266 characters
• Most teachers wrote short texts, some teachers provided their students with thorough feedback with at least 1 500 characters
Rytkönen, A. 2015. Enhancing feedback through electronic examininghttps://helda.helsinki.fi/bitstream/handle/10138/160202/EduLearn2015_Rytkonen.pdf?sequence=1
Quality of the feedback
• (D) Descriptive comments on the student’s response included as well positive as critical phrases, either referring to answers in common, such as ”excellent/good/short-spoken/weak answers” and ”I enjoyed reading your answers”, to the whole, such as ”good work!” or to specific questions, such as ”your discussion on the question XX was short-spoken”
• (I) Instructions and suggestions on the required contents included moder answers, corrections on misconceptions, and phrases which combined this element with descriptive comments, such as ”Otherwise good answers, but misunderstanding on XX, see book chapter 1-2”.
Quality of the feedback
• (M) Meta-information included phrases which did not refer to the response, but instead to the course context. Teachers shared the the course grade scale, informed about the grade being submitted to the study register and provided recommendations for future courses or studies. As the system included only one text field for all information, this type of use can be considered intuitive, though ”creative misuse”, but on the other hand this show the lack of another, more meaningful system for these needs. Additionally, this element included email-type phrases such as ”Hi”s and ”Dear”s in the beginning, and ”Regards”, ”Have a nice summer/spring/autumn” and ”Happy holidays” at the end of the message.
Sähköisen tentin eri muodot
SAME TIME – DIFFERENT PLACE
• Online exams (Moodle exam)
SaSAME TIME – SAME PLACE
• Bring Your Own Device exams
DIFFERENT TIME – SAME PLACE
DIFFERENT TIME – DIFFERENT PLACE
• Online assignments (essays)
• Electronic exam room exams
From feedback to feedforward
• Diagnostic (to support studying according flipped learning)• Formative (in use in language education)• Summative (when needed)
LEARNING NEED AND SUITABLE DIGITAL MEDIA
KNOWLEDGE LEVEL AND LEARNING GOAL
NATURE AND SUBSTANCE OF KNOWLEDGE
TYPE OF KNOWLEDGE OF LEARNING CONTENT
EXAMPLE OF MODE WHICH SUPPORTS LEARNING
1. KnowsUnderstandsApplies
Ready and existent knowledge, basic information produced by others
Mainly theoretical and unambiguous
Self-study courses
2. AnalyzeSynthesizeEvaluate
New and self-generated knowledge, specialist know-how
Mainly creative information production and development of the new
Virtual work and discussion groups
3. Metacognitive and to learn readiness for learning
Assessment of one’s own activities, tutoring, and development
Development of operations and working modes
Blended education (blended learning)
Teaching?
• What do you do when you teach?• Can you now teach the way you want or does evaluation guide and
control your work too much?
• If evaluation (exams and esseys) would be automaticly evaluated what would you do as a teacher??
Yliopistollinen riitti
Image 10/2016