10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague

By

Creating a Branching Scenario using Twine – Rough 1st Attempt

Here is the link to preview the first decision component on Neocities: https://10replearning.neocities.org/APAinTwine.html

Khalil works as a teller at a credit union in San Diego, CA while pursuing his graduate degree in Curriculum and Instruction. Some of his recent writing assignments in class have received low scores. Khalil would like to understand the problems he needs to address in his writing.
Follow Khalil as he understands how to correct assignment feedback.
[[Let’s Get Started]]
(enchant:?page,(text-colour:black)+(background:#fcfcfc))After a recent assignment, Khalil was checking his grades. He noticed assessment scores in the 70% range and assessment comments. Khalil knows that if he does not do something soon, his overall average will suffer. Khalil’s instructor told the students to check their TurnItIn reports for issues. Khalil knows that he did not cheat. He is increasingly frustrated that his assignment score is lower than expected. He made A’s in his undergraduate work.

How should Khalil proceed?

[[Call the professor to complain. He knows that he did not plagiarize.]]

[[Work harder on the upcoming assignment.]]

[[Click on the TurnItIn percentage icon to see the report.]]
(enchant:?page,(text-colour:black)+(background:#fcfcfc))Spending more time in proofreading and editing is a good idea. But there is more to graduate writing than proofreading and mechanics.

//Without looking at APA style and formatting, and attribution errors, Khalil might continue to make the same mistakes.//

[[Go back to the beginning ->Let’s Get Started]]
(enchant:?page,(text-colour:black)+(background:#fcfcfc))//Clicking the TurnItIn icon will display the assignment and show areas of attribution errors. Attribution errors can include an excess of quoted material (even if it is quoted correctly). It can also show text copied from other sources as well as errors of mechanics. It is recommended to check the TurnItIn report before submitting work to correct errors. Always check TurnItIn reports with scores over 20-22%.//

[[Restart->APA Style and Format]]
(enchant:?page,(text-colour:black)+(background:#fcfcfc))//This is Friday night and the Instructor does not have weekend office hours. Khalil needs answers now. //

[[Go back to the beginning ->Let’s Get Started]]
(enchant:?page,(text-colour:black)+(background:#fcfcfc))

 

 

By

Quantifying Instructional Practices: an informal timeline

For my graduate students….

The innovative work of John Hattie first in Visible Learning and next in The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting, is the quantifying of instructional practices, especially involving a technological affordance.

The scope of the work of quantifying innovative instructional practices seemed stalled in the 1960’s -1970’s. In 1962, Dr. Everett Rogers published a groundbreaking book, Diffusion of Innovation, which addressed how ideas are transmitted through communication channels. Now in its fifth reprinting, Diffusion of Innovation is often linked with technological innovations and advances. During the 1970’s the work of Hall, Loucks, Rutherford, and Newlove produced a framework called “Levels of Use of the Innovation: A Framework for Analyzing Innovation Adoption,” addressed innovative processes.

But the Hattie team’s work guides educators (and all who instruct) in a quantitative pathway for the use of best practices. This is one of the many reasons, why I gently guide (i.e. push) for all of us to read and include the course textbook, which, as you will note is in its first edition.

Glad to learn along with you all and have the opportunity to provide an informal timeline!

 

 

References

Fisher, D., Frey, N., and Hattie, J. (2020). The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting (1st ed.). Corwin. ISBN-13: 9781071828922

Hall, G. E., Loucks, S. F., Rutherford, W. L., & Newlove, B. W. (1975). Levels of use of the innovation: A framework for analyzing innovation adoption. Journal of teacher education26(1), 52-56. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.869.5531&rep=rep1&type=pdf

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Rogers, E. M. (1962). Diffusion of Innovation. Macmillan Publishing

By

The Power of Peer Interaction

The Power of Peer Interaction

Colleen Flaherty writes in the Inside Higher Ed blog about a new study that shows that although student learning suffered during the switch to remote instruction last spring, that small group activities helped reduce this loss.

Link: https://www.insidehighered.com/digital-learning/article/2020/11/03/power-active-learning-during-remote-instruction

PowerOfPeerInt

 

By

Do you have learners who have resigned mentally?

Skip to toolbar