Learning and Teaching Forum 2014 - Personalised Learning: Difference between revisions
mNo edit summary |
mNo edit summary |
||
(29 intermediate revisions by the same user not shown) | |||
Line 18: | Line 18: | ||
''This page will be the starting point for my electronic presentation at the Learning and Teaching Forum.'' | ''This page will be the starting point for my electronic presentation at the Learning and Teaching Forum.'' | ||
Line 27: | Line 25: | ||
==Project Design== | ==Project Design== | ||
Students are introduced to group project in the '''first lecture''' when going through the [[Media:ANAT2341 Embryology 2014.pdf|Course outline]] and in a [[Media:Wiki-refcard.pdf|one page handout]]. | |||
<center>[[Science Student Projects|ANAT2341 Embryology Projects]]</center> | |||
<gallery mode="packed-hover"> | |||
Fetal_size_change.jpg|link=Science_Student_Projects|2014<br>Fetal | |||
Stage14_sem2al.jpg|link=Science_Student_Projects|2012<br>Senses | |||
Bilateral cleft palate.jpg|link=Science_Student_Projects|2011<br>Abnormal | |||
Amniocentesis.jpg|link=Science_Student_Projects|2010<br>Diagnosis | |||
Mouse E0-E5.jpg|link=Science_Student_Projects|2009<br>Animals | |||
</gallery> | |||
{| class="wikitable mw-collapsible mw-collapsed" | |||
! ANAT3231 Cell Biology Projects | |||
|- | |||
| | |||
* [http://php.med.unsw.edu.au/cellbiology/index.php?title=ANAT3231_Projects_2013 2013 Projects - Cell Division] | |||
* [http://php.med.unsw.edu.au/cellbiology/index.php?title=ANAT3231_Projects_2012 2012 Projects - Signaling] | |||
* [http://php.med.unsw.edu.au/cellbiology/index.php?title=ANAT3231_Projects_2011 2011 Projects - Cell Junctions] | |||
* [http://php.med.unsw.edu.au/cellbiology/index.php?title=ANAT3231_Projects_2010 2010 Projects - Techniques] | |||
* [http://php.med.unsw.edu.au/cellbiology/index.php?title=ANAT3231_Projects_2009 2009 Projects - Various cell biology topics] | |||
|} | |||
===Project Timeline=== | ===Project Timeline=== | ||
{| | {| | ||
Line 155: | Line 175: | ||
|} | |} | ||
|} | |} | ||
{{Editing Links}} | |||
==Practical Issues== | ==Practical Issues== | ||
{| class="wikitable mw-collapsible mw-collapsed" | {| class="wikitable mw-collapsible mw-collapsed" | ||
! | ! Project Team Selection - co-ordinator. | ||
|- | |- | ||
| [[File:Mark_Hill.jpg|eft|50px]] I have tried several methods and suggest that each group need a group co-ordinator. This can be simply asking students to identify from a list of descriptions which best fits their character. Students identified as completing an online project in semester 1 can be distributed in semester 2 classes. | | [[File:Mark_Hill.jpg|eft|50px]] I have tried several methods and suggest that each group need a group co-ordinator. This can be simply asking students to identify from a list of descriptions which best fits their character. Students identified as completing an online project in semester 1 can be distributed in semester 2 classes. | ||
# Do not allow students to select their own team. | # Do not allow students to select their own team. | ||
Line 175: | Line 190: | ||
|} | |} | ||
{| | {| | ||
! | ! Project Team - which are working | ||
|- | |- | ||
| [[File:2011_Project_Group_1-11_edits.jpg|300px]] | | [[File:2011_Project_Group_1-11_edits.jpg|300px]] | ||
Line 183: | Line 198: | ||
| All Discussion page edits by Group | | All Discussion page edits by Group | ||
|} | |} | ||
'''Coordinator feedback:''' [http://php.med.unsw.edu.au/embryology/index.php?title=2011_Group_Project_3&limit=500&action=history 2011 Project 3 example] | [[ANAT2341_2011_Students#Quick_Groups_Assessment_-_30_Sep|2011 Quick Sept Assessment]] | |||
{| class="wikitable mw-collapsible mw-collapsed" | |||
! Project Analysis 24 Sep 2014 | |||
|- | |||
| [[File:Group 2014 project edits 24sep.png|600px]] | |||
--[[User:Z8600021|Mark Hill]] ([[User talk:Z8600021|talk]]) 09:57, 24 September 2014 (EST) Individual student data for each group has also been analysed. | |||
|- | |||
| [[File:Student 2014 project edits 24sep.png|600px]] | |||
|} | |||
[http://php.med.unsw.edu.au/cellbiology/index.php?title=ANAT3231_Projects_2013#Project_Edits 2013 Cell Biology] | |||
===Peer Assessment=== | ===Peer Assessment=== | ||
[[File:Project_timeline.png|thumb]] | [[File:Project_timeline.png|thumb]] | ||
Line 191: | Line 217: | ||
'''Student Advice''' | '''Student Advice''' | ||
[[ANAT2341_2012_Students#Lab_8_Assessment|ANAT2341 Embryology Lab 8 - Online Assessment] | [[ANAT2341_2012_Students#Lab_8_Assessment|2012 ANAT2341 Embryology Lab 8 - Online Assessment]] | ||
Individual assessment this week relates to your group project. | Individual assessment this week relates to your group project. | ||
Line 201: | Line 227: | ||
[[User:Z3333865#Lab_8|2012 Student Example of Peer Assessment]] | |||
Line 246: | Line 272: | ||
==Concluding Remarks== | ==Concluding Remarks== | ||
I hope from this presentation you can see | I hope from this presentation you can see personalised learning recognised in online group projects. This includes a gradual evolution of timelines, ongoing feedback strategies and realistic student goals. | ||
Key identified components have been: | Key identified components have been: | ||
Line 256: | Line 282: | ||
Given the brief time available for this presentation, I would suggest that you open the various collapsed tables and links shown on this current page for reading in your own time. | Given the brief time available for this presentation, I would suggest that you open the various collapsed tables and links shown on this current page for reading in your own time. | ||
Latest revision as of 17:32, 14 May 2018
Working together with students online as individuals and in groups
Dr. Mark Hill, Anatomy, School of Medical Sciences, Faculty of Medicine.
Abstract | |
---|---|
This digital kiosk presentation will highlight how undergraduate students have worked individually and together online since 2009 using Wiki tools and communication. The presentation will demonstrate this process promoting individual student self-directed learning, critical thinking and working collaboratively in groups. Students initially personalise their learning experience by “owning their own content” and allowing their peers to see how they work. This open online environment establishes a level playing field, allowing students to not only submit their own work, but also observe how other students perform on the same tasks. How does personalised learning work in the online group-learning environment? For the first time a group project can be dissected by individual contributions, students are therefore “personalised” by knowing their contribution counts. In the group work a peer assessor process allows individual students to provide their own feedback and assessment of other group prepared projects. A valuable aspect of the entire online learning process is that students own, identify, interact with peers and still remain anonymous, being identified only by their student number. This allows individual students to safely personalise their online learning experience.
|
This page will be the starting point for my electronic presentation at the Learning and Teaching Forum.
Personalising Project Work
This online presentation provides an example of how individuals in a group project can be recognised and acknowledged for their contributions.
Project Design
Students are introduced to group project in the first lecture when going through the Course outline and in a one page handout.
ANAT3231 Cell Biology Projects |
---|
Project Timeline
Semester Weeks
|
Training Tutorials
The following collapsed tables provide starting points for students during project work, you also have tutorials built into practical classes and practice exercises for individual assessmet items.
|
|
|
Practical Issues
Project Team - which are working | |
---|---|
All Project page edits by Group | All Discussion page edits by Group |
Coordinator feedback: 2011 Project 3 example | 2011 Quick Sept Assessment
Project Analysis 24 Sep 2014 |
---|
--Mark Hill (talk) 09:57, 24 September 2014 (EST) Individual student data for each group has also been analysed. |
Peer Assessment
Student Advice
2012 ANAT2341 Embryology Lab 8 - Online Assessment
Individual assessment this week relates to your group project.
- Each student should now look at each of the other Group projects in the class.
- Next prepare a critical assessment (should include both positive and negative issues) of each project using the project assessment criteria.
- This assessment should be pasted without signature on the top of the specific project's discussion page (minimum length 3-5 paragraphs/project).
- This critical assessment should also be pasted on your own student page. Each student should therefore have 5 separate reports pasted on their own page for this assessment item. Length, quality and accuracy of your reports will be part of the overall mark for this assessment (there will be a greater loading on this than simple question assessments).
2012 Student Example of Peer Assessment
About Peer Assessment |
---|
At about the 75% stage of the project an important process in learning occurs, this is when individual students assess other student groups.The assessment is short requiring "only prepare 3-5 paragraphs/project". In the previous lab the course coordinator had carried out a similar brief verbal assessment overview of how each project was developing. In the lab where the assessment is set the students are also given advice as to how to provide a "balanced assessment", including both strengths and weaknesses (positive and negative) in their comments. The entire class comments are made available to each group (on the discussion page of each project). Importantly all students have now read all projects and can see what their peers have done in preparing other projects and how their own project compares. This process also does some of the initial critical assessment/feedback that the coordinator would have previously done. The individual process though requires:
The group process requires:
2012 Students: Embryology Students - see Lab 8 Assessment Cell Biology Students - see Lab 9 Assessment |
Group Assessment Criteria |
---|
The assessment criteria was based upon those designed for the Medicine student Wikis.
|
Concluding Remarks
I hope from this presentation you can see personalised learning recognised in online group projects. This includes a gradual evolution of timelines, ongoing feedback strategies and realistic student goals.
Key identified components have been:
- Tutorials that are well structured both online and in-class.
- Monitoring groups how they are progressing and providing feedback.
- Monitoring individuals how each member in a group is contributing.
- Peer assessment allowing students to assess others work and then allowing groups to improve their final submission based upon this process.
Given the brief time available for this presentation, I would suggest that you open the various collapsed tables and links shown on this current page for reading in your own time.
Glossary Links
- Glossary: A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | Numbers | Symbols | Term Link
Cite this page: Hill, M.A. (2024, June 17) Embryology Learning and Teaching Forum 2014 - Personalised Learning. Retrieved from https://embryology.med.unsw.edu.au/embryology/index.php/Learning_and_Teaching_Forum_2014_-_Personalised_Learning
- © Dr Mark Hill 2024, UNSW Embryology ISBN: 978 0 7334 2609 4 - UNSW CRICOS Provider Code No. 00098G