Learning and Teaching Forum 2014 - Personalised Learning: Difference between revisions
mNo edit summary |
mNo edit summary |
||
Line 155: | Line 155: | ||
|} | |} | ||
|} | |} | ||
===Literature Researching Strategies=== | |||
* Identify key resource journals - content use. | |||
* Key concepts. | |||
* Historic vs current research topics. | |||
* Outside of the research literature - textbooks, research laboratories, other resources. | |||
==Practical Issues== | ==Practical Issues== | ||
Line 161: | Line 166: | ||
! 1. Project Team Selection - co-ordinator. | ! 1. 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. (See [[Talk: | | [[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. (See [[Talk:Learning and Teaching Forum 2014 - Personalised Learning#Belbin_Team_Inventory|Belbin Team Inventory]]) | ||
# Do not allow students to select their own team. | # Do not allow students to select their own team. | ||
Line 169: | Line 174: | ||
|} | |} | ||
{| | {| | ||
! 2. Project Team - which are working | ! 2. Project Team - which are working | ||
|- | |- | ||
| [[File:2011_Project_Group_1-11_edits.jpg|300px]] | | [[File:2011_Project_Group_1-11_edits.jpg|300px]] | ||
Line 178: | Line 183: | ||
| 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|Embryology]] | '''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|Embryology]] |
Revision as of 20:48, 7 October 2014
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.
Content will be added before the forum and remain online for future reference.
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.
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.
|
|
|
Literature Researching Strategies
- Identify key resource journals - content use.
- Key concepts.
- Historic vs current research topics.
- Outside of the research literature - textbooks, research laboratories, other resources.
Practical Issues
Teams
1. Project Team Selection - co-ordinator. |
---|
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. (See Belbin Team Inventory)
|
2. Project Team - which are working | |
---|---|
All Project page edits by Group | All Discussion page edits by Group |
Coordinator feedback: 2011 Project 3 example | Embryology
Peer Assessment
Student Advice
ANAT2341 Embryology Lab 8 - Online Assessment | ANAT2341 Cell Biology 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).
Student Example: Embryology
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 what is required to make online group projects really work. 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.
Links
- Online Projects
- ANAT2341 Embryology Projects 2009 - 2012
- ANAT3231 Cell Biology Projects 2009 - 2012
- 2012 Learning & Teaching Seminar
- Site Map Education
External Links
External Links Notice - The dynamic nature of the internet may mean that some of these listed links may no longer function. If the link no longer works search the web with the link text or name. Links to any external commercial sites are provided for information purposes only and should never be considered an endorsement. UNSW Embryology is provided as an educational resource with no clinical information or commercial affiliation.
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