Educational Assessment and Evaluation for 21st Century Learners

0:34 again i'm your speaker for for today good morning good afternoon good evening saturday your resource speaker for today and i'm going to present another important topic in the field of education so my acpd allowed me to share first my presentation material so for a while

1:41 all right mafa cpd welcome to our topic for today and then it's all about educational assessment and evaluation for 21st century learners so bhagot again don't forget to like and follow our facebook pages and also um subscribe the lens youtube channel in the field of education all right so we're here to help you and equip you with knowledge in terms of education okay so so let's start

2:41 okay through the last few decades the circle of education we all know that the pen and paper the pen and paper tests have been the main method used to assess educational outcomes for literacy and numeracy this makes reasonable sense since the learning outcome can be demonstrated in much the same way as we applied skill itself is typically demonstrated however map mfcp for other skills of increasing interest in the education world such as until a tower nothing problem solving

3:26 critical thinking collaboration and creativity outcomes now the challenge is how to proceed from the status quo over the system level assessment using from traditional tests is still seen as using good enough for the academic skill and where testing processes are implemented using the traditional methods that everyone finds convenient systematic and cost effective and in addition in addition phenomena cpd

4:13 increasing interest in education system implementation of the 21st century skills raises new hurdles if we are interested in supporting the students acquisition of these new skills so we need to look for new proxies a new substitute none will be began an assessment [Music] 21st century learners

4:58 okay so today educational systems across the world or across the globe are undergoing efforts to move beyond the ways they operated at the beginning of the 20th century with traditional instructional practices that commonly asked students to work individually on exams that require them to recall the information or memorization or respond to pre-formulated problems within the narrow boundaries school subjects reforms currently underway reframe what is thought how it is learned and how it's being evaluated in in innovative ways

5:43 and how it is being evaluated so assessments that supports learning must explicitly communicate the nature of expected learning the researches in fact shows that the powerful effect ongoing assessments embedded in the learning process has on student learning particularly for low-ability students learning which requires new forms non-formative and summative student

6:29 or students performances and the assessments that enable the individual students or learners to stretch to stretch onward from wherever they are in a learning current continuum so 21st century learners

7:20 so designing outcome based assessment for the flexible learners we are still trying to to innovate new ways and teenating and nothing if it suits the the curriculum not acting department of education so again it's more most well known as

8:06 systematic approach to curriculum and it's made a reform in the school sector in different countries specialists there's the us australia and south africa in higher education it's most significant application has been in universities higher education area so it upon promotion obl nato organization in everything in an educational system

8:52 what is essential for all the learners to be able to do successfully at the end of the learning experiences and according to driscoll and woodham 2007 they pointed out that the outcomes-based education is an educational process that nurtures continuous attention to student learning at the promote doctor cpd non-institutional accountability based on the student learning and for them outcome based education is an educational model in which the curriculum and the pedagogy and the assessment are all focused on student learning outcomes

9:42 research [Music] in 1994 outcome-based education outcomes are demonstrations of learning according to him they are they are the things that the learners can do as a result of their learning then of course the process involves sticking with the students until he or she learns the outcome not labeled not greeted or not given a percentage that someone attaches to the demonstration but the substance and

10:29 actions of the demonstration itself obli well supported a study according to spadina 1998 he defines that the characteristics outcomes they should be achievable and accessible instruction should make a difference they should be transparent though and fair they should indicate where learners have not achieved and reflect the result of learning and not the process

11:17 outcome should state what students can do when they exit the system outcomes describe significant learning not trivial learning learning is not significant unless the outcomes reflect the complexities of the real life and give prominence to the life rules that learners will face after they have finished their formal education so their form a cpd narrative acting session outline for today first is the role of the assessment instructional design process followed by the assessment strategies outcome based assessment

12:04 now let's talk about the assessment basics okay we all know that assessment is a broad and rapidly growing field with a strong theoretical and empirical base however um bilini sanguro you don't have to be an assessment expert no to employ sound practices to guide your teaching the papers and calculators in relation with assessment planning and implementation why should assessments learning

12:49 objectives and structural strategies be aligned assessments should reveal how well students have learned what we want them to learn what instruction ensures that they learn here for this to happen assessments the learning objectives and the instructional strategies need to be closely aligned so that they reinforce one another congruency [Music] to ensure that these three components

13:36 are aligned to each other you need to ask ourselves so first is new learning content first point is what do i want students to know how to do when they finish the subject or when they leave the course champion assessments and then what kind of tasks will reveal whether students have achieved the learning objectives i have identified so then another product instructional strategies what kind of activities in and out of the class will reinforce my learning objectives and prepare my learners for the assessment

14:23 then what if the components of the subject are misaligned so if the assessments are misaligned with learning objectives or instructional strategies it can determine ah it can determine both the student motivation and the learning so for example let's consider these two scenarios learners is to learn to apply analytical skills periodic assessment measures only factual recall

15:13 so therefore your assessments measures students ability to compare and critique the arguments of different concepts but your instructional strategies focus entirely on summarizing the different concepts the skills of comparison and evaluation that will be assessed so therefore the the goal of formative assessment is to monitor again to monitor the student

16:02 learning to provide ongoing feedback that can be used by the teachers to improve their teaching and by the students to improve their learning more specifically formative assessments helping the students identify their strengths and weaknesses and target the areas that it work another po it helps the teacher or the set of the teachers recognize where students are struggling and address the problems immediately the formative assessments are generally low stakes which means that they have low or no point value examples fundamental formative assessments

17:03 for early feedback another let's let's proceed with summative assessment and summative assessment is to evaluate student learning at the end of instructional subject or topic by comparing it against some standards or benchmarks so unsummative assessments are often high stakes which means that they they have high point value po so eb um pointing

17:50 [Music] assessments can be used formatively when students or learners or the teachers use it to guide their efforts and activities in subsequent topics or subjects [Music] add an assessment of course we are enabling the teacher or the instructor book um with the assigned grades or sign of

18:36 certification coming in or licensure at the end of a course unit or less on so um main goal possible assessment is to gain a sense of control and can take on greater responsibility for their own learning if they know how well they own learning if they know their doings are compared with established set up criteria assessment then um your assessment input is providing feedback to learners and

19:22 to teachers instructor assessment activities presented throughout a course or training modules or boom subject book can be useful for identifying the learners misconceptions that could present obstacles to further progress okay so assessment reference based on scoring used when the writer

20:08 compares the learner's performance with predetermined setup standards drawn from the learning objectives so an outcome based assessment it starts with the teachers articulating what they want for their students to be able to do when they complete the learning or the whole subject so example grade 11 outcomes-based assessment this is called an outcome and it's different than thinking about what we

20:55 will teach as a teacher because it's focus on the end result for the learners that that we built the course for them then the outcomes based assessment is deliberate collection evidences students learning based on outcomes therefore it yields a more relative to the outcome so my criteria score earned so what do you do differently in

21:43 outcomes based base system so of course planning on a cafeteria planning journey we need to clarify or clearly know what level of skills and knowledge we will accept as competent or successful performance by the learners then let us plan the assessment to measure it and the instructions to teach him then of course the assessment note um in terms of the assessment you we will make an effort to give more feedback early somehow learn something and give more attempts then we will pay more attention to the most recent evidence not a big guy

22:29 [Music] even if you even if they fail in the road test once they can still get the score from the second attempt not in this i could combine just a person second no initial averaging because the goal is to measure how competent they become

23:15 rather than the average in all attempts okay so kaikilanga tempian and non-outcomes based assessment so in terms of this champlain of calculation grades so in an outcome-based system this means that outcome 1 might be 10 and outcome 2 be 8 percent or the final grade then an individual test

24:02 might have fifty percent and another fifty percent produce another outcome or the set of subjects in our set of topics we can explain to them

25:00 so why would you bother to do this students know exactly what we are trying to help them learn and are more able to take responsibility for learning it as a result they need to learn more deeply and they more accurately identify what specifically they need to work harder on um [Music] outcomes based assessment then um of course because the students understand more about what we want known um pretty time will begin an ebank assignments nah not be like saved in a time and

25:45 frustration then of course then of course for you it allows us to clearly understand how your how our students or how your students are improving over time on each of the outcomes we set so this makes easy to modify our subject to make it more

26:37 so what why might you choose not to do this aside from the effort poor not involved in trying something new even if it might improve student learning there are two common reasons to be concerned outcomes might be too focused on some um institutional agenda then another students might focus on the outcomes instead of the learning so if

27:28 might focus on the outcomes instead of the learning i think we all want students to focus on the learning but if they don't know the outcome they actually typically focus on the assessments asking questions like will this be on the test but learn [Music]

28:15 activities in order for our learners to achieve the goal okay so again an outcomes-based assessment is directly connected to three key commitments especially ensure assessment and learning i transparent applied consistently and congruent with learning outcomes ima design tourism can be assessed and enable students learning and we should know or learn about the advances in affecting pedagogies and the androgologies so later then many alignment on a hidden starting slide

29:00 it is indicating an acceptable degree of synchro synchronicity among objectives and the assessment measure so it is to students assessment is the main component of a subject because it sends a message about what is important and where their time should be for us it's clearly defining the assessment and relationship to our students learning especially with

29:47 their outcomes night i helped with ensuring the students understand not just how the assessment fits into their learning but how all the practices and content you engage with assist them in achieving success in the subject building clear alignment between your outcomes assessments and practice as well as clearly communicating this alignment to our students

30:32 is to measure students attainment of the necessary skills and learning so being able to demonstrate this connection in a class and through the syllabus no it's very helpful in situations the choice of your assessment and panama another po is understanding the students learning progression building alignment between assessment and learning outcomes also allow to develop and communicate the pathway for the students learning progression it enables them to explain what

31:19 knowledge and skills were expected on entry of the focus so of course enabled in nothing human learners develop as students move through the program or the subject sophistication and difficulty of the assessment choices in making the progression clearer and more seamless and of course human isolation outcomes and assessment through a

32:04 programmatic perspective is very beneficial in ensuring the students progress appropriately through the program and achieve the skills and knowledge that are necessarily in appropriate sequence attainment building alignment between assessment and outcomes is driven by strategically connecting the two components of the subject design and of course design and allows you as a teacher to communicate and validate your assessment and its role in student and student learning attainment

32:50 having this clarity is atimanga learner spoke on what we are trying to achieve with them and connecting this clearly with our own mechanisms for measurement through assessments allows you to become definitive in what constitutes attainment and how it's displayed and measured through assessments having this clarity allows you to able to communicate then students and demonstrate them what level of performance or knowledge acquisition is essential to be successful in the course or subject or the whole program and of course we need to build effective assessments of learning through the process

33:42 activities or subject activities assessments and instructions should be planned in a way that allows the learners or the students to successfully complete assessments and to make and to make connections gather organize interact with them and make our own practical learning outcomes support content knowledge as well as the skill development that each would require for successful completion so again outcomes based assessment and

34:29 alignment and learning objective and also the strategies so now let's proceed with objective and subjective assessment measures objective assessments to define effective exams i'm a educators teachers need a strong understanding of the difference between the two know your objectives are subjective assessment each of these tests have specific attributes that makes them

35:16 better suited for a certain subject and learning outcomes knowing when to use the objective instead of subjective assessments as well as identifying resources that can help increase the overall fairness of the exam or the assessment it's very essential to the educators to their efforts to accurately gauge the academic progress subjective assessment objective assessment so a subjective assessment um it aims to assess areas

36:04 learners at them in terms of their performance that are complex and qualitative using questioning which may have more than one correct answer or more ways to express it subjective assessments are popular because they typically take less time for the teachers to develop and they offer students the ability to be creative or critical in constructing their answers some examples found on subjective assessment questions include asking students too they crop their answers in the form of an essay like they define this term

36:49 non-concept non-significant events subjective assessments are excellent pusha for subjects like writing reading art history philosophy political science or literature more specifically any subject that encourages debate magazipi debate critical thinking um interpretation non-art forms policies applying

37:35 specific knowledge to real world scenarios subjective assessment so objective assessment note in terms of objective assessment it is far for more exact and subsequent less open to the student's interpretation of concepts or theories objective assessment is a way of examining in which the questions asked has a single correct answer so

38:29 okay so it can be suited to mathematics geography science engineering and computer science possible for objective exams some of the most common items spawn operating at and the true or false fill in the blanks assertion and reasoning reasoning and then which kinds of programs you switch exam types

39:18 exam objective assessment and very popular shot it's a popular option for programs with curricula which has absolute or definite right and wrong answers so one example in subject and science is if there are specific industry standards or best practices that a professional must follow at all times objective assessment in offer nothing it is effective way to gauge students mastery more requisite techniques or knowledge and elastomer

40:07 objective assessment objective assessments then of course impressive subjective assessments then um you know offered the manchester uh counseling yeah education some management so arbitration so designing yeah so how can educators make their assessments more objective simply let us create a cpd in an objective assessment is key to accurately measuring students mastery non-subject matter

40:52 educators should consider creating a blueprint no normal examination to maximize the objectivity of the questions according to constructing objective measure of learning non-test exams and quizzes created now university of book university at buffalo according to them it is easiest to write objective items at the lower levels than bloom's taxonomy and more difficult to write those at higher levels for this reason the test blueprint is very useful nothing tos and table of specifications

42:00 allows the teachers to track how each question applies to subject especially with the learning objectives and specific content sections as well as the corresponding level of commission being assessed assessment and subjective assessment okay so objective measures or the objective measurement are impartially usually um quantifiable outcomes recorded with some kind of diagnostic instrument

42:46 examples of medicine cholesterol levels diagnostic assessment or diagnostic tests then subjective measure is usually rely on human judgment of some kind for the researchers it thinks of patient reported outcomes which are a classic example and subjective measurements

43:34 such as how am i feeling today there is often greater variability in how the subjective outcomes are recorded ranging from patients learners journal nothing and informational interviews then for a deeper understanding the legal subjective and objective they believe it is helpful fundamental understanding of those terms

44:20 device could be diagnostic tool or personal response which can be repeatedly captured the same information each time when no change happens refers to the quality of the measurement as a proxy i'm trying to measure so does the outcome measurement really assess the underlying scientific questions so and another term is in bias is how accurate or inaccurate the measurement is to the truth reliability validity and the bias then another position performance-based assessment

45:06 and performance-based assessment cpd is the assessment push-up varies greatly depending on the author the discipline or the subject or the in general and performance based assessment it measures the student's ability to apply the skills and the knowledge learned from a subject or topic typically the task is to challenge the students or the learners to use the hots or the higher order thinking skills to create a product or complete a process the tasks can range also from simple simple constructed response to a complex design whether in puyon

45:52 then another po is what are the essential components in a table nothing performance based assessment first and foremost the assessment accurately measures one or more specific topics or subjects so anonymous authentic the process or the product oriented and the open-ended um questions last one is time bound normally young students are presented with an open-ended question that may produce

46:38 several different correct answers in the higher level tasks there is a sense the important urgency for the product or output to be developed or the process to be determined as in most real world situations then how can the teacher create performance-based assessment for the learners so most recently high schools a senior high school science teacher so i'm in order to create some performance-based assessment [Music]

47:35 then i will identify the goals of the performance-based assessment in this instance and teacher is we are challenging the students to use their critical thinking and problem solving skills

49:40 and identifying the learning gaps these are all very important steps we look at the current worksheets that the students were completing for the subject as a result we decided to create a performance-based assessment that was also reality-based so much better situational cognitive talent um

50:41 depending on the scenario this statement this step may take or may not be needed for this particular assessment we wanted students to um do something so l or assessment so authentic assessment is one that requires application on what

51:26 the students have learned to a new situation and that demands judgment to determine what information skills are relevant and how they should be used an authentic assessment for authentic assignments often focus on messy complex real-world situations and their accompanying constraints they can involve also um real world audience of stakeholders or different clients according to the study the grant begins from 1998 an authentic assignment but i realistic realistic requires judgment and innovation you ask the students to do the subject

52:13 replicates or simulates the context in which the adults are being tested in the classroom or in their homes then another opponent as a starting a student's ability to efficiently and effectively use a set of knowledge and skills to negotiate a com a complex task and of course it allows to appropriate um opportunities to rehearse practice consort resources and get feedback on on and refine performances and products okay so an authentic assessment cpd can be contrasted with conventional

52:59 test questions which are often indirect measures of a student's ability to apply so meaning to say an authentic assessment cpd skills development then unlike in conventional tests memorization we are using rubrics yeah so on the other hand on subjective assessment then uh of course it aims to assess areas some students not then in terms of performances that are um complex then and quality theme using questions which may have more

53:45 more than one correct answer or more ways to express it unsubjective assessment cpd are popular because they typically take less time for the teachers to develop as mobility is authentic and we offer the students the ability to be creative or critical in constructing their answers some examples spawn and subjective assessments are the following no um let's find the short answer clap their answers in the format essay define a term concept or significant event respond with a critically thought out or factually supported opinions

54:31 on theoretical scenario so my subjective assessment are excellent for subjects like writing reading art artistry philosophy philosophy philosophy political science and or literature yeah and usually encourages debate critical thinking interpretation or art forms and policies and subjective assessments

55:17 let me remind everyone to like the facebook page from cpdcft and of course it followed a subscriber and starting youtube channel okay so now i'll give you time then some other notes are live foreign

56:10 so let's have the online quizzes and the tests there are innovative teaching techniques that use online quizzes to turn stressful evaluations into fun learning experiences so undoubtedly possible applications websites use quizzes frequently as part of your teaching techniques it can be weekly it can be daily or quizzing helps students put what they have learned into practice this practical repetition

56:57 drives home important facts so that the students are prepared to take on the higher sticks exams like standardized tests or the final exam and frequent wheezing or frequent giving of quizzes also takes the edge of these stressful evaluations online quizzes that the test students understanding of the subjects they are covering with the class these quizzes which can be a short and informal and but one thing is important that again encourage students to pay attention in class while helping

57:42 you gauge the level of learning in real time then of course encouraging collaborate with fun classroom activities when quizzes are a classroom activity rather than essay it's a way to measure around your learners they are open for the opportunities like collaboration in addition using collaborative quizzes as a component of our teaching techniques encourage our learners to study harder so that they can help others to succeed also of course every collaborative quiz must balance the group work with individual evaluations

58:33 give helpful feedback on every question in the quiz or other um then the research shows that the detailed corrective feedback is a critical partner teachers teaching techniques as it improves information retention also when a teacher provides corrective feedback right away the learners is more likely to remember that feedback later on luckily online tests may make it easy to give or get immediate feedback let us help

59:18 parents students or learners get the right answer the next time they encounter the question by adding custom feedback so alibaba then make every quiz interesting using different types of questions i know um mqe or multiple questions if you're giving quizzes your class

1:00:04 frequently using a variety of questions is the key to holding students interest over time these questions also help our learners to learn to apply the knowledge effectively in various situations let us keep our students or learners engaged by using different types of questions in our quizzes example ask your students to record simple solutions with multiple choice and check map questions whether in puyong we can test our students ability to order important events and other information with ranking questions this type of question is great for overviews from subject matter

1:00:50 and i need to enable integration and scientific method or the timetable another poi is let us ask our learners to retrieve short answers with feeding the blank's question see nothing on meeting is and some type of questions will get more difficult than others if you want your quiz that is also reflect each student's learning accurately make sure that you will wait or you weigh each question based on its difficulty

1:01:35 all right so today communication where one person provides information and then there is a time log between a time log before the students or the recipients take the information and offer their responses simply asynchronous communication is communication that does not happen in real time okay but so for instance

1:02:20 um your student is busy and can properly comprehend the information you are providing for instead you your students ask them signal in some form of synchronous communication wherein she can receive take in or respond to the information on her own time so flexible time well asynchronous communication does not happen in real time synchronous communication does yeah so champion

1:03:14 you deliver your information and your recipients or students listen in the moment and response immediately there is no time lag on this form of communication additionally breakthroughs includes communication on it can often time allows for better more productive conversations if a student throws an idea of plus a synchronous communication allows for records of a conversation if you're working a long term project

1:04:01 and want to collect notes from the students or ongoing feedbacks or asynchronous conversation via email find them by the way you're not gonna communication finally asynchronous communication is often critical for the remote students at them for instance

1:04:53 so let's talk about the asynchronous communication communications sometimes used instead of

1:05:45 so allows group of students to collaborate online incorporating texts the graphics or other digital materials into a cohesive final result so it is [Applause]

1:06:30 communication is that which takes place in a real time between two or more students so therefore a synchronous communication exchange is an interactive lively inter interchange between the people if you have ever attended a conference call or video conference you have engaged in synchronous communication of comma a cpd the nature of any synchronous async sorry synchronous type non-communication necessitates an immediate response so anonymous benefits non-synchronous work synchronous communication it's fair to say communication that

1:07:17 takes place in real time lends itself to to build more authentic connections more so than fragmented back and forth of asynchronous communications then another po there are types of communications or meetings that require a more synchronous approach the image the immediate form of communication or collaboration tools are necessary for conducting the following forms of communication like for example brainstorming yeah it's very very very popular

1:08:04 probably who didn't have quite the same impact if they were conducted asynchronously the nature of the brainstorm is usually quick including the uncensored ideas and inspiration with creative input required as an off the cuff one of event another position team building events now so on team building events for our team building activities it probably goes without a saying it's much harder

1:08:50 to build a genuine human connection with a stranger by instant messenger [Music] or by a chat so ethel team building activities then there is a complex project discussions again so another is in one to one sessions federico yen somehow learned something or struggles package important important push

1:09:36 pd because while working remotely asynchronously we're in you have more time to review a message before replying another everyone feels um included in conversations then everyone feels um included in conversation even though my problem is a time zone then we can snooze notifications to have more uninterrupted focus time so although we agree that there's a lot of benefits perennial asynchronous

1:10:22 communication chamber memphis advantage let's say for example works or work that requires immediate action and you don't want your students to wait hours or even some days for a response with with a quick phone call period more there is more complicated projects uh synchronous communication when you are nothing to connect and build connections with people then since both communication styles have their benefits the most effective way to collaborate especially with with a team or your with their classmates

1:11:07 as a hybrid of the two for two weeks is that the learners decides what materials to include in the collection

1:11:53 activity sheets so on separate fraction code leading to development of standards and the determination of criteria to use or federal rubrics and to use in selecting this material are integral components of this process then champlain again papers and essays in the end of our to introduce features make writing papers by hand or at a typewriter

1:12:45 papers and essays and of course the presentation presentation of activities are things like the lectures student presentations or performances or other one-way communication one person or group is doing all the communicating and the other personal group is taking it in so see the immortal multitasker incorporated

1:13:33 pbl can support the project-based learning can support individual learning situations and it is traditionally a collaborative experience working in a group is valuable beyond an academic academic performance and further benefits of using collaborative learning includes the development of problem-based learning first assume creativity reflecting on the independent insights from each group or group member can stimulate creative thinking then while the process of problem solving is created in and of itself then another position communication so some communication that we are developing a cohesive response requires

1:14:21 communication it's a project based learning a problem based learning call communication is multi-placed and different strategies will be apparent in different groups or students then of course critical thinking and collaborative learning helps students apply insights requiring critical reflection what is known and why and what is isn't then who will perform specific tasks where an answer is relevant yeah so must reflect on the problem and navigate

1:15:08 diverse opinions towards an answer or a solution implementing the project-based learning into practice may involve an entire subject or a single project or assignment banana but in both scenarios the process supports a broad spectrum of skills ranging from technical to interpersonal so to learn workflow is flexible and independent requiring adaptability from students and some educators

1:16:18 in class that may include their own thoughts about some daily experiences reading assignments current events or science experiments but yeah then the journal entries are form of perspective writing the journal entries should not merely um summarize what they have read nor should they focus only on their feelings instead they should demonstrate your their ability to conduct a critical inquiry and a critical inquiry refers to the steps involved in collecting and analyzing ideas or information

1:17:06 then because of journal writing allows the students to examine different ideas and writing strategies it's also a form of exploratory writing important next patio okay concept maps one of my favorites personal favorite coupon concept

1:17:54 concept map concept maps are virtual representations and information they can take the form of charts for the end graphic organizers um tables and flow charts so either not only to example not in a venn diagram including the timelines or the t-charts concept maps are especially useful for the students who learn better visually although they can benefit any type of learner then there are powerful studying or power study strategy now because they have use you to see the big picture by starting point on hats no

1:18:52 is [Music] they will try to create a graphic organizer related to this

1:19:38 concept at the end of the day regardless of their age playing with simulators

1:20:27 then always puts them on the path to learn and experience new things that is because if our objective is to win the game then we need to explore and learn the system in order to beat it that is exactly what um the game base or gbl solo is all about so many times simulations and games types of game based game-based learning so many different types known and game-based learning have evolved over the years each having a difficulty audience and it's more its own unique with objective

1:21:27 then role play quest and then another issue strategy adventure multiplayer gaming then open and examination team games then also maintain the town reflex testing

1:22:35 is set by the educator not so with games and simulations the ongoing and the non-graded measures so ongoing i don't know an ongoing call i sometimes call this embedded now the assessment the activities are moving into into the fabric of instructional process so that determining the student's program the progress does not necessarily represent the students a threat as a disciplinary function so necessarily

1:23:23 evil but simply occurs or happened as another thread with a seamless pattern of day-to-day classroom or training events depending on the hand it measures for part of the subject alleviates much of the strain of assigning scores to massive amounts of student work while still providing several of the benefits of traditional assessments another po is in balancing flexibility and the structures

1:24:25 [Music] revisit miami revisit the absences you will be considered eliminating documentation or um new requirements be small so example monitor nothing attendance participant then another place we provide alternative activities to attends for the students who are temporarily unable to attend class so what they're learning does not stop then the rubrics along the native

1:25:11 rubrics is a scoring guide that assesses a articulus articulate specific components and expectations form for an assignment or activity rubrics can be used for a variety of assignments research papers maritime group projects portfolios it assess assignments consistently from student to student

1:25:59 save time in greeting short term and my long term give timely effective feedback and promote students learning in a sustainable way yeah so in a part of the sustainability nano then another is clarify expectations clarified expectations and components put on an assignment for both the students and to the teacher or commandment assistant teacher then define teaching methods by evaluating rubric results yeah so rubric spoken help the students know understand your expectations

1:26:48 then before more aware of their learning process and progress another is improved work through timely and detailed feedbacks [Music] now let's proceed with the e-learning basics and methodologies the condition and why so by the time i proceed um water break time on 10 to 20 seconds thank you ma'am

1:28:02 all right so we're back so let us discuss the e-learning basics and methodologies and the foundation and the whys yeah so okay distance education it's definition theories foundations and perspectives

1:28:51 then e-learning approaches components quality and models it changes our lives and bring a lot of challenges to our era aside from being a health crisis from being a health crisis it's also cause economic meltdown across the and globe the education distance learning is any kind of promote learning in which the students is not physically present in the classroom the student may be anywhere while learning takes place

1:29:38 the dl or distance learning is educating students online over the years dl or distance learning has become an alternative mode of teaching and learning [Music] in it has become um another venue for

1:30:24 educational instruction department of education adapted and implemented a flexible model organizing blended learning then according to channel 2020 flexible learning is learning interventions and delivery of programs with the considerations down down learners unique needs that may or may not involve the use of technology in the philippines uh young distance learning is being offered into two forms maintain online distance learning and modular distance learning students would prefer your online distance learning

1:31:14 [Music] so november 2 full blast face to face remaining august 22 to november 2 still we have the options now so peripheral semester then

1:32:02 business learning has become the new normal in education in the country and that people year 2020 without sacrificing the quality of education came up with the learning continuity planner lcp for the school year 2020-2021 this provides learning interventions that the teachers can utilize during the pandemic this was the jumping board on schools not as we as they offered until nothing distance learning to their stakeholders so however we will discuss disaster indeed with this okay distance education or distance learning is a field of education that focuses on the pedagogy

1:32:48 technology and instructional systems design that is effectively incorporated in delivering the education to students who are not physically or or on-site to receive their education instead the teachers and the students may communicate asynchronously yeah exchanging printed or electronic media or true technology that allows them to communicate in real time real time distance education subjects that require a physical onsite presence for any reason including the taking of examinations are considered to be hybrid or blended

1:33:34 subjects or blended course or program okay so um business learning is guided by the treaty or listener so we have the theory of independent study and theory of transactional distance the form transactional distance is stated to connote the interplay among the environment the individuals and the patterns of behaviors in a situation interaction communication uh the value pronoun in relating teaching effectiveness to the impacts of feelings of belongingness and cooperation as well as the actual exchange of questions answers and

1:34:22 arguments in immediate communication then india andragogy for malcolm the attainment of adulthood is concomitant on adults coming to perceive themselves as self-directing individuals um when there is a significant amount of content to be delivered to a large number of students learners come from geographically dispersed locations

1:35:08 learners have limited mobility the learners have limited daily time to devote to learning learners do not have efficient or effective listening and learning skills learners have at least basic basic in terms of using the computer and internet skills then learners are required to develop homogeneous backward knowledge on the topic or subject so merit

1:35:54 and it motivates the adults to learn the urge to learn can be a result of desire for recognition self-esteem natural curiosity yeah and many more as of now e-learning is really important for then we have this self-paced e-learning self-paced learning can differ differ from institutions to institutions but in general the self-paced education is defined by the ability of learners to decide on the pace and timing of their learning experience so depending on whether they need to meet the deadline learning this way the learner

1:36:40 is given optimal flexibility and flexible shot in this way and in order to incorporate the the the learning tasks the performance does the written works a self-paced course or self-paced e-learning provides or sometimes it involves a teacher who provides feedback and marks this mark their tests but more often is fully automated talaga e-learning platforms or websites then importantly it is usually tops a mixture of methods and practices including the online tests presentations

1:37:25 events informational videos video talks and many more then the self-paced e-learning does not generally follow a particular schedule but instead allow the teachers allow the students to set their own pace by choosing from from the various projects course materials and training methods on offer amma access assessment details self-paced learning eye wise graded work will typically be computerized and rely on pre-mandated answers but in some cases uh imam martin nansha as complete preparing

1:38:10 pedigree then we have the instructor led and facilitated e-learning so instructor led by um it usually comes in one two forms the first type type is involves traditional face-to-face education sessions these are the most familiar kind of learning then then the second type is you online variety tutors or teachers or educators will provide course materials in a scheduled manner generally by way of digitizing the lectures and the video the presentation or the talks then sometimes these talks are held live via

1:38:58 webcam and uh the learners will be able to ask questions directly receiving a response immediately now let's proceed components of course the simple learning resources so on simple learning resources for our non-interactive resources such as the documents the powerpoint presentations the videos or the audio files and these materials are non-interactive in the sense that the learners can only be read or watch content without um performing any other action on the other hand

1:39:49 the most common approach for self-paced e-learning is in web-based training web-based learning consisting of a set of interactive e-lessons and e-lessons is a linear sequence of screens which can include text graphics animations audio video and interactivity in the form of questions and feedbacks then we have the electronic civilizations so simulations are highly interactive forms of e-learning the term simulation basically means creating a learning environment that simulates the real world allowing the

1:40:36 learner to learn by doing and of course you job aids so on job baseman provide just in time knowledge and they usually provide immediate answers to specific questions and helping use helping the learners accomplish job tests or performance tasks then we also have the e-tutoring e-coaching and e-mentoring it's a kind of services which provides which provide human and social dimensions can be offered to learners to support them through the learning experience is

1:41:22 range from discussions and knowledge sharing to working together on a common common activity common project or common tasks then the social software and social support such as chats yeah but in chatting messenger yes discussion forums and blogs are used for online collaboration among the learners group chats or gc then also we have the virtual classroom a virtual classroom is instructional method mostly similar to

1:42:07 traditional classroom um area as yet then completely by the instructor or by the teacher asynchronous online learning means that the teacher and the students are in the course engaged with the course content and each other at the same time but from different locations okay so advantageous increase i am awesome students can ask questions and get answers in real time then the teacher can engage students understanding in real time and adjust

1:42:54 the session accordingly then another postles feel an increased sense of sense of the teacher actually being there then the teachers can facilitate style classes and run break out group activities there are some live chats or of or live chats that allow for real-time interaction like a simple conversation i provide a schedule to help the learners who struggle with task initiation to stay on track then on this advantage some students or lawyers might not be

1:43:39 able to participate at the required time due to technical or scheduling problems or miss a time zone school can be carried out even when the students or the teacher is applying so course work communications delivered by a web email and messages posted on community forums this is an example of perfect example asynchronous e-learning

1:44:24 then the learner-centered content so a learner-centered content is views learners as active agents they bring their own knowledge past experiences education and ideas and this imports how they can take on board new information and learn so on learner-centered approach activities i um pretty nothing you begin in the form of like this foster collaboration with their group projects think of yourself as a teacher a student on the sideline of a sports game or coach kadon say some sports you are offering advice and encouragement when necessary rather than a lecturer

1:45:09 delivering a monologue to learners another point is let the learners make a ctd develop content let them also know what topics should be covered and encourage them to research them ahead of time then another position stage presentations yeah so instead of using their research to create different types of media as your learners develop presentations which can be delivered in person or via live sessions or live webinars then another issue will hold a competition so a healthy competition

1:45:56 price gamification has been a huge trend in online learning in recent years any good elements will have gamification features such as the leaderboards by yes points and more than will encourage learners participation okay so let's proceed we have also in granular granularity e-learning content should be segmented to facilitate simulation for a new knowledge and to allow flexible

1:46:42 scheduling of time and learning and for learning so i'm adding my engaging content instructional methods and techniques should be used creatively to develop our unengaging and motivating learning experience so we have the interactivity monitor frequent learners interaction to sustain attention and promotes learning personalization so

1:47:35 courses then we led some courses and upon some tutorial summary facilitators should be able to follow the learner's progress and performance individually i combines different training media to create an optimum training program for specific audience or learners so on term blended means the solution instructor or teacher directly training or a tutorial is being supplemented with electronic

1:48:21 formats program flow model and the current spoke model there's a program flow um program flow and program flow model learning activities are organizing a linear linear sequential order and learn some deadlines also to accomplish the various assignments this is very similar to traditional training or activities now but some of the activities are conducted online as of now then the coin spoke model provided it all with a set of

1:49:08 supplemental materials and available to reinforce domain the main topics or subjects or materials and these materials are optional and not scheduled so what is needed to develop an e-learning course the activities aside from traditional training the largest effort is in the delivery of training sessions or discussions where in e-learning is the design and development of a structured material which must be self-contained and able to be used multiple times without making ongoing adjustments

1:49:53 the instructional design it is the systematic development of a specification on using learning instructional theory to ensure the quality of training discussions we also have the adi model for e-learning so i'm adding model positions push-up for analysis design development implementation and evaluation so i'm adding model for a methodology developing university um an addie model is acronym for five stages developing any content or

1:50:39 training sessions i analyze some current situation in terms of the discussions or honest training by the objectives target then um the design pays no so learning objectives sequencing instructional strategy delivery strategy the evaluation and another strategy then we have the development

1:51:25 aims to create the structure of the course in two ways yeah so building up online or on-site then the more detail you are in doing your design outline the easier it will be you it will be to get the through the development pace then uh quantize the development pace so the development pace concern put it on analyzing and planning and of course your creation um course or subject actually in development is the building based on building pc and um where they can put their designs creative content

1:52:11 then um my illusion into actions using favorite and convenient e-learning authorizing tools then implementation installation distribution managing learning activities and of course once you have completed your subject or course development and you are satisfied that they are high qualitative and ever free it's time to implement in this space and delivery options tracking and reporting are all handed handled by the lms then of course the evaluation last part

1:52:58 and the final piece is evaluation so to improve both the performance of their now is of course flexible with their own flexibility to achieve their analyze objectives highly technical highly technical advancement learners and also the teacher adi mode is very effective to

1:53:43 facilitate the design development and delivery of a large number of subjects or courses at a high standard song adi model nimpo is commonly used and widely accepted model and proven to be effective for even complex learning strategies it is great for online offline and blended learning and

1:54:31 then the technology requires to produce and deliver e-learning and so different tools can be used to produce e-learning contents depending on which well file format will be used in the nature noun desired final rada so again don't forget to like the page

1:55:27 thank you so much

2:01:20 you