USF 679 Assessing and Improving Student Learning with Technology
Throughout this course I came across multiple ideas that I would like to start integrating into my computer applications courses.
ARTIFACT #1
In Module 4 we learned about digital badges as a tool for showcasing mastery of topics. For the module 4 assignment I created a Badging Rubric in google sheets. Creating this badging rubric helped me look at my class's objectives through a different lens. As I built this rubric, I was able see deficiencies in my formative learning assessments. I placed yellow notes in those sections to remind me to go back review and add depth to those of the units.
I designed the Rubric for my Google Docs Unit in my Google Apps Course. Throughout the unit students will have the opportunity to earn mini-badges as they complete assessments throughout the unit.
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EXPERT BADGES
After the students earn all of the mini badges they will complete a summative activity that will give them the opportunity to earn the Unit Expert badge
Throughout the semester students will work through multiple units giving them the opportunity to learn and earn Badges from each Google application.
I also created a "Badge Board" that I would share through Google Classroom in a separate Doc for my students to view . I would update this board as student's mastered individual units. This board would serve a s motivation as well as provide students with a contact in the class that is an expert in that unit already.
ARTIFACT #2
PERSONALIZED LEARNING WITH TECHNOLOGYModule 4 also discussed Personalized Learning and ways to approach personalized learning in our classroom environment.
One way I could use personalized learning is by giving student’s choice on what path they want to take in learning the courses required objectives. During the pandemic our team created learning videos for each lesson. I could post the entire semester worth of objectives and Formative assessments in Google classroom. I would divide each unit into a group and number the assignments so the students would still follow a logical learning progression in the given computer program. But the students would be given a choice on which program they want to learn first. Students could work through the various formative exercises to learn to use the tools listed in the objectives of the unit. When ready, they could prove their ability in a specific program by completing a summative activity that shows their mastery. .png)
This paired perfectly with the badging concepts and using badges as a formative feedback and digital proof of their knowledge acquisition. Providing student's the choice on the order and pace at which they learn gives them ownership in the learning process. The student's are driving their knowledge acquisition with the teacher working as a guide along the way.
Artifact #3
MODULE 2's assignment had us create an infographic comparing two online formative tools. First of all I used a new tech tool in Piktochart.com . I found the resources in this tool to be great and plan to add a lesson on using Piktochart to by computer apps course. Below is a preview to the Infographic I created in Piktochart comparing Google Docs and Google Forms as Online Formative Assessment tools.
.png)
EXPERT BADGES
After the students earn all of the mini badges they will complete a summative activity that will give them the opportunity to earn the Unit Expert badge
Throughout the semester students will work through multiple units giving them the opportunity to learn and earn Badges from each Google application.
ARTIFACT #2
PERSONALIZED LEARNING WITH TECHNOLOGY
Module 4 also discussed Personalized Learning and ways to approach personalized learning in our classroom environment.
One way I could use personalized learning is by giving student’s choice on what path they want to take in learning the courses required objectives. During the pandemic our team created learning videos for each lesson. I could post the entire semester worth of objectives and Formative assessments in Google classroom. I would divide each unit into a group and number the assignments so the students would still follow a logical learning progression in the given computer program. But the students would be given a choice on which program they want to learn first. Students could work through the various formative exercises to learn to use the tools listed in the objectives of the unit. When ready, they could prove their ability in a specific program by completing a summative activity that shows their mastery.
.png)
This paired perfectly with the badging concepts and using badges as a formative feedback and digital proof of their knowledge acquisition. Providing student's the choice on the order and pace at which they learn gives them ownership in the learning process. The student's are driving their knowledge acquisition with the teacher working as a guide along the way.
Artifact #3
MODULE 2's assignment had us create an infographic comparing two online formative tools. First of all I used a new tech tool in Piktochart.com . I found the resources in this tool to be great and plan to add a lesson on using Piktochart to by computer apps course. Below is a preview to the Infographic I created in Piktochart comparing Google Docs and Google Forms as Online Formative Assessment tools.
