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5.2 Training for TVET staff in the use of alternative learning tools

5.2 Training for TVET staff in the use of alternative learning tools. Romanian ODL Development Network and TVET Learning Environment. Romanian ODL Development Network. Aim: To provide Romanian Students and learners with world class online learning materials. TVET Learning Environment.

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5.2 Training for TVET staff in the use of alternative learning tools

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  1. 5.2 Training for TVET staff in the use of alternative learning tools

  2. Romanian ODL Development Network and TVET Learning Environment

  3. Romanian ODL Development Network Aim: To provide Romanian Students and learners with world class online learning materials.

  4. TVET Learning Environment Tracking Database User accounts/ administration § Learning Environment Training School/Course reports

  5. Elearningalternative tools • Many alternatives beyond the national platform • Practice ‘Blended Learning’ • A range of software to allow teachers to create ICT based student activities • Either use your existing skills, or are easy to learn to use. • Many can be downloaded for free! Student can have own copy… if they have their own computers

  6. Alternative learning tools MS Office (Word and Excel) Freemind Mindmapping Hot potatoes Flash templates

  7. eLearningVideo

  8. eLearningIssues for teachers Administrative Learning material development support Wider range of software Winder range of hardware New security considerations Always changing!

  9. The National eLearning Platform Learner Management System For demonstration purposes – Moodle Complete Course and Learner Management System Extensive ‘built-in’ feature set Collaboration Repository of learning materials

  10. Assessment in the learning process. Learning Activities LEARNER Learning Objectives Assessment of learning

  11. What is assessment? The process of: • Planning and collecting of evidence • Interpreting the collected evidence • Using the evidence for: • Feedback (formative) • Grading (summative) • Planning (diagnostic)

  12. What is the purpose of assessment? • Formative • To support the learner in the learning process • Diagnostic • What does the learner know now? Are there gaps in understanding? Was the teaching session effective? • Summative • Pass or Fail?

  13. Types of assessment instruments • Multiple choice questions • True – False items • Matching items • Short answer / concise response • Many more…. ePortfolios?

  14. Implementing eAssessment

  15. eAssessmentAdvantages Allows ‘off-line’ practice and revision Instant scoring Flexible access – on demand? Enhance feedback to learners Administrative benefits – results reporting Easily linked with other learning ‘objects’ Widens range of assessment methods

  16. eAssessmentReporting • Comprehensive database • Scores, averages • When assessment completed • Time taken • Responses chosen • Question Statistics – validity, discrimination • Manual review • Printed reports • Formats for teachers / verifiers • Question analysis

  17. eAssessmentAccessibility • Compatibility with • Screen readers • Speech recognition • Touch screens • Images • Alternate text • Keyboard navigation • Text / CSS adjustments

  18. How to write good MCQs

  19. Multiple choice questionsWhat are they? A question in which learners are asked to select one alternative from a given list of alternatives in response to a "question stem". Stem "Which one of the following is the currency unit used in Zambia?"

  20. Multiple choice questions Alternatives (answer choices/ options) • A Zambian dollar • B Kwacha • C Rand • D Lilangeni Key B Distractors A C D (the incorrect responses)

  21. Multiple choice questions Types: Single correct response • "Which one of the following is the currency unit used in Zambia?" Incomplete stem • The currency used in Zambia is called:

  22. Multiple choice questionsAdvantages • A wide range of knowledge, skills and attitudes can be tested in a relatively short time • ALL levels of knowledge can be tested using MCQ • Easy to score • Reliable • Different response alternatives can provide diagnostic feedback

  23. Multiple choice questionsDisadvantages • Difficult to set • Time consuming to prepare • Assessors tend to focus on lower cognitive levels only

  24. Multiple choice questionsDo’s and don’t’s • Keep stem simple and ensure clarity • Avoid negatives – if used use CAPITALS Example: "Which one of the following is NOT an inert gas?" • Use ‘none of the above’ or ‘all of the above’ sparsely

  25. Multiple choice questionsDo’s and don’t’s Keep responses about equal in length Undesirable: The most general cause of low individual incomes in Romania is a. The lack of valuable productive services to sell b. Unwillingness to work c. Automation d. Inflation

  26. Multiple choice questionsDo’s and don’t’s Keep responses about equal in length Desirable: What is the most general cause of low individual incomes in Romania? a. A lack of valuable productive services to sell b. The population's overall unwillingness to work c. The nation's increased reliance on automation d. An increasing national level of inflation

  27. Multiple choice questionsDo’s and don'ts Ensure stem and responses are grammatical consistent eg A chain of islands is called an: a. archipelago. b. peninsula. c. polder d. moraine.

  28. Multiple choice questionsDo’s and don'ts Avoid using similar word in stem and response eg The height to which a water dam is built depends on a. the length of the reserve behind the dam b. the volume of water behind the dam c. the height of water behind the dam d. the strength of the reinforcing wall

  29. Multiple choice questionsDo’s and don'ts • Place correct responses randomly - no pattern in the reponses e.g. DCBADCBA ….. • When possible, present alternatives in some logical order eg dates 1963 1975 1983

  30. Multiple choice questionsDo’s and don’t’s • Be certain there is only one best or correct response to the stem • Ensure ALL responses are plausible • Questions are to be independent

  31. Multiple choice questionsDo’s and don’t’s • Avoid the use of absolutes which would permit a test-wise but unprepared learner to respond correctly • Absolutes refer to sweeping terms like "all" "always" "none" "never" "impossible” • Statements including such terms are more likely to be false

  32. Multiple uses of MCQ • Designing a interactive face-to-face session around a few MCQs • MCQs can be presented in a variety of ways in face-to-face sessions • Short tests for diagnostic feedback • Multiple choice questions for group discussion

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