Author: yiting (Page 1 of 2)

In most courses, most teachers combine two types of assessment to check student learning outcomes. One is Formative Assessments, which are assessments conducted during the teaching and learning process to understand student learning and to identify problems in teaching and learning in a timely manner. Formative assessment is often conducted in the form of informal examinations or unit tests. It places more emphasis on the learning process and students’ experiences in learning; it emphasises human interaction and teacher-student communication. Another type of assessment is Summative Assessments, which are also a way of assessing students’ learning, but have a different focus from formative assessments. Summative assessment is the appropriate evaluation of the results achieved in the classroom. It refers to the evaluation of the effectiveness of teaching and learning at the end of the activity. It is the evaluation of the final outcome at the end of a unit, a module or a semester.

The difference between formative and summative assessment lies in the different timing and purpose of the assessment. Formative assessment is conducted in the middle of a lesson, semester, or academic year. Summative assessment is the assessment at the end of a lesson, semester or school year.
For the purpose of assessment, diagnostic assessment is to find out the student’s knowledge base and readiness, formative assessment is to identify problems in teaching and learning in a timely manner, and summative assessment is to improve the effectiveness of teaching and learning in the future.

This week I am very happy that we learned about ar technology. I really like ar. on one hand, I like VR more in terms of gaming experience. on the other hand, AR is more practical in our real life.

First of all, the technology of VR and AR is different. It provides a completely artificial environment. Simply put, when you put on the VR glasses you see people, objects and scenery are all virtual. AR is an abbreviation for augmented reality. It provides a picture that combines the entirety of reality with some intelligent images. Apple’s official website, for example, offers AR images. We can see what Apple’s phone looks like around us through AR function. Although the AR function on Apple’s website is not done well enough, it can at least enhance my actual feeling of the phone. I really like to use the AR function to buy furniture. When my new house needs to be decorated, I use AR to pick out the right size and the furniture I like best.

Secondly, VR and AR are different in the way they can be used. With the current technology, you can only enter its virtual world through VR glasses. And AR has two methods of use. One way is to put on AR glasses, and the other way is to enter AR through the screen and camera of electronic products.

In short, I really like these two technologies. I hope they can develop better in the future.

Learned this week to distinguish between active and passive learning. In EDCI we mainly combine these two learning methods. For example, watching learning videos and reading articles is passive learning. Weekly discussions with group members, hand-on and blogging are active learning.

I really like to use quizlet for both economics and language classes. Quizlet can be used to memorize words, phrases and sentences as well as for other subjects (Chinese provinces, Chinese dynasties, medical terminology, legal terminology). quizlet is available both on the web (http://quizlet.com) and on the app ( available for download in the Appstore). The special feature of this software is that it can either use the study library entered by other users or you can enter the material to be recited yourself. The integration of these knowledge points helps me to memorize in a streamlined manner. quizlet also has a test section that allows me to check how much I have learned.
Overall, it is a very good passive learning software if you need to learn lexical related.

Last week we learned about the samr model, and this week we learned about the tpack and sections models. I think the difference between the samr model and the tpack model is that the former focuses on the way and method of organizing knowledge, while the latter focuses on the technology of teaching. tpack is composed of Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), The tpack is composed of Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). These three components are overlaid by TK (Technical Knowledge), PK (Pedagogical Knowledge), and CK (Content Knowledge).
In the initial understanding of tpack is rather abstract, next I will give examples to further explain the tpack model.

For example, today, teacher C used the whiteboard to explain quadratic equations during class. The day before the class, Teacher C made the lesson and sent it to each student through the learning platform. Teacher C can see through the platform how many times the students watched the lesson, such as the number of times they watched it, the time, etc. In class, the teacher asks the students to discuss and simulate the process of solving quadratic equations using the simulator lab software.

Analysis.
Electronic whiteboard – TK
Teaching knowledge of quadratic equations – PK
The day before the class, the learning platform used by the teacher sends the lesson to the students – CK teacher sends the students what they need to master
The teacher unites the learning content with the technology of the learning platform – TCK
In class, the teacher organizes a discussion with the students and completes an experiment with the simulator – Fusion PK and CK

In general, teachers can use a combination of TPACK and SAMR together. For example, instructional designers can use tapck to guide themselves in doing integration of technology and instruction. He can also use SAMR to test the depth of his technology-instruction integration.

Recently, we learned about the theoretical knowledge of SAMR presented by Dr. Ruben Puentedura, which benefited me a lot. The SAMR model is a hierarchical model proposed by Dr. to select, apply and evaluate the use of technology in education. It is divided into four levels, and SAMR is a combination of the initial letters of the words that represent these four levels: Substitution, Augmentation, Modification and Redefinition.

The Substitution and Augmentation layers focus on technology to help improve or enhance student learning in the classroom. Modification is where technology allows us to redefine the task itself. For example, a student can record a video of a presentation he or she has given and upload it to a video site to share with other students and faculty and receive an instant evaluation. The fourth layer, Redefinition, is also the highest level of the model. Higher-level technology applications can be more intensive in developing students’ higher-level thinking skills, such as design, analysis, or creativity, rather than lower-level thinking, such as memorization.
Overall, the degree to which technology affects the learning task and the level of development of students’ competencies is very important.