Some of the important terms that were defined throughout EDUC151 and EDUC152
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
A third example of Bloom’s domains, in addition to cognitive and psychomotor.
When the complexity of content is at the same level for: the curriculum, the instruction and the assessment.
Evidence of student learning
A type of assessment that asks the learner to demonstrate their knowledge in a “real world” scenario. An example might be to “parallel park the car” as opposed to asking the learner to describe what is involved in parallel parking.
A type of assessment that tests cognitive ability such as memory, problem solving and other intellectual functioning. Traditional exams and essays are common examples.
Arose from Piagetian theory that emphasizes that “humans learn through the construction of one logical structure after another” (BCIT, 2003, January 7, P.5).
Rules, characteristics, guidelines that an instructor could use to estimate the quality of student performance. Scoring rubrics are designed based on analytic, holistic specific or general criteria.
WHAT we plan on teaching
A referral to millennials denoting that they possess technical skills and abilities more than any other generations
This relates to the ability to differentiate between marks/grades. If one learner got 2/3 and another got 2.5/3 on an item can we articulate why? If not, then the item lacks effectiveness.
Adult learners can be differing in many ways including: culture, race, gender, age, income, education, beliefs and values. Taking time to know more about your learners can help to create a more dynamic learning environment.
When information about student learning is integrated into the teaching-learning process it is referred to as this. Results can be used to assess individual student performance, or they can be aggregated to provide information about the course or program.
“A process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behavior and world views” (UNESCO, 2015)
One type of violation of academic integrity.
The extent to which a service meets its goal
A model created by Tones Bates to help educators and educational institutes to select the right media
S tudents |E ase of use|C ost |T eaching functions, including pedagogical affordances of media
I nteraction |O rganizational issues |N etworking and Novelty|S peed and security
Vygotsky’s theory that stressed on the significance of culture and social context
XMOOC vs CMOOC
After exploring the explanation given by Tony Bates. I can sum-up that though the two terms lies under the umbrella of MOOC they have very different philosophy (Bates, 2014, October), the first is derived from the well-known Andragogy while second serves the new revolutionary Heutogogy where learners are totally autonomous.
- BCIT.(2003, January 3). Constructivist e-learning methodologies: A module development guide. Retrieved from https://connect.ubc.ca/bbcswebdav/pid-69993-dt-content-rid-304277_1/courses/SIS.UBC.ETEC.530.66C.2012S.217/download/unit5-construct-method.pdf
- UNESCO. (2015). Education. Retrieved from http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/influential-theories-of-learning/