5.2 training for tvet staff in the use of alternative learning tools

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Project financed under Phare

MoERI/ NCVETD - PIU

Material produced under Phare 2006 financial support PHARE TVET RO2006/018-147.04.01.02.01.03.01

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

EUROPEAN UNION


MoERI/ NCVETD - PIU


Romanian ODL Development Network and TVET Learning

Environment

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Romanian ODL Development Network

Aim:

To provide Romanian Students and learners with world class online learning materials.

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TVET Learning Environment

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Learning Environment

Learning Environment

Tracking DatabaseTracking Database

School/Course reports

School/Course reports

User accounts/ administrationUser accounts/ administration

TrainingTraining

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Elearningalternative tools

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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

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Alternative learning tools

MS Office (Word and Excel)

Freemind Mindmapping

Hot potatoes

Flash templates

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eLearningVideo

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eLearningIssues for teachers

Administrative

Learning material development support

Wider range of software

Winder range of hardware

New security considerations

Always changing!

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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

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Assessment in the learning process.

Assessment Assessment of learningof learning

Learning ActivitiesLearning Activities

LEARNER

Learning Learning ObjectivesObjectives

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What is assessment?

The process of:

Planning and collecting of evidenceInterpreting the collected evidenceUsing the evidence for:

Feedback (formative)Grading (summative)Planning (diagnostic)

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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?

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Types of assessment instruments

Multiple choice questions

True – False itemsMatching itemsShort answer / concise

responseMany more….

ePortfolios?

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Implementing eAssessment

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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

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eAssessmentReporting

Comprehensive databaseScores, averagesWhen assessment completedTime takenResponses chosenQuestion Statistics – validity, discriminationManual review

Printed reportsFormats for teachers / verifiersQuestion analysis

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eAssessmentAccessibility

Compatibility withScreen readersSpeech recognitionTouch screens

ImagesAlternate text

Keyboard navigation

Text / CSS adjustments

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How to write good MCQs

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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?"

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Multiple choice questionsAlternatives (answer choices/ options)

A Zambian dollar

B Kwacha

C Rand

D Lilangeni

Key B

Distractors A C D (the incorrect responses)

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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:

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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

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Multiple choice questionsDisadvantages

Difficult to set

Time consuming to prepare

Assessors tend to focus on lower cognitive levels only

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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

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Keep responses about equal in lengthUndesirable:

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

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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

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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.

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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

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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

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Be certain there is only one best or correct response to the stem

Ensure ALL responses are plausible

Questions are to be independent

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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

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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

5.2 training for tvet staff in the use of alternative learning tools

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