By Santi Caballé, Robert Clarisó
Formative evaluation, studying info Analytics and Gamification: An ICT Education discusses the demanding situations linked to assessing pupil development given the explosion of e-learning environments, reminiscent of MOOCs and on-line classes that comprise actions akin to layout and modeling. This e-book exhibits educators tips to successfully garner clever facts from on-line academic environments that mix overview and gamification.
This facts, while used successfully, may have a good influence on studying environments and be used for development learner profiles, neighborhood construction, and as a tactic to create a collaborative workforce. utilizing various illustrative examples and theoretical and functional effects, prime foreign specialists talk about software of computerized options for e-assessment of studying actions, how to acquire, learn, and properly visualize studying facts in academic environments, functions, merits and demanding situations of utilizing gamification innovations in educational contexts, and suggestions and methods for expanding pupil participation and performance.
- Discusses program of computerized concepts for e-assessment of studying activities
- Presents thoughts to supply fast and precious suggestions on scholars’ activities
- Provides the right way to acquire, study, and properly visualize studying information in academic environments
- Explains the functions, advantages, and demanding situations of utilizing gamification innovations in educational contexts
- Offers recommendations to extend scholars’ participation and function whereas decreasing drop-out charges and retention levels
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Extra resources for Formative Assessment, Learning Data Analytics and Gamification. In ICT Education
Example text
The measurement is performed by analyzing evidences collected from the learner through different activities and interactions. Such trust level is basically represented as a score, dynamically updated according to the collected evidences during the period of time the learner is in the university. Evidences stem from analyzing the behavior of the learner during his or her studies. The security mechanisms placed in the VLE, in the assessment activities, and in the FEs provide automatic evidences to update the trust score.
In addition, the selective model provides the different intervals of the trust-level score where designs with hard-, medium-, and low-level security mechanisms are triggered depending on the granularity of the adaption. Thus, with a unique selective model, different types of adaption can be carried out using the same system. Assessment objects: The assessment objects are categorized. Metadata such as the subject, activity, design of the activity, security mechanisms deployed, or the classification of the design (hard-, medium-, low-level activity) will help to best select the object.
A description of the video and its script c. The basic teaching guidelines to work with the video in the classroom (before, during, and after) and planning interventions for the teacher and the student before, during, and after. Is the educational proposal perceived clearly and well-articulated? Is there consistency between the curricular elements: objectives, content, activities, target? Is it sustainable? Is it replicable? Do you think it is a good practice to use a video for primary education?