All Posts By

Ellen Rusman

Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

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I recently co-authored this article with an envisioned pedagogical model in ‘Open Learning: the journal of Open, Distance and e-Learning’ together with José Bidarra, head of the Informatics, Physics and Technology Section (SIFT) of Universidade Aberta, the Portugese  ‘Open University’ in Lissabon. I met José during an EMPOWER network meeting, and since than we started to exchange thoughts. This article proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex…

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Unlocking the potential of technology for authentic assessment for learning

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During last week’s Media and Learning conference in Brussels I attended an interesting session of Manuel Frutos-Perez, the Director of Learning Enhancement of the Faculty of Health and Applied Sciences, University of the West of England. In this faculty they implemented a large-scale implementation (involving 900 students) of the use of video-recordings of own performances, in combination with role-play to situate and make the formative assessment more authentic (in a small group of 3/4, each student playing a different role). First year students had to record two of their own performances in a role play and subsequently reflect on them. They were…

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Growing and watering plants: “Assessment for learning” complex skills with video-enhanced rubrics

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Looking at the difference between formative and  summative assessment the Ministry of Education in New Zealand uses a striking ‘garden’ analogy, with children setting the stage as ‘plants’. In this analogy, Summative assessment  is described as the process of measuring and comparing performances with the aim to reach a decision or a judgement, e. g. passing an exam or selecting suitable candidates for an educational program. Although these processes are interesting themselves, they do not affect the growth of the plant. In the contrary, formative assessment is compared with growing and watering the plants appropriate to their needs, thus directly…

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