Embedding activities and Embedding activities and assessment in ODL Materials: assessment in ODL Materials: Principles and PracticePrinciples and Practice

Presenter: Dr. SS ShongweUniversity of SwazilandInstitute of Distance Education

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Presentation OutcomesPresentation Outcomes

As Writers we need to understand:The role of assessment and activities in

student learning in ODL textsThe learners' need(s) for different modes

of assessment and activities in ODL textsMethods and Implementation of: ◦ planning and writing assessments and activities

for ODL texts

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Cont.Cont.◦ Creating self-assessment instruments◦ Creating assessment instruments for tutor-

marked assignments

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INTRODUCTIONINTRODUCTION• The major aim of education and training has

shifted from only the acquisition of knowledge to acquisition and application of the right knowledge (Kouwenhoven (2003)

• The development of knowledge is taking place in more diverse contexts with emphasis on production of knowledge in the context of application.

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Theoretical FrameworkTheoretical Framework

According to the Constructivists Learning Theory by Piaget (1973) and Vygotsky (1978);

Learning is an active process in which learners actively construct new ideas or concepts based upon their current or past knowledge

Individuals construct their own meaning and knowledge by actively engaging in the learning process

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Key ConceptsKey ConceptsPractical Knowledge

- Learners’ acquired skills and competences to be able to function in their day-to-day lives

Activities◦ Millar (2004) defined activities as any

teaching and learning which involves at some point the students observing or manipulating real objects and materials

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Cont.Cont.

Assessment◦ Collecting data of students learning outcomes

embodied in observation, measurement and analysis of student achievement as stated in intended course goals, objectives, or competencies.

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LEARNING ACTIVITESLEARNING ACTIVITES

Activities in ODL texts: ‘are meant to keep learners purposely

engaged with the material. … Without such activities, our learners might assume that the only objective was to memorise the information we set before them’ (Rowntree, 1990).

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The role of Activities in ODL The role of Activities in ODL MaterialsMaterials

Practical knowledge lead to a deeper understanding of concepts through the act of doing and personal experience

Practical activities in distance teaching materials are considered important because they serve a number of useful purposes that help in promoting active learning

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Cont.Cont.According to Lal (1979), engaging in

practical activities enables learners to:◦ Reinforce the information learned ◦ Monitor their progress by finding out their

weaknesses and by identifying the areas they need to revise further◦ Identify the important facts to be learnt, since

activities normally centre on the important aspects of the content◦ Increase their motivation from the satisfaction

they derive from completed work.

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Categories of Learning ActivitiesCategories of Learning Activities

Learning Activities

Question-Based Reflective Action Based

With With model With no Things to ExperientialImmediate answer at answer but doFeedback the end hints

(Source: Mishra and Gaba, 2001) See handbook page31-41

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Types of Learning ActivitiesTypes of Learning Activities

Rowntree (1990) offers a simple list of five types:

• report own observations,• restate facts, principles, etc.,• distinguish between examples of concepts

and principles,• give own examples, and• apply new concepts and principles.

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ACTIVITY 1ACTIVITY 1

With a partner classify the following activities:

1.1 Read the case study presented below and answer the questions that follow...

1.2 Write a personal reflection on what you perceive you have learned...

1.3 Study the lesson plan outline below and briefly describe its main components...

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Principles of Embedding ActivitiesPrinciples of Embedding Activities

To maximise activity completion:it is important that activities are not more

demanding than is needed activities are more likely to be completed

if they are interesting. activities that require learners to report

their results to an online group are more likely to be completed than when the same task is not for reporting

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Cont.Cont.Every learning outcome should have at

least one activity.Most learning outcomes should have

several activities.

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FEEDBACK ON ACTIVITIESFEEDBACK ON ACTIVITIES

An important function of activities is to give feedback to the learners. Feedback is thought

to be most effective when it is:• continuous• immediate• fully explained (Robinson,1971)

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Modes of AssessmentModes of Assessment

FORMATIVE:◦ To identify strengths and weaknesses◦ Done during the course of content

presentation

SUMMATIVE:◦ Mainly to obtain marks, prepare reports;

certify, promote◦ Carried out after content delivery (test, self

assessments, assignments, examinations17

ASSESSMENT IN ODLASSESSMENT IN ODL

Types of Assessment/tools:• Objective• SubjectiveQuestionnairesDiscussion groupsTeam work – ProjectsElectronic Portfolio

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Types of Assessments in ODL Types of Assessments in ODL materialsmaterialsSelf – assessment:• To provide learners with summative

feedback on their learning of a specific section• To help learners identify any errors,

misunderstandings or misconceptions that they may be experiencing• To provide learners with remedial

strategies to deal with the errors

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Tutor-marked AssessmentTutor-marked Assessment Purpose to:Provide detailed and personalised

feedbackIdentify the most important partsSupplement course workAssess how a course can be improved

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Feedback on AssessmentsFeedback on AssessmentsStudents are able to assess the adequacy

of their responses to assessment exercises.

Students need:◦ to know how the right answer was reached

and information on their own performance, particularly where they may have gone wrong◦ a clear picture of what they should do next

and in what order

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Feedback cont.Feedback cont.confidence in assessing their own

performance and thus becoming more self-directed in their learning

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THANK YOU!!!!

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