EDU 647 goodies | Spring 2018

Hours: Tuesdays 1:30-3:30pm at the Commons (School of Education)


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Intro slides on Instructional Design at SU

For the beginning of the academic year 2017/2018, I prepared some introductory slides for new students — new master’s students in the Instructional Design program at Syracuse University and OSF grantees who are coming to Syracuse University:

Over the course of the summer, I’ve also prepared a video project on the essentials of Instructional Design for a Russian speaking audience. I duplicate that information in Russian here:

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Review of Merrill’s first principles was the first activity in the virtual residency. When we create instruction, we include activities for each one of these principles. Look for instances where these things are happening. Real-world problem – you don’t take people in space, but rather what’s going on in space? How well does instruction fit with all of these principles.

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Formative assessment is to modify or improve instruction. Students have a central part in it. It promotes learning through goals (+ criteria for success), feedback (central function of F.A.; where to improve and how), and (active) questioning (reflection) in the classroom. It increases self-efficacy, improve metacognitive awareness, motivation. Purpose: students take charge of their own learning. Their thinking must become visible. Everyone has to participate. Feedback promotes revision and rethinking. F.A. is very helpful bot for high students but for low and average.

Grades—bad idea, rather moving towards the learning goal. Comments + grades = bad (focus on comparisons, competitions). Example: “This has 3 errors. Find what they are and correct”, “The answer is … Can you find out a way to work it out?”, “You’ve used substitution. Try elimination this time.”

Other names: diagnostic testing, assessment for learning, educative assessment, classroom assessment.