67 Matching Annotations
  1. Mar 2019
    1. personalized mobile learning solutions to create effective learning paths This appears to blend personalized learning and mobile learning. It is prepared by a specific vendor, MagicBox, so they might be assumed to have their own agenda. This page describes some of the affordances of personalized mobile learning, such as the capacity to track and presumably respond to learner preferences. rating 2/5

  2. Feb 2019
    1. the explicit nature of future improved systems would be highly affected by (expected) changes in our technology or in our understanding of the human being
    2. evaluating the possible relevance of work and knowledge from existing fields and for assimilating whatever is relevant
    3. giving the human the minute-by-minute services of a digital computer equipped with computer-driven cathode-ray-tube display, and (2) developing the new methods of thinking and working that allow the human to capitalize upon the computer's help.
    4. that any one such improvement can be expected to trigger a chain of coordinating improvements
  3. Jan 2019
    1. feedback conceptualization informed by sociocultural notions, in which students co-construct meaning from the teacher’s feedback comments through interaction over time, with each other, the teacher, and relevant resources

      Feedback definisjon

    1. Dette er en interessant ressurs til alle som har lyst å utvikle sine feedback praksiser. Mange nyttige case studier

  4. Nov 2018
    1. SurveyMonkey

      SurveyMonkey is a FREE survey platform that allows for the collection of responses from targeted individuals that can be easily collected and used to create reports and quantify results. SurveyMonkey can be delivered via email, mobile, chat, web and social media. The platform is easy to use and can be used as an add on for large CRMs such as Salesforce. There are over 100 templates and the ability to develop customized templates to suit your needs. www.surveymonkey.com

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  5. Sep 2018
    1. Create a note by selecting some text and clicking the butto

      Här skriver jag "note" alltså en annotering, kommentarer och feedback till studenten.

    1. build regular feedback loops

      Once you realize that you have a bias, you can try one of the suggested methods to counteract it. In this case, to get a realistic view of our progress towards goals, the suggestion is to build feedback loops into our routine.

  6. Jun 2018
    1. could both study and create “non-print,” “electronic,” and “visual” texts

      Perhaps because I studied Calkins and Atwell, with an emphasis in the work of James Moffett, a transition through workshop to applying technology was easier than for those who had not, and still have not, experienced the personal and individual nature of a writer. The emphasis is on the writer as a writer.

  7. Mar 2018
    1. Prepare some inviting questions.

      This is perhaps the most important step in the process. DO NOT simply request "Thoughts?" or "Please check out my site and let me know what I can do to make it better." These types of messages offer the reviewer nothing to work with.

      The examples listed in this section are relevant to career evaluation/feedback, but here are some potential questions for requesting constructive critique of your ePortfolio:

      • *My goal is to emphasize my leadership skills and experience. Does this ePortfolio communicate that?
      • Does the order/organization of this site make sense? Are things located where you think they should be? For example, do you think my Collaboratory experience should be moved to the technology page?
      • Did you feel any of the reflections were insufficient in terms of detail and development? Were there any that you had questions about after reading?*
    1. graduate students

      Would digital humanities course be more successful if they were offered to undergraduate or graduate students?

  8. Oct 2017
    1. Assessment feedback focused on what students can do to improve

      Hypothesis needs a 1:1 channel internal to the client. For now, the LMS app allows for this type of feedback.

  9. Aug 2017
    1. Since CI begins immediately after a commit or merge hasbeen made, feedback needs to be fast to allow the developer(or team) responsible for the commit or merge to resolve thebreakage while his or her changes are still fresh in their mind

      Faz todo sentido o efeito positivo na produtividade se considerarmos que o ambiente de integração contínua notificar ao desenvolver qualquer tipo de desvio ou falha no código.

  10. May 2017
    1. The Triple Feedback Loop offers a compass by aligning the information flows in a framework for operating a network of disparate players with different goals who work together on an overarching goal.

  11. Mar 2017
    1. The approach has also allowed Newman’s marketing team to learn what readers are interested in between the publication events, providing feedback to reporters and editors so that the next release of content reflects the priorities readers have stated.

      This is a fascinating interactive development!

  12. Feb 2017
    1. object you are photographing b

      "Maybe give some examples..."

    2. I hope to show with this tutorial, however, that the Dino-Lite Premier AM-311S has the potential to create useful models at an affordable price.

      "Good introduction of scope..."

    3. capture images for processing

      "Maybe be more specific..." (generic commentary)

  13. Jan 2017
  14. Dec 2016
    1. Responding to criticism:

      • Acknowledge each point.
      • Explain how you agree, and what you intend to do to improve, or
      • explain why you object to that point.

      They might give you additional useful opinions. They might not respond at all. If you get a response that is antagonistic, it's time to let it drop.

    2. A good critic who pans your work should be doing it as a service to your potential audience while giving you honest feedback that you can use to improve (or move on to something else).

      Sometimes the problem isn’t with what you’re doing but how it is perceived by others, and even here the critic can show you how to tune your message so what people hear is what you intend to say.

    1. providing students and their teachers with more rapid, useful feedback to inform their learning all along the way.

      H clearly does this.

    1. by inserting comments in the audio recordings they’d submit to me (as opposed to worrying about whether or not it was ok to correct their French in class in front of their peers… something I had always been hesitant to do in spite of – or perhaps because of – what had been done to me!) or by recording an audio walkthrough of suggestions and corrections to the first drafts of their compositions (instead of handing back a blood-red “fixed” version of a composition in class).

      Premium on teacher feedback.

  15. Sep 2016
    1. All of us recognize that students’ communication skills benefit greatly from substantial amounts of writing. But many faculty members limit the amount of assigned writing because drafting comments and grading is too time-consuming. But one can imagine other ways to give students more opportunities to write while ensuring that they receive valuable feedback. These might include peer or near peer feedback, using carefully designed rubrics, or even a degree of auto feedback.
    1. L’enseignant joue quatre rôles distincts : celui de client, qui juge l’adéquation du produit au cahier des charges, celui d’expert technique, en cas de difficulté bloquante, celui de chef d’entreprise lorsque cela s’impose et que des décisions autoritaires (concernant les coûts, les délais ou les méthodes) doivent être prises pour empêcher l’échec du projet, et enfin le rôle traditionnel de tuteur.
    1. The success of Arduino has had the perhaps retrograde effect of convincing an entire generation that the way to sense and actuate the physical world is through imperative method calls in C++, shuffling bits and writing to ports, instead of in an environment designed around signal processing, control theory, and rapid and visible exploration. As a result, software engineers find a fluid, responsive programming experience on the screen, and a crude and clumsy programming experience in the world.
    2. But the idea that you might implement a control system in an environment designed for designing control systems — it hasn’t been part of the thinking. This leads to long feedback loops, inflexible designs, and guesswork engineering. But most critically, it denies engineers the sort of exploratory environment that fosters novel ideas.

      On short feed back loops and modelling, this talk from Markus Denker, one of the main architects behind Pharo Smalltalk, can be enlightening: Perfection & Feedback Loops, or: why worse is better

  16. Jun 2016
    1. o often, the feedbackgiven is unrelated to achieving success on critical dimensions of the goal. Forexample, students are given feedback on presentation, spelling, and quantity inwriting when the criteria for success require, say, “creating mood in a story.” Su

      Importance of relevance of feedback to goals for exercise: e.g. spelling is not useful if the goal was "create a mood."

    2. ffective feedback must answer three major questions asked by ateacher and/or by a student: Where am I going? (What are the goals?), How am Igoing? (What progress is being made toward the goal?), and Where to next? (Whatactivities need to be undertaken to make better progress?) Th

      Three major questions that must be answered in effective feedback:

      1. Where am I going (what are the goals),
      2. how am I going (what progress is being made towards the goal)
      3. Where to next (what activities must be undertaken to make better progress?
    3. he main purpose of feedback is to reduce discrepancies between cur-rent understandings and performance and a goal. S

      definition of feedback

    4. Rewards and punishments89 0.14Wilkinson (1981)Teacher praise14 0.12

      Praise and rewards and punishment have very low effect sizes.

    5. It is most powerful when it addresses faulty interpretations, not a totallack of understanding.

      Feedback is most powerful when it is about partial correction rather than lack of understanding

    6. eedback is information with which a learner can confirm, add to,overwrite, tune, or restructure information in memory, whether that information isdomain knowledge, meta-cognitive knowledge, beliefs about self and tasks, or cog-nitive tactics and strategies”

      definition of feedback

    7. The Power of Feedback

      Hattie, John, and Helen Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi:10.3102/003465430298487.

      Should discuss student-to-teacher feedback

    1. Nor- mative grades provide information about proficiency relative to others; they do not provide clear standards for self-evalua- tion or for constructive attribution (Nisan, 1981). Our finding that 50% of the pupils who received no feedback would rather have received a grade may seem compatible with the argu- ments of many teachers that pupils themselves want grades

      Grades provide information about relative proficiency not clear standards for self-evaluation.

      But students would still rather have then than nothing (50%). However, of graded students, 78.9% would rather have comments than grades.

    2. in the grades group, 26.7% attributed effort to the desire to avoid poor scores, and 34.4% attributed it to the importance of success, whereas among those who received no feedback only 7.2% attributed effort to the desire to avoid poor scores and 40% attributed it to the "positive" aspect of need achievement, the desire to succeed.

      Grades group:

      • 26.7% attributed effort to avoid failure
      • 34.4% to desire for success

      In non-grades group:

      • 7.2% to avoid failure
      • 40% to need for achievement, desire to succeed.
    3. subjects who received written comments expressed greater interest in the tasks than did those in the other two groups, especially for the question requiring greatest commitment -- the number of extra tasks chosen

      Subjects who received written comments expressed greater intrinsic motivation,

    4. Even though the findings of much previous research, which compared motivation after a single trial under extrinsic and no-incentive conditions, implied that if "left alone," in- trinsic motivation for an initially interesting task would remain stable and high, our conception suggested that, in fact, re- peated nonreceipt of feedback would undermine interest. We also predicted that numerical grades would foster extrinsic mo- tivation at the expense of intrinsic motivation. The results showed clearly differential effects of these kinds of feedback on per- formance.

      This is an interesting point with regard to my practice: 100% for effort and no feedback is worse than grades, because it means there really is no feedback.

    5. Most studies of extrinsic incentives and intrinsic motivation, including those men- tioned earlier, used as controls subjects who received no rewards or feedback, apparently on the assumption that un- der these conditions original levels of intrinsic motivation would be maintained.

      make an interesting point that most studies assume that no-feedback is a status quo.

    6. The role of the availability of such information was studied in comparison with conditions of nonreceipt of any information and of receipt of normative evaluation.

      Compared it to grades only and no-feedback.

    7. We expected that receipt of indiviaualized, specific, non-normative information about task performance, includ- ing both positive and negative comments, would maintain or even enhance subsequent motivation.

      Hypothesis: that individualized, non-normative information about performance would maintain or enhance motivation.

    8. The present research was thus designed to study the ef- fects of different feedback conditions on intrinsic motiva- tion.

      goal of study

    1. InastudybySwann&Arthurs(1998),alargenumberoftheirstudentsseemedtotakeaninstrumentalviewoflearning,conceivingassessmenttasksasobstaclestoovercomeinthepursuitofgrades.Formativefeedbackwasviewedasameanstonegotiatetheseobstacles.InanearlierstudybyBeckeretal.(1968)ofAmericancollegelife,assessmentdemandswereubiquitous,andstudentbehaviourreectedtheinstrumentalandpragmaticstrategiestheyadoptedtocopewiththeparticularteachingandassessmentpracticesimposedonthem.Butisthistruefortoday’sstudentinthecontextoftheUK?Amajorityofthestudentsinourstudyperceivehighereducationasa‘service’,andfeltthatfeedbackconstitutespartofthatservice.Asonestudentnoted:TheywayIseeitiswe’repaying£1,000.It’smoreofaservicenow.Ifhighereducationisviewedasaservice,thenstudentsarearguablytheconsumersofthatservice.Butwhatdotheyexpecttheservicetoconsistof?Moststudentsinourstudylinkfeedbacktoattainingbettergrades.Thesestudentsperceivefeedbackcommentsasidentify-ingwhattheyaredoingrightandwrongand,therefore,helpingthemtoimprovetheirperformanceinsubsequentassessedassignmentsandexaminationsinordertoraisetheirmarks:Partofwritingtheessayquestionintheexamishavingtherighttechnique,andwhilstitwouldbeusefultosaythat‘yeah,you’rebringingingoodpartsoutsidethesubjectandit’sgoodthatyou’vebroughtinthis’,itwouldalsobegoodtoknow‘well,don’teverusethislanguageintheexam’causeit’sgoingtocountagainstyou’

      Students' consumerist, instrumental view of learning.

    2. 80%disagreedwiththestatement‘Feedbackcommentsarenotthatuseful’

      80% of students disagreed with the statement that feedback was not useful.

    3. ormativefeedbackcommentscanonlybeeffectiveifstudentsreadandmakeuseofthem.MostofthestudentsinvolvedinstudiesbyHyland(2000)andDing(1998)seemedtoreadtutors’comments.Ourquestionnairedatareectthis(seeTableI).Thetimespentreadingcommentsvaries,withthemajorityofstudentsclaimingtospendlessthan15minutesdoingso(although,ofcourse,ourdatadonottelluswhenthistakesplaceorwhetherstudentsreturntolookattheirfeedbackonmorethanoneoccasion).But,overall,97%ofstudentsindicatedthattheyusually‘read’thewrittenfeedbacktheyreceive.Furthermore,wecanseefromTableIIthat82%ofthestudentsclaimedto‘paycloseattention’tofeedback.Theinterviewdataalsosupportthis:Ialwayslookforwardtoseeingwhattheyhadtosay.NormallyIgetthegradeandthenlookthroughtheself-assessmentandthetutor’sassessment,readthecommentsand...seewhatcommentshe’smadeontheessay.ThisndingisreinforcedbyHyland’s(2000)study.Henotedthatthemajorityofthestudentsinvolved(fromarangeofinstitutions)seemedtotry(evenifonlyoccasionally)tousecommentsforfutureassignments

      Most students read feedback and try to make something of it.

    4. hesecommentssuggestthatstudentsinourstudyperceivefeedbacknegativelyifitdoesnotprovideenoughinformationtobehelpful,ifitistooimpersonal,andifitistoogeneralandvaguetobeofanyformativeuse

      What makes feedback less effective

  17. Apr 2016
  18. Feb 2016
  19. rubenaf.weebly.com rubenaf.weebly.com
    1. It is surrounded by farms and windmills!

      I love the pics and the captions help us understand their connection to the messages above and how they take use even closer to you. I am wondering about their placement on the page. Is there a way to break up the text or move beyond the centered alignment for the whole page? It feels awkward.

  20. sammiecurtin.weebly.com sammiecurtin.weebly.com
    1. :)

      This gives me a feel for the casual tone you're working to strike, but I'm wondering if given the initial clause about letting us in on a secret, you might end the sentence with a ... for drama instead and to fend off some of the more conservative audience members who might judge you for using emoticons as a teacher (I don't, but have their imaginary lenses on my shoulder as I read).

    2. About me

      I love the pallette of the whitewashed fence and your image below. They're aligned, so to speak. That being said, the mint green of the title of the page gets a little lost. I wonder if you might bump it up and provide a bit more contrast.

    3. I will keep y'all posted while working with these kiddos.

      I appreciate that you're speaking to me as an audience. This is also giving me a sense of how you will use this site right now (purpose), to check in and consider the road to your first position as you move through the st. ed's program.

    4. I even saved up my money to buy an overhead projector

      Unexpected fun fact is concrete, credible, and story-like.

    1. She is the reason I want to work with students.

      Sounds like a real inspiration. I wonder if you might quote her? I am also looking at this and wondering about balance. How can we fit you and your strengths back into this page before we leave it, as readers? Is there a way to bring us back to you through a moment mentioning the image or the metaphor it might illustrate, experience it conveys about you and who you are as an educator? (just brainstorming)

    2. The next step I am planning to get my masters in Speech Pathology in hopes of someday working with the deaf who are hoping to become vocal. For now, I plan on focusing in the field of Special Education.

      Having a multi-tiered, detailed plan really establishes your credibility as a serious student of special education.

  21. Jan 2016
    1. People rightly tend to be mean to those they are sure are assholes, so continued interaction between them will probably only serve to reinforce their beliefs the other is acting in bad faith.

      This reminds me of the situation of a parrot in front of a mirror. Will he fall in love with the other, or will he start hating him, ignoring the fact that he is only seeing his reflection? Once he starts acting on one of the affections, positive feedback kicks in.

  22. Nov 2015
    1. We cannot pretend it is objective

      Subjectivity is always present. What are the measures in place to allow for objective feedback to be present too?

  23. Oct 2015
  24. Jul 2015
    1. Whether or not you take a constructivist view of education, feedback on performance is inevitably seen as a crucial component of the process. However, experience shows that students (and academic staff) often struggle with feedback, which all too often fails to translate into feed-forward actions leading to educational gains. Problems get worse as student cohort sizes increase. By building on the well-established principle of separating marks from feedback and by using a social network approach to amplify peer discussion of assessed tasks, this paper describes an efficient system for interactive student feedback. Although the majority of students remain passive recipients in this system, they are still exposed to deeper reflection on assessed tasks than in traditional one-to-one feedback processes.
  25. Jun 2015
  26. May 2014
    1. On page reload the annotations are taking some time (10+ seconds) to load. Understandable with 20 people all adding things at once — any thought to a loading/progress indicator in the plugin itself?

    2. Interesting. My first (successful) login was met with the success message "your password has been reset."

  27. Nov 2013
  28. epubjs-reader.appspot.com epubjs-reader.appspot.com
    1. “Like Spencer’s Talus with his modern flail He threatens ruin with his ponderous tail.

      If I am using this to take notes for a classs, I want some way to print or collect all my annotations on a range of the book.

  29. Oct 2013
    1. This doesn’t mean gossip is always good.

      I'm glad to see a statement that the results from this experiment in "procosial gossip" does not translate into meaning that gossip is always good.

      I wonder what insights we can take away from this and turn into action in our own environment?

      I feel the antidote we need is more meaningful and real-time feedback, not gossip.