Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

The Road Ahead for State Assessments

The adoption of the Common Core State Standards offers an opportunity to make significant improvements to the large-scale statewide student assessments that exist today, and the two US DOE-funded assessment consortia -- the Partnership for the Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SBAC) -- are making big strides forward. But to take full advantage of this opportunity the states must focus squarely on making assessments both fair and accurate.A new report commissioned by the Rennie Center for Education Research & Policy and Policy Analysis for California Education (PACE), The Road Ahead for State Assessments, offers a blueprint for strengthening assessment policy, pointing out how new technologies are opening up new possibilities for fairer, more accurate evaluations of what students know and are able to do. Not all of the promises can yet be delivered, but the report provides a clear set of assessment-policy recommendations. The Road Ahead for State Assessments includes three papers on assessment policy.The first, by Mark Reckase of Michigan State University, provides an overview of computer adaptive assessment. Computer adaptive assessment is an established technology that offers detailed information on where students are on a learning continuum rather than a summary judgment about whether or not they have reached an arbitrary standard of "proficiency" or "readiness." Computer adaptivity will support the fair and accurate assessment of English learners (ELs) and lead to a serious engagement with the multiple dimensions of "readiness" for college and careers.The second and third papers give specific attention to two areas in which we know that current assessments are inadequate: assessments in science and assessments for English learners.In science, paper-and-pencil, multiple choice tests provide only weak and superficial information about students' knowledge and skills -- most specifically about their abilities to think scientifically and actually do science. In their paper, Chris Dede and Jody Clarke-Midura of Harvard University illustrate the potential for richer, more authentic assessments of students' scientific understanding with a case study of a virtual performance assessment now under development at Harvard. With regard to English learners, administering tests in English to students who are learning the language, or to speakers of non-standard dialects, inevitably confounds students' content knowledge with their fluency in Standard English, to the detriment of many students. In his paper, Robert Linquanti of WestEd reviews key problems in the assessment of ELs, and identifies the essential features of an assessment system equipped to provide fair and accurate measures of their academic performance.The report's contributors offer deeply informed recommendations for assessment policy, but three are especially urgent.Build a system that ensures continued development and increased reliance on computer adaptive testing. Computer adaptive assessment provides the essential foundation for a system that can produce fair and accurate measurement of English learners' knowledge and of all students' knowledge and skills in science and other subjects. Developing computer adaptive assessments is a necessary intermediate step toward a system that makes assessment more authentic by tightly linking its tasks and instructional activities and ultimately embedding assessment in instruction. It is vital for both consortia to keep these goals in mind, even in light of current technological and resource constraints.Integrate the development of new assessments with assessments of English language proficiency (ELP). The next generation of ELP assessments should take into consideration an English learners' specific level of proficiency in English. They will need to be based on ELP standards that sufficiently specify the target academic language competencies that English learners need to progress in and gain mastery of the Common Core Standards. One of the report's authors, Robert Linquanti, states: "Acknowledging and overcoming the challenges involved in fairly and accurately assessing ELs is integral and not peripheral to the task of developing an assessment system that serves all students well. Treating the assessment of ELs as a separate problem -- or, worse yet, as one that can be left for later -- calls into question the basic legitimacy of assessment systems that drive high-stakes decisions about students, teachers, and schools." Include virtual performance assessments as part of comprehensive state assessment systems. Virtual performance assessments have considerable promise for measuring students' inquiry and problem-solving skills in science and in other subject areas, because authentic assessment can be closely tied to or even embedded in instruction. The simulation of authentic practices in settings similar to the real world opens the way to assessment of students' deeper learning and their mastery of 21st century skills across the curriculum. We are just setting out on the road toward assessments that ensure fair and accurate measurement of performance for all students, and support for sustained improvements in teaching and learning. Developing assessments that realize these goals will take time, resources and long-term policy commitment. PARCC and SBAC are taking the essential first steps down a long road, and new technologies have begun to illuminate what's possible. This report seeks to keep policymakers' attention focused on the road ahead, to ensure that the choices they make now move us further toward the goal of college and career success for all students. This publication was released at an event on May 16, 2011

Achieving Effective Innovation Based On TRIZ Technological Evolution

Organised by: Cranfield UniversityThis paper outlines the conception of effective innovation and discusses the method to achieve it. Effective Innovation is constrained on the path of technological evolution so that the corresponding path must be detected before conceptual design of the product. The process of products technological evolution is a technical developing process that the products approach to Ideal Final Result (IFR). During the process, the sustaining innovation and disruptive innovation carry on alternately. By researching and forecasting potential techniques using TRIZ technological evolution theory, the effective innovation can be achieved finally.Mori Seiki – The Machine Tool Compan

Cognitive and affective perspectives on immersive technology in education

This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe

Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

College Readiness and Digital Badges: A Middle School Approach

Post-secondary education attainment results in higher salaries (Pew Research Center, 2014) and an increase in positive societal benefits (Baum, Ma, & Payea, 2013). Nevertheless, only 31% of U.S. citizens over the age of 25 have a bachelor’s degree (U.S. Census Bureau, 2014). While tradition would dictate the preparation for going to college begins in the later high school years (Gaertner & McClarty, 2015), a recent push has emerged for shifting the beginning of such conversations to middle school (Curry, Belser, & Binns, 2013; Gaertner & McClarty, 2015; Mattern, Allen, & Camara, 2016; Nemelka & Nemelka, 2016). Furthermore, advances in educational technology, such as digital badging, have allowed for new ways to deliver instruction and collect relevant data. The following study delineates a nine-week college readiness course implementation with middle school students (n = 71) from a large public Midwestern middle school with high proportions of low-income and underrepresented populations. Digital badging served as one of the principle methods for instructional delivery and evaluation. The control group (n = 20) received standardized feedback throughout the course, while the study group (n = 51) received customized instructor feedback, either through digital badging (n = 17) or in the classroom using modules (n = 34). Results suggest that after completing the course, middle school students increase their ability to articulate proper principles and strategies to implement in an effort to better prepare for future college access, are able to identify more mentors in their life to aid in future educational attainment, and find feedback helpful in the process, with various types of feedback discussed regarding the quantity and quality of curriculum scores

Advances in Teaching & Learning Day Abstracts 2004

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2004

Developing a distributed electronic health-record store for India

The DIGHT project is addressing the problem of building a scalable and highly available information store for the Electronic Health Records (EHRs) of the over one billion citizens of India

Modeling the Adoption of Identification Standards Within the Healthcare Supply Chain

The adoption of identification standards and its associated technology in the healthcare supply chain has been slow over the past twenty five years, despite the evidence of the benefits that can be achieved. The widespread use of identification standards in the form of barcode labeled medical products can contribute to the reduction of point of care errors and can increase the efficiency of healthcare supply chain related processes. This research is focused on the analysis of the adoption of identification standards in the healthcare supply chain with a particular focus on the healthcare provider adoption challenges. The research is divided into two phases. The first phase develops an extensive literature review on technology adoption with a particular focus on data standards. This adoption process is compared with the adoption of Electronic Health Records (EHR) and Electronic Data Interchange (EDI); main conclusions from the identification standards literature are presented, and a conceptual model to explain the identification-standards adoption process is proposed. The second phase proposes a model for identification standards adoption using a system dynamics modeling approach. The model builds on previous findings associated to the factors affecting identification standards adoption and relates the specific elements to the adoption rate via a causal loop diagram (CLD). The model is formulated in two stages. In the first stage, the Bass Diffusion Model (BDM) of technology adoption is adapted to simulate the adoption of identification standards supporting technologies. The second stage uses most of the factors defined in the CLD to develop a simulation model. A sensitivity analysis identifies relevant model parameters that facilitated the design of interventions to move the adoption process forward. Finally, the effects of some possible interventions are simulated using the validated model. The model provides an illustration of the use of system dynamics models and diffusion theory to understand an important policy problem reported in the literature and not yet solved. Also this research informs real world practitioners and the academic community on issues like the lack of data and other challenging aspects of empirical research that can be addressed with the proposed model and methodology