Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

A review on massive e-learning (MOOC) design, delivery and assessment

MOOCs or Massive Online Open Courses based on Open Educational Resources (OER) might be one of the most versatile ways to offer access to quality education, especially for those residing in far or disadvantaged areas. This article analyzes the state of the art on MOOCs, exploring open research questions and setting interesting topics and goals for further research. Finally, it proposes a framework that includes the use of software agents with the aim to improve and personalize management, delivery, efficiency and evaluation of massive online courses on an individual level basis.Peer ReviewedPostprint (author's final draft

Teachers as designers of formative e-rubrics: a case study on the introduction and validation of go/no-go criteria

[EN] Information and Communications Technologies (ICTs) offer new roles to teachers to improve learning processes. In this regard, learning rubrics are commonplace. However, the design of these rubrics has focused mainly on scoring (summative rubrics), whereas formative rubrics have received significantly less attention. ICTs make possible electronic rubrics (e-rubrics) that enable dynamic and interactive functionalities that facilitate the adaptable and adaptive delivery of content. In this paper, we present a case study that examines three characteristics to make formative rubrics more adaptable and adaptive: criteria dichotomization, weighted evaluation criteria, and go/no-go criteria. A new approach to the design of formative rubrics is introduced, taking advantage of ICTs, where dichotomization and weighted criteria are combined with the use of go/no-go criteria. The approach is discussed as a method to better guide the learner while adjusting to the student's assimilation pace. Two types of go/no-go criteria (hard and soft) are studied and experimentally validated in a computer-aided design assessment context. Bland-Altman plots are constructed as discussed to further illuminate this topic.This work was partially supported by Grant DPI2017-84526-R (MINECO/AEI/FEDER, UE), Project "CAL-MBE, Implementation and validation of a theoretical CAD quality model in a Model-Based Enterprise (MBE) context."Company, P.; Otey, J.; Agost, M.; Contero, M.; Camba, J. (2019). Teachers as designers of formative e-rubrics: a case study on the introduction and validation of go/no-go criteria. Universal Access in the Information Society. 18(3):675-688. https://doi.org/10.1007/s10209-019-00686-7S675688183Popham, W.J.: What’s wrong—and what’s right—with rubrics. Educ. Leadersh 55(2), 72–75 (1997)Educational Research Service: Focus on: Developing and using instructional rubrics. Educational Research Service (2004)Panadero, E., Jonsson, A.: The use of scoring rubrics for formative assessment purposes revisited: a review. Educ. Res. Rev. 9, 129–144 (2013)Reddy, Y.M., Andrade, H.: A review of rubric use in higher education. Assess. Eval. High. Educ. 35(4), 435–448 (2010)Company, P., Contero, M., Otey, J., Plumed, R.: Approach for developing coordinated rubrics to convey quality criteria in MCAD training. Comput. Aided Des. 63, 101–117 (2015)Company, P., Contero, M., Otey, J., Camba, J.D., Agost, M.J., Perez-Lopez, D.: Web-Based system for adaptable rubrics: case study on CAD assessment. Educ Technol Soc 20(3), 24–41 (2017)Tierney, R., Simon M.: What’s still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels. Pract. Assess. Res. Eval. 9(2) (2004). http://www.pareonline.netLikert, R.: A technique for the measurement of attitudes. Arch. Psychol. 22(140), 55 (1932)Rohrmann, B.: Verbal qualifiers for rating scales: Sociolinguistic considerations and psychometric data. Project Report, University of Melbourne/Australia (2007)Fluckiger, J.: Single point rubric: a tool for responsible student self-assessment. Delta Kappa Gamma Bull. 76(4), 18–25 (2010)Estell, J. K., Sapp, H. M., Reeping, D.: Work in progress: Developing single point rubrics for formative assessment. In: ASEE’s 123rd annual conference and exposition, New Orleans, LA, USA, June 26–29. Paper ID #14595 (2016)Jonsson, A., Svingby, G.: The Use of scoring rubrics: reliability, validity and educational consequences. Educ. Res. Rev. 2, 130–144 (2007)Georgiadou, E., Triantafillou, E., Economides, A.A.: Evaluation parameters for computer-adaptive testing. Br. J. Edu. Technol. 37(2), 261–278 (2006)Company, P., Otey, J., Contero, M., Agost, M.J., Almiñana, A.: Implementation of adaptable rubrics for CAD model quality formative assessment purposes. Int. J. Eng. Educ. 32(2A), 749–761 (2016)Otey, J.: A contribution to conveying quality criteria in mechanical CAD models and assemblies through rubrics and comprehensive design intent qualification. Ph.D. Thesis, Submitted to the Doctoral School of Universitat Politècnica de València (2017)Watson, P.F., Petrie, A.: Method agreement analysis: a review of correct methodology. Theriogenology 73(9), 1167–1179 (2010)Kottner, J., Streiner, D.L.: The difference between reliability and agreement. J. Clin. Epidemiol. 64(6), 701–702 (2011)McLaughlin, P.: Testing agreement between a new method and the gold standard—how do we test. J. Biomech. 46, 2757–2760 (2013)Costa-Santos, C., Bernardes, J., Ayres-de-Campos, D., Costa, A., Costa, C.: The limits of agreement and the intraclass correlation coefficient may be inconsistent in the interpretation of agreement. J. Clin. Epidemiol. 64(3), 264–269 (2011)Chen, C.C., Barnhart, H.X.: Assessing agreement with intraclass correlation coefficient and concordance correlation coefficient for data with repeated measures. Comput. Stat. Data Anal. 60, 132–145 (2013)Bland, J.M., Altman, D.: Statistical methods for assessing agreement between two methods of clinical measurement. The Lancet 327(8476), 307–310 (1986)Van Stralen, K.J., Jager, K.J., Zoccali, C., Dekker, F.W.: Agreement between methods. Kidney Int. 74(9), 1116–1120 (2008)Beckstead, J.W.: Agreement, reliability, and bias in measurement: commentary on Bland and Altman (1986:2010). Int. J. Nurs. Stud. 48, 134–135 (2011)Bland, J.M., Altman, D.: Measuring agreement in method comparison studies. Stat. Methods Med. Res. 8, 135–160 (1999)Giavarina, D.: Understanding Bland–Altman analysis. Biochem. Med. 25(2), 141–151 (2015)GraphPad: Interpreting results: Bland–Altman. 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A case of web-based collaborative inquiry learning using OpenLearn technologies

We describe and discuss the implementation of “WOPP in Cyberculture”, an elective discipline of the Erasmus Mundus’ European Master Program on Work, Organization and Personnel Psychology (WOPP), offered by the Faculty of Psychology, University of Coimbra, in 2008. We adopted a web-based collaborative inquiry-learning model supported by UK Open University’s OpenLearn technologies: a community-led virtual learning environment based on Moodle called LabSpace, and a knowledge mapping software called Compendium. Rubrics were used to assess students’ maps and presentations. To assess students’ satisfaction and opinion, at the end of the course we applied an evaluation questionnaire. Results indicate that the implementation of the web-based inquiry-learning model we have proposed was relatively successful and adequate to the learning setting. Rubrics’ scores point to an overall improvement of students’ maps and presentations. Reports on students’ satisfaction with different aspects of the course were positive. Nevertheless, further investigation on the validity and reliability of the rubrics is required

Using Multiple Child Assessments to Inform Practice in Early Childhood Programs: Lessons from Milpitas Unified School District

This study examined program practices in a state-funded preschool in Northern California that had recently added a new assessment to its existing tools to measure and evaluate preschool students' school readiness. The study found that teachers might need a range of supports when given the opportunity to integrate a new assessment tool into their practice. Although teachers generally value the information from these tools, more opportunities for formal training, ongoing supervisory support, and collaboration with their colleagues -- both within and across classrooms and grades -- can help them to act effectively on the information

Maximizing Competency Education and Blended Learning: Insights from Experts

In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

Purposive Teaching Styles for Transdisciplinary AEC Education: A Diagnostic Learning Styles Questionnaire

With the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC) industry, transdisciplinary education and training is widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional education and training delivery approaches within AEC therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs) to specifically address learners’ needs and preferences (learning styles) within managed Virtual Learning Environments (VLEs). This research posits that learners can learn better (and be more readily engaged in managed learning environments) with a bespoke PLE, in which the deployment of teaching and learning material is augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs) to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with Critical Success Factors (CSFs) and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ) Framework, comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation). These dependencies influence pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness). This framework can help organisations augment and align their strategic priorities to learner-specific traits