Using Technology in Module Criminalistics (CHEM2012) and Project (CHEM
Using Technology in Module
and Project (CHEM
21st Century Skills
Working Collaboratively. Students work in groups.
Peer and Self Assessments. Anonymous online peer assessment develops skills of self-appraisal and can make group work fairer. CATME?
The problem to be addressed: students - working in groups (2/3?) and they plan, and communicate their findings by delivering an oral presentation on a Case Study. Other students not learning a lot from this process. Students were motivated to do their own presentation but had little interest in other groups presentation. Making a number of changes to improve learner engagement and communication.
Provide learner choice. Taking ownership of their own learning. Choosing their own topic. Improving digital literacy.
eAssessment? Using wikis and discussion boards. Providing discussion on the content of the presentations. Assessing the contribution made by students to the discussion board. Regular login and feedback necessary at this point. These eAssessments increase the motivation of students.
“..if we want students to develop
critical thinking, judgement and
autonomy in assignment
production they should be
provided with high-level evaluative
experiences similar to those of
Peer review, students evaluating
and commenting on each other's
work, is one way to achieve this”
PEER Toolkit Project, JISC, 2011
Tools for communication e.g. Slack
Generate Instructional video resources which will directly benefit students.
Develop responsible learners by encouraging access to pre-lab materials: this ensures students are more confident with a specific topic in advance. This will develop investigative, resourceful, confident learners. This also encourages the time on task.
Peer Assessment, Self assessment and teacher assessment.
Students learn to critically analyse and evaluate the outputs of others,
Assessment Considerations/Designing Peer Review
Timings for submission and evaluations?
Each student reviews 6 including their own.
How will the students act on the feedback?
How will students reflect on the feedback?
Feedback should be anonymous
How? Develop instructions for students so that they can generate a group 'video laboratory report' instead of their overall individual final lab report.
Ensure that they are proficient in using this new technology.
To assess the impact of the resources on student learning I will carry out pre-and post-lab surveys to compare students understanding and knowledge of the information contained in the resources.
eAssessment and feedback
eAssessment should use student-created media
Using audio for feedback. Learners often find feedback via digital audio and video more helpful. Can be easier to find and recall when reflecting on assessments.
Teacher's Handbook on eAssessment, Crisp 2010
The principles of good assessment and feedback: assessment designs exploit technology to motivate learning, encourage time on task and facilitate self-assessment and enable learners to act on feedback
Effective Assessment in a Digital Age (JISC 2010)
Integration of Technology: Students using technology daily with access to a variety of tools and providing an opportunity to allow the students deeper understanding of the context.
Willingness to embrace change and Continual Learning
What? Project, Level 8. Including a piece on creating awareness among student population about the upcoming legislation on roadside drugs testing.
Why? Had not considered that the 21st century skills embedded in this project are a signficant part of the learning for the student.
How? Creating a survey and a video. Students will learn about the upcoming Roadside testing and then complete a final survey. Showing evidence of the 'awareness' and educational part of this project. This will also allow the student to enable their creativity, further their communication skills and enhance their digital literacy. Upload to Youtube and feedback from students.