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E-LÄRANDE OCH EXAMINATIONER
- VAD VILL VI OCH HUR KAN VI TÄNKA NYTT?
Teresa Sörö
Strategisk pedagogisk utvecklare, Karolinska Institutet
@teresasoro
E lärande och examinationer
E lärande och examinationer
ÖKAT ANTAL
STUDENTER
UTBILDNINGSPLANER
KURSPLANER
3 SYSTEM
Minnas
• Komma ihåg;
Definiera,
beskriva,
ange
Förstå
• Förstå med
egna ord;
förklara,
skilja,
Tillämpa
• Använda i
den aktuella
kontexten;
bevisa,
modifiera,
Analysera
• Ta isär
komponenter
för att förstå
strukturen
Värdera
• Bedömning
genom
kriterier
Skapa
• Sammansätta
nya mönster
och
strukturer.
BLOOMS TAXONOMI (REVIDERAD)
David R. Krathwohl (2002) A Revision of Bloom's Taxonomy:
An Overview, Theory Into Practice, 41:4, 212-218
Översättning från Karstads Universitet:
https://www.kau.se/resurssidor/larandemal/taxonomier-larande
MILLERS PYRAMID
Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic
Medicine, 65(9).
Do
Show
Know how
Know
VAL
GARBAGE CAN MODEL
COHEN, MARCH & OLSEN 1972
Lösningar
Problem
Deltagare
(beslutsfattare)
Deltagare
(beslutsfattare)
Deltagare
(beslutsfattare)
Deltagare
(beslutsfattare)
Lösningar
Lösningar
Lösningar
Problem
Problem
E lärande och examinationer
DET FINNS MÅNGA SOM ÄR BEREDDA ATT SÄLJA
ER LÖSNINGAR!
Hur använder vi oss av teknologi?
Hur använder vi teknologi idag?
• Replacement
• Amplification
• Transformation
Hughes, Thomas & Scharber (2006) Assessing Technology Integration: The RAT –
Replacement, Amplification, and Transformation framework
REPLACEMENT
Hughes, Thomas & Scharber (2006) Assessing Technology Integration: The RAT –
Replacement, Amplification, and Transformation framework
AMPLIFICATION
Hughes, Thomas & Scharber (2006) Assessing Technology Integration: The RAT –
Replacement, Amplification, and Transformation framework
TRANSFORMATION
Hughes, Thomas & Scharber (2006) Assessing Technology Integration: The RAT –
Replacement, Amplification, and Transformation framework
Minnas
• Komma ihåg;
Definiera,
beskriva,
ange
Förstå
• Förstå med
egna ord;
förklara,
skilja,
Tillämpa
• Använda i
den aktuella
kontexten;
bevisa,
modifiera,
Analysera
• Ta isär
komponenter
för att förstå
strukturen
Värdera
• Bedömning
genom
kriterier
Skapa
• Sammansätta
nya mönster
och
strukturer.
BLOOMS TAXONOMI (REVIDERAD)
David R. Krathwohl (2002) A Revision of Bloom's Taxonomy:
An Overview, Theory Into Practice, 41:4, 212-218
Översättning från Karstads Universitet:
https://www.kau.se/resurssidor/larandemal/taxonomier-larande
Assessment Learning
FOR
AS
OF
CHOOSE YOUR OWN ADVENTURE OF ASSESSMENT
RESOURCES
teresa.soro@ki.se
@teresasoro
MedEdTalk

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E lärande och examinationer

  • 1. E-LÄRANDE OCH EXAMINATIONER - VAD VILL VI OCH HUR KAN VI TÄNKA NYTT? Teresa Sörö Strategisk pedagogisk utvecklare, Karolinska Institutet @teresasoro
  • 7. Minnas • Komma ihåg; Definiera, beskriva, ange Förstå • Förstå med egna ord; förklara, skilja, Tillämpa • Använda i den aktuella kontexten; bevisa, modifiera, Analysera • Ta isär komponenter för att förstå strukturen Värdera • Bedömning genom kriterier Skapa • Sammansätta nya mönster och strukturer. BLOOMS TAXONOMI (REVIDERAD) David R. Krathwohl (2002) A Revision of Bloom's Taxonomy: An Overview, Theory Into Practice, 41:4, 212-218 Översättning från Karstads Universitet: https://www.kau.se/resurssidor/larandemal/taxonomier-larande
  • 8. MILLERS PYRAMID Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9). Do Show Know how Know
  • 9. VAL
  • 10. GARBAGE CAN MODEL COHEN, MARCH & OLSEN 1972 Lösningar Problem Deltagare (beslutsfattare) Deltagare (beslutsfattare) Deltagare (beslutsfattare) Deltagare (beslutsfattare) Lösningar Lösningar Lösningar Problem Problem
  • 12. DET FINNS MÅNGA SOM ÄR BEREDDA ATT SÄLJA ER LÖSNINGAR!
  • 13. Hur använder vi oss av teknologi?
  • 14. Hur använder vi teknologi idag? • Replacement • Amplification • Transformation Hughes, Thomas & Scharber (2006) Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation framework
  • 15. REPLACEMENT Hughes, Thomas & Scharber (2006) Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation framework
  • 16. AMPLIFICATION Hughes, Thomas & Scharber (2006) Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation framework
  • 17. TRANSFORMATION Hughes, Thomas & Scharber (2006) Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation framework
  • 18. Minnas • Komma ihåg; Definiera, beskriva, ange Förstå • Förstå med egna ord; förklara, skilja, Tillämpa • Använda i den aktuella kontexten; bevisa, modifiera, Analysera • Ta isär komponenter för att förstå strukturen Värdera • Bedömning genom kriterier Skapa • Sammansätta nya mönster och strukturer. BLOOMS TAXONOMI (REVIDERAD) David R. Krathwohl (2002) A Revision of Bloom's Taxonomy: An Overview, Theory Into Practice, 41:4, 212-218 Översättning från Karstads Universitet: https://www.kau.se/resurssidor/larandemal/taxonomier-larande
  • 20. CHOOSE YOUR OWN ADVENTURE OF ASSESSMENT

Notas del editor

  1. Välkommen!
  2. Vi står inför en hel del utmaningar!
  3. Vad har jag? Vart ska jag? Vad erbjuds jag?
  4. Sortera Vad har jag? Vart ska jag? Vad erbjuds jag? Först två välkända
  5. Kunskapstaxonomi med några aktiva verb för lärandets resultat Översättning Karlstads Universitet https://www.kau.se/resurssidor/larandemal/taxonomier-larande
  6. In a similar manner to Bloom’s taxonomy the pyramid helps understand what it is that we are testing and asks the question as to whether our assessments are valid.It makes us strive to make our assessments as valid as we can. #LP The higher we assess on Miller’s pyramid the more valid the assessment.
  7. Garbage can-modellen är en beslutsmodell inom organisationsteori som är framtagen av Michael D. Cohen, James G. March och Johan Olsen (1972). Med hjälp av modellen kan man förklara och förstå hur olika organisationer fattar beslut. Beslutsprocessen är inte välplanerad utan är sammansatt av fyra olika strömmar, vilka är beslutstillfälle, problem-, lösnings-, och deltagarflödet. Varje flöde har sitt eget liv, alltså är flödena relativt oberoende av varandra[1]. Detta gör att sammansättningen av dessa strömmar inte behöver vara stabila. "Garbage can"-modellens beslutsprocessen är mer öppen, flytande och oförutsägbar.[1][2] Enligt Cohen et al (1972) kan man tyda organisationer som ”En samling av val söker problem, frågor och känslor som söker beslutssituationer där de kan luftats, klargöras genom den lösningen den söker. Frågor som kan vara lösningar och beslutsfattare som söker arbete”[2]. Anledningen till att den kallas "garbage can"-modellen är att alla problem och lösningar man kommer fram till kastas ner i en tunna medan de skapas.[3] I den här tunnan blir det en mix av olika lösningar som man sedan plockar av för att lösa olika problem. Mixen varierar beroende på hur många som är med och kommer på lösningar. Den här teorin gör det möjligt att ta sig an problem samt att göra det lättare att göra olika val i beslutsprocessen, det behöver dock inte vara en rationell process. Problemen och lösningarna kan man ta in och ut ur tunnan hur man vill beroende på situationen man befinner sig i.[4] Michael D. Cohen arbetade år 1972 tillsammans med James G. March på Stanford University och Johan Olsen från Bergens universitet och tillsammans skrev de artikeln A Garbage Can-Model of Organizational Choice 1 En ström av beslutsmöjligheter: (situationer uppstår som kräver ett beslut). Dvs. anledningar eller situationer där organisationen förväntas ta ställning till ett problem, att fatta ett beslut. 2 En ström av problem: Ett problem kan vara vad som helst som engagerar, irriterar eller inspirerar en eller flera av organisationens medlemmar, eventuellt något som kommer utifrån. 3 En ström av lösningar: Lösningar framstår normalt som svar på ”problem” och kan vara nya tekniker, personer med nya utbildningar, intryck från massmedia eller helt enkelt tillgängliga resurser, till exempel lediga lokaler eller likvida medel veckorna före budgetårets gång. 4 En ström av deltagare: Deltagarna har olika egenskaper som är av betydelse för beslutsprocesserna. De kan till exempel bidra med olika intressen (personliga mål och/eller gruppmål, kunskaper, energi och kontakter (interna/externa))[3]. En sammankoppling som är anarkisk, den är alltså tillfällig, oorganiserad och högst osäker. En sammankoppling som är baseras på erfarenhet från tidigare tillfällen En sammankoppling som baserad strukturella och administrativa förhållanden (såsom kultur, hierarki, arbetsdelning osv.)
  8. Definiera era problem innan någon annan definerar era lösningar! Medvetenheten ni har inom ämnet, låt den styra Just nu är det huggsexa. Tillfälligheter. Erfarenheter,
  9. Let’s face it. IRL are the model for most of our educational technology. Are we understanding it’s capability fully? Probably not. And it could be ok for sure! Do you know what happened when the film camera was invented and introduced – What was the first movies? Theater plays! Direct parallel to how we are using technology in the light of lectures…. So we might not user educational technology fully. But it is our job to understand and analyze how we are using int. For that I would like to introduce the RAT framework Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework
  10. Replacement – Live broadcasting, Streaming, Email, Amplification – No change in it’s basic structure but more “powerful” (WebEx, webcast, podcast, Audio response system Transformation – Virtual Reality, Gamification, vConnection, Multiconference Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework  RAT (Replace, Amplify, Transform) considers the role that technology plays in any teaching and learning context and asks whether the technology “replaces” previous practice, “amplifies” current practice, or “transforms” practice into something altogether new (Hughes et al. 2006). The creators of RAT viewed technology use in the classroom “as a means to some pedagogical or curricular end” and focused upon the reasoning and goals of teachers that direct their choices toward adopting technologies with an end in mind (Hughes et al. 2006, p. 1616). In this view, technology serves a pedagogical or curricular role in the classroom, and building upon empirical studies of teacher behaviors and beliefs in the classroom (Hughes et al. 2006), RAT seeks to identify that role and to make it explicit.
  11. Replacement – Live broadcasting, Streaming, Email, Amplification – No change in it’s basic structure but more “powerful” (WebEx, webcast, podcast, Audio response system Transformation – Virtual Reality, Gamification, vConnection, Multiconference Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework  RAT (Replace, Amplify, Transform) considers the role that technology plays in any teaching and learning context and asks whether the technology “replaces” previous practice, “amplifies” current practice, or “transforms” practice into something altogether new (Hughes et al. 2006). The creators of RAT viewed technology use in the classroom “as a means to some pedagogical or curricular end” and focused upon the reasoning and goals of teachers that direct their choices toward adopting technologies with an end in mind (Hughes et al. 2006, p. 1616). In this view, technology serves a pedagogical or curricular role in the classroom, and building upon empirical studies of teacher behaviors and beliefs in the classroom (Hughes et al. 2006), RAT seeks to identify that role and to make it explicit.
  12. Replacement – Live broadcasting, Streaming, Email, Amplification – No change in it’s basic structure but more “powerful” (WebEx, webcast, podcast, Audio response system Transformation – Virtual Reality, Gamification, vConnection, Multiconference Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework  RAT (Replace, Amplify, Transform) considers the role that technology plays in any teaching and learning context and asks whether the technology “replaces” previous practice, “amplifies” current practice, or “transforms” practice into something altogether new (Hughes et al. 2006). The creators of RAT viewed technology use in the classroom “as a means to some pedagogical or curricular end” and focused upon the reasoning and goals of teachers that direct their choices toward adopting technologies with an end in mind (Hughes et al. 2006, p. 1616). In this view, technology serves a pedagogical or curricular role in the classroom, and building upon empirical studies of teacher behaviors and beliefs in the classroom (Hughes et al. 2006), RAT seeks to identify that role and to make it explicit.
  13. Replacement – Live broadcasting, Streaming, Email, Amplification – No change in it’s basic structure but more “powerful” (WebEx, webcast, podcast, Audio response system Transformation – Virtual Reality, Gamification, vConnection, Multiconference Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework  RAT (Replace, Amplify, Transform) considers the role that technology plays in any teaching and learning context and asks whether the technology “replaces” previous practice, “amplifies” current practice, or “transforms” practice into something altogether new (Hughes et al. 2006). The creators of RAT viewed technology use in the classroom “as a means to some pedagogical or curricular end” and focused upon the reasoning and goals of teachers that direct their choices toward adopting technologies with an end in mind (Hughes et al. 2006, p. 1616). In this view, technology serves a pedagogical or curricular role in the classroom, and building upon empirical studies of teacher behaviors and beliefs in the classroom (Hughes et al. 2006), RAT seeks to identify that role and to make it explicit.
  14. Kunskapstaxonomi med några aktiva verb för lärandets resultat Översättning Karlstads Universitet https://www.kau.se/resurssidor/larandemal/taxonomier-larande
  15. Replacement – Live broadcasting, Streaming, Email, Amplification – No change in it’s basic structure but more “powerful” (WebEx, webcast, podcast, Audio response system Transformation – Virtual Reality, Gamification, vConnection, Multiconference Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework  RAT (Replace, Amplify, Transform) considers the role that technology plays in any teaching and learning context and asks whether the technology “replaces” previous practice, “amplifies” current practice, or “transforms” practice into something altogether new (Hughes et al. 2006). The creators of RAT viewed technology use in the classroom “as a means to some pedagogical or curricular end” and focused upon the reasoning and goals of teachers that direct their choices toward adopting technologies with an end in mind (Hughes et al. 2006, p. 1616). In this view, technology serves a pedagogical or curricular role in the classroom, and building upon empirical studies of teacher behaviors and beliefs in the classroom (Hughes et al. 2006), RAT seeks to identify that role and to make it explicit.
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