Actively Assessing in Viral Times:
Using Learning Assessment Techniques to Increase Active Learning
Carrie Bailey and Sarah Jacobs (Oregon Health & Science University, USA)
Inspired by the transition of Health and Science university students toward becoming practitioners, this session focuses on Learning Assessment Techniques (LATs), feedback messages, and timing. Mind wandering is a kind of daydreaming that takes place when learner attention drifts from the intended learning task, more prevalent during pandemic times. Using proactive, effective teaching techniques, such as LATs and active learning, can reduce mind wandering and increase meta-awareness by creating scaffolds for learning, activating curiosity, and creating an interactive feedback loop between instructors and learners, even when switching teaching modalities.
Live chat transcript
00:23:20 Maren Lickhardt: everything is clear
00:23:41 Noela Haughton: so far so good
00:24:29 Noela Haughton: 15
00:24:31 Maren Lickhardt: highest after 5 minutes?
00:24:37 Noela Haughton: 39
00:24:42 Ed Gehringer: Highest at the beginning, lowest near the end, but not right at the end.
00:24:51 Anne Tierney: low between 10-30
00:24:53 Maren Lickhardt: lowest after 25?
00:24:53 Noela Haughton: lowest:35; highest 15
00:24:54 Noam Zadoff: Lowest in the middle
00:25:05 Anne Tierney: high at 10 and at 35-40
00:25:09 Noam Zadoff: Minute 20-30
00:26:26 Anne Tierney: bottom right
00:26:35 Ed Gehringer: upper left
00:26:36 Noam Zadoff: Right buttom
00:26:38 Noela Haughton: top right
00:26:41 Maren Lickhardt: Bottom right
00:28:34 Noela Haughton: is this based on 40 minutes?
00:30:06 Noela Haughton: Information processing theory?
00:31:39 Maren Lickhardt: yes
00:31:48 Anne Tierney: yes
00:31:55 Noela Haughton: yes
00:32:29 Noela Haughton: also chunking
00:34:56 Maren Lickhardt: yes
00:34:57 Anne Tierney: yes
00:34:58 Noela Haughton: yes; I am loving this
00:37:17 Noela Haughton: they also increase the attentivenes
00:48:30 Noela Haughton: Sandra: I love that
00:48:32 Maren Lickhardt: a nee da Journal, i begin to Forget Things, good idea
00:48:50 Noela Haughton: Maren – me too!
00:48:54 Anne Tierney: Oh yes! I have had revelations in the shower.
00:50:04 Joanne Loh: Yes, I call it “Notes to Future Self”
00:50:15 Maren Lickhardt: yes, good idea
00:52:15 Noela Haughton: I ask throughout
00:55:23 Anne Tierney: chain notes
00:55:43 Noela Haughton: Student-generated questions – not necessarily test questions – but questions
00:55:53 Maren Lickhardt: I’m wondering what Snao Shots are
00:55:54 Anne Tierney: The two “matrix” ones
00:56:02 Hedi Salanki-Rubardt: Dramatic dialogues
00:57:25 Noela Haughton: to give someone feedback
00:57:36 Noela Haughton: peer feedback
01:00:00 Anne Tierney: I’ve done it (with the 700!) we did two things beyond Q generation – lecturers would look at questions from their topics and highlight them in lectures, and we used versions of the Qs in exams. And then asked students if they spotted their own Qs. We used PeerWise.
01:02:10 Maren Lickhardt: I would like not to test students in exams….
01:02:54 Anne Tierney: Me too, Maren.
01:04:14 Maren Lickhardt: ah, okay
01:04:50 Noela Haughton: I am fortunate that I don’t have to. exams are not the best for higher order learning
01:05:03 Maren Lickhardt: Oh yes
01:05:20 Maren Lickhardt: that’s how i try to practise english
01:05:21 Noela Haughton: unless its a somewhat simulated model – like medical performance assessment
01:06:41 Noela Haughton: Sandra: I like the data
01:14:34 Anne Tierney: This has been great. I have lots of ideas for my students.
01:14:58 Maren Lickhardt: Thank You very much. Your talk/our talk was/is very interesting
01:15:05 Noela Haughton: This was wonderful! Great ideas for my “for next time”
01:15:47 Anne Tierney: Thank you!
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