Web site logical path: [www.psy.gla.ac.uk] [~steve] [talks] [this page]
Title: Ways to improve learning with EVS:
some deep procedures for teachers, and what software features matter for these.
Slides:
PDF
In order to book contact
Carol Robinson.
Web site logical path:
[www.psy.gla.ac.uk]
[~steve]
[talks]
[this page]
Occasion:
Date/time: Tuesday 30 March 2010. Session: 10:00am-3:30pm
(my own slot: 10:45-11:45am).
Place:
Mathematics Education Centre.
Schofield Building,
University of Loughborough
How to get there:
Instructions. room A.0.39
Presenter
Steve Draper,
Department of Psychology,
University of Glasgow.
Handout:
PDF file
Related material:
http://www.psy.gla.ac.uk/~steve/ilig/
Draper,S.W. (2009) "Catalytic assessment: understanding how MCQs and EVS can
foster deep learning" British Journal of Educational Technology
vol.40 no.2 pp.285-293
see here
Abstract
Learning gains depend not directly on technology, but on what the teacher does
with it: the learning design. In this talk some of the EVS-related learning
designs I consider most promising are introduced. These frequently span more
than one vote, and may span more than one session or day. Another important
issue is that it is not enough to pose a question to vote on: what is the
presenter then going to do with the votes? All of these issues serve to focus
attention on not the planning but the actions of the presenter; and that in
turn focusses attention on features of the software that make these dynamic
actions easier or harder.
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