Assessing Problem-Solving Skills in Game-Based Immersive Environments

Shute, Valerie J.; Emihovich, Benjamin

doi:10.1007/978-3-319-71054-9_40

Cited by 7 publications

(2 citation statements)

References 37 publications

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“…(p. 676) Digitally-enhanced assessments allow for so-called quiet or embedded assessments, implying that student data, so-called learning analytics, are captured through algorithms in the software (Webb & Gibson, 2015). Research on digitally-enhanced assessments is emerging and varies from simple drill and practice (Klinkenberg et al, 2011) to complex authentic tasks (Shute & Emihovich, 2018). Learning analytics intend to inform students and teachers about a student's real-time learning using data mining techniques (Ifenthaler et al, 2018).…”

Section: Alignment For Quality Learning Contextsmentioning

confidence: 99%

Enseigner et apprendre avec la technologie pendant la pandémie COVID-19 : Soulignant la nécessité d'alignements micro-méso-macro

Voogt

Knezek

2021

CJLT

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All over the world teaching and learning transitioned to forms of online education due to the COVID-19 pandemic. In this contribution, we recognize challenges that this disruptive change brought about for teachers and learners. We reflect on these challenges, based on discussions at EDUsummIT2019 in Quebec about the theme “Learners and learning contexts: New alignments for the digital age”. Informed by theoretical conceptualization and empirical evidence we identify micro-meso-macro alignments that need to be in place to move education into the digital age: alignments for quality learning contexts, alignments in support for teachers, and alignments through partnerships.

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Section: Alignment For Quality Learning Contextsmentioning

confidence: 99%

Enseigner et apprendre avec la technologie pendant la pandémie COVID-19 : Soulignant la nécessité d'alignements micro-méso-macro

Voogt

Knezek

2021

CJLT

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“…Through knowledge sharing activities, it is possible for the creation of new knowledge to produce new innovations. It is hoped that the CoP will be able to change the mindset of each member so that it becomes a place for knowledge sharing [17] The objectives of the CoP are 1) broadening the teachers' insight and knowledge; 2) provide opportunities for working groups members or work deliberations to share experiences and provide mutual assistance and feedback; 3) provide opportunities for working groups members or work discussion to share experiences and provide mutual assistance and feedback; 4) increasing knowledge and skills, and adopting a renewal approach in learning that is more professional for participants in work groups or work discussion; 5) empowering and assisting working group members in carrying out learning tasks at school; 6) changing the work culture of working group members or working discussion (increasing knowledge, competence and performance) and developing teacher professionalism through professional development activities at the CoP level; 7) improving the quality of education and learning process as reflected in the student learning outcomes improvement, and 8) increasing teacher competence through activities at the CoP level [18].…”

Section: Introductionmentioning

confidence: 99%

The Important of the Community of Practice (CoP) in Improving the Primary School Teachers’ Performance in Riau Province

Hermita

Wijaya

Fauza

et al. 2021

Jurnal Ilmiah Pendidikan Dasar

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Efforts to developing the quality of education is empowering educators. Positive activities that accommodate teachers to improve the quality of education are the activities of the Community of Practice (CoP). Community of Practice (CoP) or KKG in Indonesia Context is a forum for professional development for primary school teachers, and one of which is improving teacher performance. The effectiveness of the CoP really needs to be studied in depth. Therefore, a study was conducted on the role of CoP in improving the performance of primary school teachers in Riau Province. The method is a quantitative descriptive study, which describes the role of CoP activities in improving teacher performance in Riau through quantitative data. The research was carried out in May-August 2020. The participant was elementary schools’ teachers in Riau Province. The data source is the primary school teachers totalling 60 people. Data collection techniques using a questionnaire. Based on the results and discussion, it can be concluded that there are several roles of CoP activities in improving teacher performance, among others: through CoP teachers can discuss in construct learning tools, teachers were able to arrange lesson plans for active learning based on analysis of student needs, learning materials are arranged based on various learning sources, using media active learning, analysing evaluation test and conducting assessments according to active learning and student abilities.

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Looking Back and Looking Forward

Maxwell

2021

The Enabling Power of Assessment

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Assessing Problem-Solving Skills in Game-Based Immersive Environments

Cited by 7 publications

References 37 publications

Enseigner et apprendre avec la technologie pendant la pandémie COVID-19 : Soulignant la nécessité d'alignements micro-méso-macro

Enseigner et apprendre avec la technologie pendant la pandémie COVID-19 : Soulignant la nécessité d'alignements micro-méso-macro

The Important of the Community of Practice (CoP) in Improving the Primary School Teachers’ Performance in Riau Province

Looking Back and Looking Forward

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