Training 2000’s Post

Epigeum online course for research best practice. A mandatory course for those who want to conduct research. It is a must for me before planning my research description. In this course, I learnt how to be responsible to our research work, started from planning, collaborate the team, perform experiments, data usage and collection, elaborate results, until publishing the work. I suggest to all my colleague, students, and who may concern to higher education's curriculum to adopt such of this course in Indonesia. Coming from my deepest concern, about what used to happen in our unhealthy research environment (self-plagiarisms, shadow authorship, data falsification, unresponsible publication, etc.) leads to overclaim or ends with nothing. I think we need to put more effort to educate our students about how to think scientifically and being responsible to our works.

As a student writing about how culture and Health can benefit from working together… written evaluation is Key to bringing forth the good results

In "Open-Media Assignment Design to Address Access and Accessibility in Online Multimodal Composition," Amory Orchard, Michael Neal, Ashleah Wimberly, and Amanda Ayers apply #UniversalDesignforLearning #UDL principles to give students multiple pathways for showing their learning in "open media assignments." Historically, writing teachers have found it more difficult to bring #multimodality into #online learning spaces because online students can face access issues with technology with campus support solutions being less available to them. The authors of this chapter argue that we can open our assignments to be flexible, writing "We reject the idea that equity and fairness means that all students need to do the same things in the same ways" (p. 284). As a model, they share their open media assignment on "Negotiating Identities." Read their full chapter below: https://lnkd.in/eKTyKdGD

Excellent curriculum-based professional learning (CBPL) does two things. It 1. sets the explicit expectation that teachers AND leaders will do the work they assign to students. (it is critical intellectual prep) 2. carves out the time for teachers AND leaders to do the work they assign to students. (if you still haven't gotten the memo about including co-planning time into the master program, consider yourself duly advised now.) This week, for our internal organizational learning sequence at The Literacy Design Collaborative, my group members and I wrote essays about one of my favorite stories. The task: After reading "The Lottery" by Shirley Jackson, write a literary analysis in which you analyze how story elements (for example, dialogue and setting) interact to develop a theme over the course of the story. Support your discussion with evidence from the text/s. We wrote in response to that exact prompt - the same prompt we give to 7th graders as part of an 8 lesson standards-aligned ELA module. We then used our essays to practice norming and scoring against our SCALE-validated rubric. I have to admit, it was a bit nerve-wracking. My colleagues scored my essay and I scored theirs. Hello, vulnerability! (My essay was awesome, by the way 🤣). But here's why it was a super effective use of our time together: ✨ We normed as a team. Using a high caliber, standards-aligned rubric to score writing products forces scorer objectivity, hence it's not about the writer. It's about the writing. And any given score requires evidence from the writing to back up the score. ✨ It provided an opportunity to re-examine the task. Because we were the ones responding, we could quickly determine whether or not it the task made sense, and whether or not it would solicit a rigorous demonstration of learning for 7th graders. ✨ We got a window into the student experience by doing the work, and the teacher experience by scoring the work. Curricular resources are intended to motivate student thinking. To increase their strategic abilities. To develop them as critical consumers of information in a society of information overload. Hence, providing excellent curriculum-based professional learning is, at its core, an incredibly student-centered leadership move. For those interested, the PDF of our module on "The Lottery" is linked below. Feel free to reach out for more information. #ProfessionalLearning #Education #LiteracyDesignCollaborative #StudentCenteredLeadership #CurriculumDevelopment

I am very happy to share our recently published article: Facilitating learners' self-assessment during formative writing tasks using writing analytics toolkit. https://lnkd.in/gGay8BhG This is the first work I have completed with my graduate students and colleagues in China since I returned to work at Peking University, and of course, this paper would not exist without the contributions of my wonderful colleagues Dragan Gasevic and Xinyu Li from Monash University. In this study, we developed a writing analytics toolkit and focused on examining its impact on learners' self-assessment, which is a relatively understudied aspect of self-regulated learning. We found that formative feedback based on learning analytics does help learners self-assess their writing more accurately, but the tool's affordance is the key. Also, when we provide learners with analytical tools, they tend to focus more on the tool when attributing their performance and are likely to inhibit their reflection on their own abilities and strategies. This study is part of the lab experiment which I shared in a recent SoLAR webinar, and more preliminary research results can be found in my talk: https://lnkd.in/gxVGdYdD Fingers crossed that our series of research will be successfully reviewed and published soon!

#EducationSciencesMDPI Editorial: “Diverse Development and Future Challenges of Game-Based Learning and Gamified Teaching Research”, by Dr. Huei-Tse Hou. Full #Editorial ➡️ https://lnkd.in/g3vC_M8Q #Editorial #Education #MDPI #EducationSciences

" data indicates four elements to the development of OER value propositions as innovation vectors. Firstly, OER value propositions tend to be transformative, and focused on modifying or redefining pedagogical activity. Secondly, they are practical, targeting users/providers and influencing behaviour in direct and achievable ways. Thirdly, OER users and advocates emphasise observability, simplicity and compatibility as key aspects for communicating OER value propositions. Fourthly, OER innovation is aspirational in that greater maturity of organisations using OER sees the OER value proposition widened to include more stakeholder types."

Many gems in this paper! By Robert Farrow and Díez-Arcón “How do innovative practices emerge? One response to this could be to implement formal management practices which attempt to enculture an innovation mindset. We did not find evidence of this being the case in our sample. Most of the organisations in the case studied believed they had an innovative culture, but this was not codified into key performance indicators, reward or recognition structures, even in larger organisations. The suggestion is instead that innovation culture in open spaces may be fluid, informal and lightly regulated.” (Farrow and Díez-Arcón, 2024, 540) Farrow, R. and Díez-Arcón, P. 2024. Understanding Innovation Vectors in the Use of Open Educational Resources. Open Praxis, 16(4), pp. 526–546. https://lnkd.in/eAbV2TMD

Moreover, In implementing all of this it helps students develop academic skills and it fosters critical thinking skills where students can enhance their proficiency in synthesizing information from multiple sources. Because we all know that synthesis writing is indeed a complex a challenging task that requires students to analyze, evaluate , and integrate information from multiple sources so we must look for the effective strategies or teaching approach that they could learn the best. The most appropriate way to measure someone's skills to integrate ideas from multiple sources is that assigning essay tasks to the students where they first establish they purpose to shape the way they want to argue and to select their sources and become familiar with them. Also to develop an organizational plan where students can look on how sources may agree or disagree with one another like to compare and contrast in summarizing each sources and shows their similarities and differences. in that way it requires student to have an effective synthesis essay and it requires them to analyze multiple sources and through that it promotes critical thinking skills. References: Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC:Alliance for Excellent Education. Classroom Assessment What Teachers Need to Know 8th ed. by W. James Popham 280  |  chapter 12  |  Formative Assessment Engaging ideas: the professors guide to integrating writing, critical thinking, and active learning in the classroom 3rd edition John C. Bean, Dan Melzer ISBN: 978-1-119-70540-6 June 2021 Jossey-Bass 400 Pages ATheory of Ethics for Writing Assessment by Norbert Elliot, New Jersey Institute of Technology owen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://lnkd.in/gtAmWidi.

As we continue with our journey on “the science of reading” today we will explore Active Engagement with Texts The what: Engaging deeply with a text is more than reading the words on the page—it involves active processing to construct meaning. The Science of Reading emphasises that comprehension improves when students interact with texts through strategies like annotating, note-taking, and discussion. At Partners in Learning, we believe in fostering these active engagement practices to enhance learning outcomes. The why: When students actively engage with texts, they process information more deeply, leading to better understanding and retention. Research shows that activities such as summarising, discussing ideas, and writing about texts enhance comprehension by involving higher-order thinking skills (Guthrie & Wigfield, 2000). Passive reading, by contrast, limits opportunities for meaningful learning. The how: Teachers can promote active engagement by incorporating practices like text annotation, collaborative discussions, and reflective writing into their lessons. Modelling these strategies and providing structured opportunities for practice help students develop habits of active thinking. Interactive tools such as graphic organisers can further enhance this process. Active engagement might involve students highlighting key ideas in a text, discussing their interpretations in small groups, or creating summaries to consolidate understanding. These opportunities transform reading into an interactive experience, building connections between the text and the student’s own knowledge. 📸 image credit Sussex University —References— Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. ‘Handbook of Reading Research’, *3*, 403-422.