Teaching an aerospace engineering design course via virtual worlds: A comparative assessment of learning outcomes

2013 ◽  
Vol 60 (1) ◽  
pp. 288-298 ◽  
Author(s):  
Masataka Okutsu ◽  
Daniel DeLaurentis ◽  
Sean Brophy ◽  
Jason Lambert
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Comparative Assessment ◽  
Aerospace Engineering ◽  
Assessment Of Learning

Identifying Group Processes and Affect in Learners

Gamification ◽  
2015 ◽  
pp. 1479-1505
Author(s):  
Kate Thompson ◽  
Lina Markauskaite
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Tertiary Education ◽  
Analytical Techniques ◽  
Group Processes ◽  
First Century ◽  
Assessment Of Learning ◽  
Twenty First Century ◽  
Twenty First Century Skills

In the last five years, the analytical techniques for identifying the processes of online learning have developed to the point where applications for the assessment of learning can be discussed. This would be most appropriate for twenty-first century skills—such as collaboration, decision-making, and teamwork skills—which are the core learning outcomes in immersive learning environments. The state of the art in this field is still at the stage of discovering patterns of the processes of learning, identifying stages, and suggesting their meaning. However, already it is important to consider what technologies can offer and what information teachers need in order to evaluate students' situated performance and to provide useful feedback. This chapter describes an imagined virtual world, one that affords the range of twenty-first century skills, in order to illustrate types of analyes that could be conducted on learning process data. Such analytical methods could provide both descriptive information about the performance of learners and depict structures and patterns of their learning processes. The future assessment of learning in immersive virtual worlds may draw on data about deep embodied processes and multiple senses that usually underpin professional skills, such as affect, visual perception, and movement. This type of assessment could also provide deeper insights into many psychological processes in collaborative learning, decision-making, and problem-solving in virtual worlds, such as motivation, self-efficacy, and engagement. Overall, the view of the assessment presented in this chapter extends beyond the formal learning outcomes that are usually required by tertiary education quality and standards agencies and assessed in traditional courses in higher education to include a range of new capacities that may not be required but are essential for successful performance in contemporary workplaces.

Identifying Group Processes and Affect in Learners

2014 ◽  
pp. 175-210 ◽  
Author(s):  
Kate Thompson ◽  
Lina Markauskaite
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Tertiary Education ◽  
Analytical Techniques ◽  
Group Processes ◽  
First Century ◽  
Assessment Of Learning ◽  
Twenty First Century ◽  
Twenty First Century Skills

In the last five years, the analytical techniques for identifying the processes of online learning have developed to the point where applications for the assessment of learning can be discussed. This would be most appropriate for twenty-first century skills—such as collaboration, decision-making, and teamwork skills—which are the core learning outcomes in immersive learning environments. The state of the art in this field is still at the stage of discovering patterns of the processes of learning, identifying stages, and suggesting their meaning. However, already it is important to consider what technologies can offer and what information teachers need in order to evaluate students' situated performance and to provide useful feedback. This chapter describes an imagined virtual world, one that affords the range of twenty-first century skills, in order to illustrate types of analyes that could be conducted on learning process data. Such analytical methods could provide both descriptive information about the performance of learners and depict structures and patterns of their learning processes. The future assessment of learning in immersive virtual worlds may draw on data about deep embodied processes and multiple senses that usually underpin professional skills, such as affect, visual perception, and movement. This type of assessment could also provide deeper insights into many psychological processes in collaborative learning, decision-making, and problem-solving in virtual worlds, such as motivation, self-efficacy, and engagement. Overall, the view of the assessment presented in this chapter extends beyond the formal learning outcomes that are usually required by tertiary education quality and standards agencies and assessed in traditional courses in higher education to include a range of new capacities that may not be required but are essential for successful performance in contemporary workplaces.

Identifying Group Processes and Affect in Learners

2016 ◽  
pp. 2056-2082
Author(s):  
Kate Thompson ◽  
Lina Markauskaite
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Virtual Worlds ◽  
Tertiary Education ◽  
Analytical Techniques ◽  
Group Processes ◽  
First Century ◽  
Assessment Of Learning ◽  
Twenty First Century ◽  
Twenty First Century Skills

In the last five years, the analytical techniques for identifying the processes of online learning have developed to the point where applications for the assessment of learning can be discussed. This would be most appropriate for twenty-first century skills—such as collaboration, decision-making, and teamwork skills—which are the core learning outcomes in immersive learning environments. The state of the art in this field is still at the stage of discovering patterns of the processes of learning, identifying stages, and suggesting their meaning. However, already it is important to consider what technologies can offer and what information teachers need in order to evaluate students' situated performance and to provide useful feedback. This chapter describes an imagined virtual world, one that affords the range of twenty-first century skills, in order to illustrate types of analyes that could be conducted on learning process data. Such analytical methods could provide both descriptive information about the performance of learners and depict structures and patterns of their learning processes. The future assessment of learning in immersive virtual worlds may draw on data about deep embodied processes and multiple senses that usually underpin professional skills, such as affect, visual perception, and movement. This type of assessment could also provide deeper insights into many psychological processes in collaborative learning, decision-making, and problem-solving in virtual worlds, such as motivation, self-efficacy, and engagement. Overall, the view of the assessment presented in this chapter extends beyond the formal learning outcomes that are usually required by tertiary education quality and standards agencies and assessed in traditional courses in higher education to include a range of new capacities that may not be required but are essential for successful performance in contemporary workplaces.

scholarly journals COMPARATIVE ASSESSMENT OF LEARNING OUTCOMES OF SECOND YEAR STUDENTS IN THEIR FPD EDUCATION

2017 ◽  
Vol 23 (2) ◽  
pp. 1616-1619
Author(s):  
Mariana Dimova-Gabrovska ◽  
◽  
Iliana Joncheva ◽  
Ivan Gerdzhikov ◽  
Ivan Chakalov ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Comparative Assessment ◽  
Assessment Of Learning ◽  
Second Year

scholarly journals Adaptation of Kirkpatrick’s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers

2021 ◽  
Vol 11 (3) ◽  
pp. 116
Author(s):  
Aljawharah Alsalamah ◽  
Carol Callinan
Keyword(s):  
Learning Outcomes ◽  
Evaluation Model ◽  
Training Process ◽  
Educational Training ◽  
Head Teachers ◽  
Female Head ◽  
Assessment Of Learning ◽  
Level Model ◽  
Four Levels ◽  
Training Programmes

Training programmes are evaluated to verify their effectiveness, assess their ability to achieve their goals and identify the areas that require improvement. Therefore, the target of evaluators is to develop an appropriate framework for evaluating training programmes. This study adapted Kirkpatrick’s four-level model of training criteria published in 1959 to evaluate training programmes for head teachers according to their own perceptions and those of their supervisors. The adapted model may help evaluators to conceptualise the assessment of learning outcomes of training programmes with metrics and instruments. The model also helps to determine the strengths and weaknesses of the training process. The adaptation includes concrete metrics and instruments for each of the four levels in the model: reaction criteria, learning criteria, behaviour criteria and results criteria. The adapted model was applied to evaluate 12 training programmes for female head teachers in Saudi Arabia. The study sample comprised 250 trainee head teachers and 12 supervisors. The results indicated that the adapted Kirkpatrick evaluation model was very effective in evaluating educational training for head teachers.

The relationship between students’ approaches to learning and the assessment of learning outcomes

2005 ◽  
Vol 20 (4) ◽  
pp. 327-341 ◽  
Author(s):  
David Gijbels ◽  
Gerard Van de Watering ◽  
Filip Dochy ◽  
Piet Van den Bossche
Keyword(s):  
Learning Outcomes ◽  
Approaches To Learning ◽  
Assessment Of Learning ◽  
The Relationship
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