scholarly journals Principles of Embedded Assessment in School-Based Making

2020 ◽  
Author(s):  
Yumiko Murai ◽  
YJ Kim ◽  
Stephanie Chang ◽  
Justin Reich
Keyword(s):  
Core Curriculum ◽  
Classroom Culture ◽  
Research Approach ◽  
Maker Movement ◽  
Digital Learning ◽  
Design Assessment ◽  
Embedded Assessment ◽  
School Based ◽  
Challenges And Opportunities ◽  
Approach Working

While there is growing interest among educators in bringing the maker movement into school environments, many schools struggle to closely integrate making into their existing core curriculum, mostly due to the difficulty in assessing learning in maker classrooms. Because of the unique nature of maker-centered learning as a pedagogy, conventional assessment methods often fall short. To address this issue, we conducted a study to design assessment in maker classrooms using a design-based research approach, working closely with middle school maker teachers and coaches. Applying the concept of embedded assessment that is commonly used in digital learning environments into in-person maker classrooms, we explored how assessment that captures diverse learning occur in the process of making. This paper reports on the four design principles of embedded assessment in school-based making that emerged from literature reviews as well as interviews and workshops with the partnering educators. By closely examining the contexts of maker classrooms, we discuss challenges and opportunities for assessment in maker classrooms that can help teachers approach assessment as activities that are seamlessly embedded in the classroom culture, norms, and activities that students are engaged in.

scholarly journals Embedded Assessment Tools for Maker Classrooms: A Design-Based Research Approach

2020 ◽  
Author(s):  
YJ Kim ◽  
Yumiko Murai ◽  
Stephanie Chang
Keyword(s):  
Research Paper ◽  
Assessment Tools ◽  
Research Approach ◽  
Learning And Development ◽  
Design Based Research ◽  
Embedded Assessment ◽  
School Based ◽  
Current Assessment ◽  
New Form

Maker-centered learning in schools has grown rapidly in recent years. The existing system and structureof schooling calls for a new form of assessment that complements the pedagogical values of making while alsobalancing the creative making practices driven by a maker’s interest and curiosity. Current assessment approachesoften do not meet the needs in assessing the multifaceted learning and development that occur during the processof making and learning. This research paper reports on the design of embedded assessment tools that can beadapted within school-based maker programs to enable embedded assessment of maker competencies, anddescribes how maker assessment can move beyond rubrics and portfolios.

Implementation of embedded assessment in maker classrooms: challenges and opportunities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yoon Jeon (YJ) Kim ◽  
Yumiko Murai ◽  
Stephanie Chang
Keyword(s):  
Alternative Assessment ◽  
Assessment Tools ◽  
Classroom Culture ◽  
Assessment Process ◽  
Student Agency ◽  
Content Type ◽  
Embedded Assessment ◽  
Challenges And Opportunities ◽  
Assessment Approach ◽  
The Moment

Purpose As maker-centered learning grows rapidly in school environments, there is an urgent need for new forms of assessment. The purpose of this paper is to report on the development and implementation of tools to support embedded assessment of maker competencies within school-based maker programs and describes alternative assessment approaches to rubrics and portfolios. Design/methodology/approach This study used a design-based research (DBR) method, with researchers collaborating with US middle school teachers to iteratively design a set of tools that support implementation of embedded assessment. Based on teacher and student interviews, classroom observations, journal notes and post-implementation interviews, the authors report on the final phase of DBR, highlighting how teachers can implement embedded assessment in maker classrooms as well as the challenges that teachers face with assessment. Findings This study showed that embedded assessment can be implemented in a variety of ways, and that flexible and adaptable assessment tools can play a crucial role in supporting teachers in this process. Additionally, though teachers expressed a strong desire for student involvement in the assessment process, we observed minimal student agency during implementation. Further study is needed to investigate how establishing classroom culture and norms around assessment may enable students to fully participate in assessment processes. Originality/value Due to the dynamic and collaborative nature of maker-centered learning, teachers may find it difficult to provide on-the-fly feedback. By employing an embedded assessment approach, this study explored a new form of assessment that is flexible and adaptable, allowing teachers to formally plan ahead while also adjusting in the moment.

scholarly journals Dyads in Dementia Care: An International Perspective on Research Challenges and Opportunities

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 757-757
Author(s):  
Marie Boltz ◽  
Karin Wolf-Ostermann ◽  
Katie Maslow
Keyword(s):  
Daily Practice ◽  
Well Being ◽  
International Perspective ◽  
Dementia Care ◽  
Research Approach ◽  
Ethical Challenges ◽  
Research Strategies ◽  
Policy And Practice ◽  
Challenges And Opportunities ◽  
Informal Carers

Abstract Dementia poses a societal challenge that is life-changing not only for persons with dementia (PWD) but also for family members and friends (informal carers) directly involved in the care arrangement. Informal carers (IC) have typically poorer outcomes in terms of well-being, quality of life (QoL), health status, and use of health care resources. Dyads of PWD and IC living with dementia are characterized by strong reciprocal relationships and complex living contexts. Therefore, research should investigate home based dementia caregiving from a dyadic perspective to yield interventions that support the PWD, the IC, and the unit as a whole. However, it is an ongoing challenge to investigate dyadic needs and preferences in daily practice and develop effective interventions. Challenges are related to incomplete understanding of dyadic characteristics, attitudes and beliefs within the dyad, as well as how to adapt research approach to engage and retain the dyad in research. This international symposium will therefore address these issues. The first presentation will describe a typology of dementia care dyad characteristics and needs in Germany. The second presentation will examine the challenges and opportunities associated with recruiting and retaining dementia dyads. The third presentation will explore ethical challenges posed in communication with dyads and possible solutions for the researcher. The final presentation reports on the Meeting Centre Support Program as an example of an effective psychosocial intervention employing research strategies that transcend cultural barriers. Our discussant, Katie Maslow, will synthesize the presentations and lead a discussion of future directions for policy and practice.

scholarly journals Digitalisasi Manajemen Pendidikan Islam dan Ekonomi Syariah di Perguruan Tinggi

FIKROTUNA ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 741-759
Author(s):  
Alan Suud Maadi
Keyword(s):  
Rapid Development ◽  
Islamic Education ◽  
Research Approach ◽  
Community Life ◽  
Digital Learning ◽  
Global Level ◽  
Scientific Culture ◽  
Education Management ◽  
Digital Era ◽  
Library Research

Management of Islamic education and Sharia Economics has experienced rapid development and progress. The digital era brings significant changes to both dimensions of science in various aspects of life. In addition, Islamic Education Management and Sharia Economics is a national subsystem in direct contact with the pattern of community life. So it is necessary to get around and find solutions by looking at the various opportunities and challenges in printing golden generation is multidimensional. This paper will describe the strategies, opportunities and challenges of Islamic education management and Islamic economics in universities in the digital era with a library research approach. Furthermore, in this paper will also describe the condition of the global level to provide an overview of the Indonesian context. the results of this study that the opportunities and challenges of universities in internal and external aspects. The strategy by improving the scientific culture of digital learning trends and virtual based services.

Genomics and bioinformatics capacity in Africa: no continent is left behind

Genome ◽  
2021 ◽  
pp. 1-11
Author(s):  
Gerald Mboowa ◽  
Ivan Sserwadda ◽  
Dickson Aruhomukama
Keyword(s):  
Research Capacity ◽  
The United States ◽  
National Institutes Of Health ◽  
Current Status ◽  
Research Approach ◽  
Left Behind ◽  
Research Organizations ◽  
Genomics Research ◽  
African Populations ◽  
Challenges And Opportunities

Despite the poor genomics research capacity in Africa, efforts have been made to empower African scientists to get involved in genomics research, particularly that involving African populations. As part of the Human Heredity and Health in Africa (H3Africa) Consortium, an initiative was set to make genomics research in Africa an African endeavor and was developed through funding from the United States’ National Institutes of Health Common Fund and the Wellcome Trust. H3Africa is intended to encourage a contemporary research approach by African investigators and to stimulate the study of genomic and environmental determinants of common diseases. The goal of these endeavors is to improve the health of African populations. To build capacity for bioinformatics and genomics research, organizations such as the African Society for Bioinformatics and Computational Biology have been established. In this article, we discuss the current status of the bioinformatics infrastructure in Africa as well as the training challenges and opportunities.

Collaboration in the Large

2011 ◽  
pp. 115-136 ◽  
Author(s):  
Diane H. Sonnenwald ◽  
Paul Solomon ◽  
Noriko Hara ◽  
Reto Bolliger ◽  
Thomas H. Cox
Keyword(s):  
Lessons Learned ◽  
Research Approach ◽  
Visual Aids ◽  
Organizational Infrastructure ◽  
Geographically Dispersed ◽  
Action Research Approach ◽  
Geographically Distributed ◽  
Social Organizational ◽  
Approach Working ◽  
Videoconferencing Technology

This chapter discusses the social, organizational and technical challenges and solutions that emerged when facilitating collaboration through videoconferencing for a large, geographically dispersed research and development (R&D) organization. Collaboration is an integral component of many R&D organizations. Awareness of activities and potential contributions of others is fundamental to initiating and maintaining collaboration, yet this awareness is often difficult to sustain, especially when the organization is geographically dispersed. To address these challenges, we applied an action research approach, working with members of a large, geographically distributed R&D center to implement videoconferencing to facilitate collaboration and large group interaction within the center. We found that social, organizational and technical infrastructures needed to be adapted to compensate for limitations in videoconferencing technology. New social and organizational infrastructure included: explicit facilitation of videoconference meetings; the adaptation of visual aids; and new participant etiquette practices. New technical infrastructure included: upgrades to videoconference equipment; the use of separate networks for broadcasting camera views, presentation slides and audio; and implementation of new technical operations practices to support dynamic interaction among participants at each location. Lessons learned from this case study may help others plan and implement videoconferencing to support interaction and collaboration among large groups.

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