Vurdering for læring og IKT

I forrige blogginnlegg viste jeg fram screencast-o-matic, og hvordan man enkelt kan lage videoer av egen dataskjerm. Slike videoer har jeg benyttet en del for å gi tilbakemelding på skriftlige arbeider. Det kan være utfordrende å rekke over alle elevene i en klasse, ikke minst når man skal forsøke å gi tilbakemelding/fremovermelding av en viss kvalitet. Ved å bruke screencast-o-matic, så kan jeg peke i teksten, og gi elevene klare fremovermeldinger, uten å måtte skrive at "i tredje avsnitt, der du skriver at.... så er det litt uklart for meg hva du mener. Dersom du heller hadde skrevet..... så ville det ha løftet teksten din". Ut fra min erfaring, så er det mange elever som ikke leser mine velformulerte fremovermeldinger. De hopper rett til karakteren, og uttrykker glede eller skuffelse, alt etter som, og det er liten tid til å snakke med dem om vurderingen jeg har gjort. Ved å la dem få vurderingen på en liten video, så blir tilbakemelding/fremovermelding mer levende. Dersom man i tillegg ikke opplyser om karakteren, men gjerne gir elevene en sjanse til å uttale seg om vurderingen de har fått, og at de så i samtale med læreren får karakteren, så oppnår man en helt annen type refleksjon over besvarelsen enn man ville gjort ved å bare gi en skriftlig vurdering. Mine vurderinger på heldagsprøver har som regel en lengde på mellom 2 og 5 minutter. Ved å bruke videotilbakemeldinger mener jeg at jeg på en god måte kan ivareta tre av fire prinsipper for god underveisvurdering.

1. Elevene og lærlingene skal få tilbakemeldinger som forteller dem om kvaliteten på arbeidet eller prestasjonen. 
   
2. Elevene og lærlingene skal få råd om hvordan de kan forbedre seg. 
   
3. Elevene og lærlingene skal være involvert i eget læringsarbeid ved blant annet å vurdere eget arbeid og utvikling. 

(Kilde: https://www.udir.no/laring-og-trivsel/vurdering/om-vurdering/underveisvurdering/)

Test det gjerne ut! Har ikke tilgjengelig elevbesvarelser som jeg har fått tillatelse til å bruke, så det blir ikke lagt ut noen eksempler i første omgang. 

Flipped classroom med YouTube og Google skjema

For noen år siden da jeg underviste i matematikk tok jeg sjansen på å lage noen små videosnutter og legge ut på YouTube, slik at elevene kunne se på videoen hjemme. Dermed var de forberedt på hva de skulle jobbe med når de kom på skolen, og jeg fikk frigjort tid som kunne brukes til å veilede elevene i klasserommet. Jeg jobbet på ungdomstrinnet, men jeg tror at også elever på mellomtrinnet ville kunne dra nytte av denne måten å gjøre lekser på. Videoen ble, sammen med et skjema fra Google docs, lagt inn på It's Learning. For å lage videoer brukte jeg et onlineprogram, screencast-o-matic.com. Videoen ble lagt inn ved å bruke "embed"-funksjonen. Det er denne innebyggingsfunksjonen som gjør videoen synlig her i bloggen. Nå ligger det sikkert utallige filmer som er ferdige og som kan brukes ute på YouTube fra før, men jeg liker å lage mine egne filmer. Kanskje det kan inspirere noen av elevene til å forsøke det samme.



Dersom jeg bare går i nettleseren og kopierer adressen, eller URL-en (URL står for Uniform Resource Locator), så vil ikke videoen være synlig, bare adressen, slik som dette: https://www.youtube.com/watch?v=kPkvh0JK2T4&t=57s

Deretter laget jeg et enkelt skjema i Google. I skjemaet var det obligatorisk å svare på alle spørsmålene. De kunne f.eks være som følger: Hva heter du? Hva handler filmen du nettopp har sett om? Har du lært noe av å se filmen?Trenger du mer hjelp til å forstå det filmen handlet om?

På denne måten fikk jeg frigjort mer tid til å hjelpe elevene i timene, og elevene fikk ubegrenset mulighet til å se gjennomgangen av hvordan man kunne løse et problem. Fremgangsmåten er enkelt beskrevet i videoen nedenfor, der du også ser hvordan du enkelt bygger inn en video og skjema i et notat på It's Learning. Lykke til!

Ressurection

Da må det blåses liv i bloggen! Det har vært rimelig dødt her siden jeg ble ferdig med IKT og læring 1 og 2, men nå som jeg er godt i gang med rektorskoleringen, så skal det blogges i den sammenheng, og da er det greit å blåse liv i "gammelbloggen". 

It ain't over til it's over....

But now it is. At least for now. I must admit that this course is probably the most useful course I've ever followed, and I can use it in Norwegian, English, cultural studies and in other subjects as well. I want to thank all our teachers at Nesna University College for being able to create an interesting and creative learning environment! And I also want to thank my fellow students for comments and other feedbacks I've received.

I will be moving to the Lofoten Islands this summer, and I hope I will be able to put some of my new knowledge and understanding into good use. And I hope I will be able to fill the same into my teaching, and last, but not least, I hope that both my colleagues and my pupils will find my knowledge useful and rewarding.

So, to you who read this, maybe you find anything worth using or sharing on my blog? A useful link or maybe even something useful I've said? Don't hesitate to comment, and don't hesitate to share your own knowledge. Do you use Frontier, Moodle or It's Learning as an LMS? Do you have any useful knowledge you want to share? C'mon people, let's not be afraid that our work is lesser than what others do! Let's share what we think others can make use of. Hopefully I will get some feedback on this post during the summer. Or are we done using the Internet?

Answers. The main quest for students?

I kind of think that the answer is rather boring. We have a lot of answers. 47 may be an answer. Or green. Or even Iceland. I don't know, and I don't think I really care. The questions are much more interesting! Where does the white colour go when the snow melts? How would our furniture look like if our knees were bending backwards? We can take pictures with our cellphones, why haven't anyone invented a camera witch can be used as a phone? The list of questions is endless. But we always look for the answer.

My point is this: We know a lot of stuff, but we (often) can not explain why things are the way they are. Is the flow of information so breathtaking that we just acknowledge everything for what they are, or what we believe them to be, or don't we see the fantastic things that surrounds us because we've become used to take it all for granted?





This leads to another question. Do we create our own truth? As Adam Savage in the TV-series Mythbuster says: "I reject your reality and substitute my own!"



Mythbusters has a quest, just as Monty Python had a quest. Both of them are, in a way, looking for the Holy Grail.


 


 

Eyafjallajökull has erupted, and this causes a lot of headlines in all kinds of media. I could of course discuss the troubles this causes for air-traffic, but I won't. In stead I will tell you about another incident that happened in class just yesterday. "How does a volcano work?" was the question from a student. Well, I connected my computer to a projector and found this page. One animation explains how Africa and South-America was connected app. 140 million years ago. When I was showing this to the class, I suddenly was cut off by a student shouting "Lies!!" And then he referred to this page, claiming the earth is just app. 10000 years old, and everything else is just a lie. There were, in fact, no human life on earth until app. 6000 years ago.

 

We all create our own understanding of our surroundings, adapting and assimilating impressions as we are exposed to new knowledge. I believe that my quest is to teach my students how to "filtrate", analyze, and think through the information they may find, if it's on TV, Google, Wikipedia, in books, newspaper or parents. One of our quests as teachers must be to develop critical thinking ourselves, and then be able to pass some of our knowledge to our students. Just take a look at what Wikipedia tells us about media literacy here. We all need to train our critical sense.

Tracking me down.

I've become a product of my environment. Every day I make it possible for people with a bit of skills to track me down. If they are good at it, they might even steal my identity. I'm a well-meaning, easy fooled sucker!

Take my credit-card for instance. I use it when I go shopping. I hardly ever carry any cash, my dear friend VISA is always in my pocket. Everywhere I go, he goes with me. And I spread tracks all around me. If someone asks me where I was on April 13th, I just ask my bank-account. VISA is telling me that I was sitting in a bar called "Scruffy Murphy" in Bergen that day. It was pretty early in the day too.... and I spent exactly 368 NOK at 15.28 p.m. No wonder I didn't remember....

My cell-phone is also a good friend of mine. He would never tell on me! I think... At least not if he's turned off. But he's always online, eager to let anyone find me. So if I am visiting places I have no business visiting, then he'll maybe turn out an enemy? Hmm... I wonder..... And what if I've left my phone out of my sight for a little while.... look at this video below.



One of the comments to this video is this :"THE DOWNLOAD THIS GUY IS ADVERTISING IS A SCAM IN ORDER TO MAKE ILLEGAL CALLS FROM YOU CELL PHONE. DON'T FALL FOR THIS VIEWERS"
Maybe not a good idea to try it out, or what?

But my computer then, he's a dear friend in every way. He's my everyday oracle, and he's always willing to find the information I need. Always! And if I want to hide my tracks on the Internet, then I can use so-called "In private browsing". Right? Or am I spreading cookies all over the Net? Well, I can't see why anyone should ever be bothered by what I'm doing in cyber-space.



I just got an e-mail from a nice man who needs my help. He just need my bank-account number to move a substancial amount of money out of Nigeria. And I will get a handsom 10% reward if I help him. I'm a lucky man!

Peanuts: Are ghosts real?

Peanuts: Are ghosts real?

Just for fun... but not entirely.

Sometimes I discuss some of the programmes on TV with my pupils, some of them are really scared because they've watched "Åndenes makt" (The power of the spirits(?)) on TV.
"Of course it's real, the door handle was moving!"

We watched it on TV, so there can be no doubts about it. I sometimes wonder what I can do in order to teach my pupils, and my own children, how to look at things around us with a pair of critic goggles. Is it true just because we watch it on tv, or read about it in the newspaper, or on the Internet?

The power of visual media is great, and the things we read or watch needs to be filtered through our critic senses. In fact, I think we need to have focus on the flow of information, and ask ourselves if it all can be true. I regularly get e-mails from people who, in good meaning I guess, forward e-mails with content that upsets the recipiants. One of the e-mails was containing pictures of a boy who, allegedly, got his arm driven over by a car for stealing food. It upset me, most of all because the content of the e-mail was alienating Islam. And it upset me because it wasn't true. I googled some of the content, and I found the pictures in a newspaper. Acctually, I found one more picture than I got in the e-mail. The last picture of a boy who triumphing was showing that his arm was ok. He was in fact, a part of a street show. Then somebody had taken the pictures from somewhere, deliberately or not, and posted it as a warning against Islamic violence. This is also posted on Youtube as a fact.

Do you forward such e-mails? I never do. Maybe I did some time ago, I honestly can't remember. But I never do anymore. I will not be a part of alienating other people, other cultures. I will demand hard evidence if I'm going to have an opinion in these matters. It's way too easy to criticize what we don't understand, and what we know too little of.