Acquisition and Evaluation of Learning Status During Eventshttps://www.uni-giessen.de/en/faculties/research-centers/ggs/teaching/e-learning-map/during-the-event-teaching-and-learning/acquisition-and-evaluation-of-learning-status-during-eventshttps://www.uni-giessen.de/@@site-logo/logo.png
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Acquisition and Evaluation of Learning Status During Events
Here you will find further information on event-related learning assessment and evaluation.
This page is constantly growing with the project and is regularly filled with new content.
Unless otherwise stated, the following sources are valid: e-teaching.org • ilias.uni-giessen.de/ilias
E-Test
Accompanying e-tests can help learners to determine their own level of knowledge. The e-tests can be easily created and automatically evaluated via ILIAS to provide direct feedback to the students. The following video shows possible implementations in ILIAS: https://www.youtube.com/watch?time_continue=139&v=ekQ09fVLnsQ(in german)
In addition to the e-tests in ILIAS, Stud.IP also allows for simple tests with single and multiple choice questions, which unfortunately, can only consist of one question. ILIAS offers much more possibilities and is more recommendable for this purpose. Examples for the various ILIAS question types can be found here.
The flashcard training in ILIAS consists of 5 different sections. The flashcards in the starting section should be trained daily, those in the 2nd section every 2 days, those in the 3rd section every 4 days, etc. A card that is remembered during a training moves one compartment further back, a difficult card remains in the same compartment and an unremembered card moves back into the starting compartment.
Flashcards are managed as entries in a glossary. The flashcards (glossary entries) can be trained in both directions, so that you can be asked for definitions at one time and terms at another time. Furthermore, it is possible to assign several definitions to glossary entries. This allows you to train from definition to definition.
Peer review is a procedure in which the results of a research project are commented and evaluated by one or more experts in the relevant field. The research results are usually available in the form of an article. Peer reviews are usually used before the publication of a scientific article for journals or conferences and decide whether the article is going to be published or not.
These peer review procedures can also be used in university teaching with simple technical means. Here students have the opportunity to give each other anonymous feedback. This so-called "peer feedback" or "peer assessment" can, for example, be used in a seminar to have preliminary versions of student papers first reviewed by fellow students, before the final version is submitted to the lecturer. While "feedback" is rather used to give feedback on the results of the corresponding work, "assessments" can be used for evaluation.
Examples for application scenarios can be found in ILIAS.
E-portfolios are web-based folders that integrate different digital media and services and are used especially in e-learning to collect digital (performance record) certificates. They resemble a personal website and can be used by students to demonstrate their expertise and reflect on their learning process. Usually, e-portfolios can be made public to varying degrees and can, for example, be available online to all interested parties, be visible only to certain persons (e.g. a learning group or individual teachers) or be used individually and non-publicly as a kind of learning diary with the aim of developing one's own competence profiles and increasing learning success by reflecting on what has been learned. Further information, advantages and disadvantages as well as application scenarios and examples can be found on e-teaching.org.
In blogs, students can record their own thoughts, reports or Internet findings in the form of articles. These can usually be commented directly by readers at the bottom of the page. Blogs can be run by groups as well as by individuals, under real names or even pseudonyms. Blogs can be made public or accessible only to a certain circle of users.
In university teaching, it is conceivable to document the ongoing work results and individual experiences of students, in a blog. The results can then be commented on by the course leaders or the students. At the Justus-Liebig-University of Gießen the blog function of the learning platform ILIAS is usually used for this purpose. Further information about the weblog.
Electronic voting systems can help teachers to increase the attention span of students and encourage active student participation in class.
The teacher can transmit single or multiple choice questions to the students' terminals and present the answers directly during the course. It is possible, for example, to ask content-related questions to the students, to carry out a knowledge check, to obtain questions and live feedback from the students, to carry out evaluations or to adjust the pace of the course.
There are two different techniques for electronically and digitally supported voting systems. On the one hand, there are manufacturer-specific voting devices (hardware clickers), on the other hand there are web-based systems that require an Internet-capable device, such as a notebook or smartphone. On the one hand, there are manufacturer-specific voting devices (hardware clickers), on the other hand there are web-based systems that require an Internet-capable device, such as a notebook or smartphone.
The voting system ARSnova is recommended for use at JLU. The system is free, internet-based, easy to use and can be used across platforms. It was developed by the Technische Hochschule Mittelhessen (THM). Watch this video(in german) "eFeedback in Vorlesung" on YouTube and learn how a hardware-based clicker system works.