Group -A- 

Learning diary for innovative pedagogical methods and assessments tools module

Introduction to innovative pedagogical methods and assessments tools

Ø  Meaning of pedagogy

Ø  Expectation of this module 

Ø  21^st Skill Century 

Ø  Brainstorming 

Ø  Assessments tools in general 

Ø  Average retention, when use all senses 

Ø  Three life skill

Ø  Learning skills 
 
On Sunday from 4-6-2023, First Lecture we were attended, in this lecture of Introduction to innovative pedagogical methods and assessments tools module, at Polytechnic university of Suliamani, Pedagogy centre, Nali Hall, at 9:00 o’clock, approximately 35 participate in lecture. 

Introduction about innovative pedagogical methods and assessments tools, first we have learned the meaning of the pedagogy and its important on teaching quality in classroom, a new method of teaching, different style of teaching than classics teaching method.

 

In this lecture 

Discussing Pedagogy and its meaning with a group

Skills for student : experience in language, Approach, information communication technology, have ability in solving problem, working in difficulties.  

We learned that student have responsibility in preparing or discussing lecture, 

We ask a group of students to prepare a lecture as a presentation, and then each student discusses a part of the presentation. This prompted the student to learn how to create a PowerPoint presentation, use the internet, search engine and search for information. Then this led them to memorise lectures. We remembered the main point at the time of the exam.

-        different tools to memorize lecture 

-        management, self-confident , experience

-        different idea 

-        system of pedagogy

-        main problem time management (holiday), 

-        not completing the course 

-        environment

-        different type of learner (Positive student this course is important, negative student is not necessary 

-        Duties and Responsibilities of Students

-        attending classes on time and regularly. being prepared for classes with all necessary supplies. taking good care of school property. completing all homework assignments.

 

We learned that students nowadays have to participate in lectures and have different types of assessments such as assignments, reports, activities, presentations, discussions, and seminars as compared to classic teaching, which only taught written lectures and then required students to memorise, do homework, and do exams..

-Quality teaching

-Assessments

- method of teaching 

- pedagogy academic way for teacher to learning learner in a academic style in academic group for give a lesson

- pedagogy is the science of learning teaching, different method

- We learned that innovative pedagogy makes you thinking, concepts and interactions between teacher and student.

Every teacher has her or his own style of teaching. Of course, this is the teacher who explains the lesson. We have some teachers who are successful in using and implementing these methods. This leads to students understanding it easily. It can convey information or a concept to students. More teachers are adjusting their approach depending on their students’ learning needs.

- We learned that the pedagogical course has its benefits, through which we can find solutions to the difficulties that come to us in all aspects of teaching method and its application. Pedagogy is important because it gives teachers insight into the best practises for a classroom setting. It allows them to understand how different students learn, so they can modify their lesson to suit these needs. As a result, this will improve the quality of their teaching as it will be well received by students.

Pedagogy refers to the theoretical and practical aspects of teaching, including the methods and practises employed in the educational process.

Pedagogy is the combination of teaching methods (what instructors do), learning activities (what instructors ask their students to do), and learning assessments (the assignments, projects, or tasks that measure student learning) outcomes.

- Learning process (need times)

- bologna process need time to have their out come compared to classic teaching, 

- We learned that when we implement a new method, we need enough time to get the desired outcome, whereas in our thinking, we needed less time in the past.

- Problem

-  Skill

-  We learned that teachers with negative energy created a not-healthy environment in the classroom.

- We learned that it’s very important that the teacher has positive energy with the student and how much energy they receive. For example, if you use positive energy with the student, make good material, crack a subject, tell the student to prepare a project or report, etc., you have a great outcome. In contrast, use less energy, use bad material, and get a bad outcome.

- pedagogy It is a revolution in the educational field that leads to radical changes, but it takes time.

- We learned the definition of pedagogy in general, which is a style or approach to teaching. In some aspects, we talk about pedagogy as a discipline and a specialty. We hear sometimes that some teachers have a master's degree in community pedagogy or nursing pedagogy. or other definition of pedagogy that describes how skills and knowledge could be exchanged in an educational context to receive information and knowledge in the course for the learner. In other words, in pedagogy, interaction occurs between teacher and student during the learning process.

-  student-centered , freedom, any-time attendance, and an active role for the student, the student has responsibilities in learning but has difficulty learning the teacher's teaching method, which creates a mindset for the student.

- We learned about three main topics or themes in this module's first teaching method. secondly, assessment tools, and third, a learning environment. In general, teaching methods mean there are different types and kinds of teaching methods you could practice or apply to transfer information, knowledge, and skills to students.

-  We learned about lecture methods such as sharing information, which have positive and negative sides. that a teacher is centered relatively and a student is centered relatively. We learned that teaching methods are a set of techniques, so we have a set of objectives, or goals, and we teach this objective through a set of techniques, or teaching tools, to get the objective or goal. How do you know we get the objective through assessment? We learned that in classic assessments, only doing exams, and does not support learning and teaching methods.

 

We learned that we need assessment tools to support the process of learning, teaching, and formative assessment during the process of learning, whether it be an activity, report, presentation, quiz, or project. While summative assessments do not support the process of learning, assessment occurs at the end of the learning process. 

 - Summative assessment occurs at the end of the learning process.

·       provides a final evaluation of knowledge and skills.

·       -High-stakes testing that often involves ranking of students

·       -provides students with a grade

 

creating learning environments, such as digital and physical environments Utilising both physical and virtual platforms, especially the use of digital tools for creating online learning, and how to utilise them and serve in the process of learning and teaching students,

1–21 centuey skills

2- meaning of pedagogy

3- techniques of teaching 

4-assemment apply 

5- Forms of formative and summative assessment 

6- Knows tools used for assessing knowledge and skill

7- Develop an effective learning environment.

 

 

 

We learned about different educational models in the United Kingdom, China, and the United States, such as Hologram, the model used to teach students at Imperial College London in the United Kingdom. The benefits of this hologram and its tools or techniques of teaching leave a memorable impression in our minds. Never forget it.

 Facial recognition is used to monitor student attention in class in a Chinese school, benefit of this model, the computer can display seven different emotions, such as neutral, happy, sad, angry, and surprised. This model is not useful as a teaching method, because it makes students spy on their minds and makes bad sense. 

We can't make a real environment or laboratory; we make a virtual reality in a digital environment. When we do operations, for instance, in nursing, history, or the moon, it benefits us and leaves a memorable impression in our minds.

Animation 

Duolingo application is used for learning languages, and its benefits are based on your answers and your level of language. It is adaptive. its examples of teaching methods.

We learned the difference between knowledge and skills in teaching methods.

Knowledge is theoretical. It's an intellectual understanding of information and knowing the right answers. Skills are practical. These are the actions people take to put their knowledge into practise.

Knowledge can be transferred from one person to another or it can be self-acquired through observation and study. Skills refer to the ability to apply knowledge to specific situations. Skills are developed through practise through a combination of sensory input and output.

skill needs you should have despite your speciality, including experience in language, dealing, information and communication technology, management, and ability to solve problems and be hard-working.

21st century skills
We learned about 21st century skills and their importance in teaching and used all skills, techniques, in teaching methods or learning process. how we could utilize or apply all these skills in the learning process.

Critical Thinking (Finding solutions to problems) 

Critical thinking is the methodical examination of a subject in order to gain a deeper understanding.
 Explaining means describing what something is or how it operates in order for others to comprehend it.
 Argumentation is the use of a succession of logically connected, evidence-supported claims to reach a conclusion.

Analysing the causes and effects of a problem and finding a method to stop the causes or effects is problem solving.
 Identifying cause and effect is the process of determining why something occurs and what results from it.

In critical thinking and argumentation, you should abandon your emotions and feelings and focus on logic.

 

Creativity (Thinking outside the box)

Improvising a solution involves using something in a novel way to solve a problem.

Innovating is creating something that hasn't existed before, whether an object, a procedure, or an idea.

Collaboration (Working with others)

Brainstorming ideas

Decision-making

Managing time

Eye contact 

Body Language 

Communication (Conveying ideas)

Using technology

Analyzing the situation

 

Information literacy (Understanding figures, statistics, and data)

Someone who understands information has the ability to read graphs, charts, and data.
 

Media literacy (Understanding the methods and outlets in which information is published)

Technology literacy (Understanding the machines that make the Information Age possible)

Flexibility (Deviating from plans asneeded)

Leadership (Motivating a team to accomplish agoal)

Initiative (Starting projects, strategies, and plans on one’s own)  Someone has the ability to make a new idea and a new work that no one has done before. Productivity (Maintaining efficiency in an age of distractions) 

 Social skills (Meeting and networking with others for mutual benefit)

 The learning pyramid is a diagram that depicts the seven methods of learning and their relative efficacy in terms of knowledge retention. There are two elements to the pyramid: active and passive. Active learning methods have a greater percentage of learning retention than passive methods. Let's examine each one individually:

·  Lecture

·   Reading

·   Audio visual

·   Demonstration

·   Group discussion

·   Practiced by doing

·   Teaching others

We learned that there are different types of learners in education, including visual, auditory, reading/writing, kinesthetic, trust, and stress. It's important to develop lesson plans to help all the different types of learners absorb information in a way that fits their individual needs.

 

Through teaching methods, we have made learning outcomes (every module has a learning outcomes - course book).
remember
understand
apply
design
analysis
Understanding leads to knowledge 
apply lead to skill
Design and analysis lead to competency.
assessment outcome.

In this module, tools, teaching methods

In the student centre, how do these teaching methods apply?

 For pedagogy or teaching methods to be effective in general, they should take into account a set of basic elements.

1. Content: My lecture with another person is different according to the material; you cannot utilise or apply the same teaching method to it.

Are these methods of teaching suitable or not suitable for the content being used?

2. context: role of environment, language, time, religion, age, course needed, having a role, how to select the teaching method for your lecture or subject.  

3. Combination: we need some tools, methods in our memorable to make our work dynamic; every day the same style is less effective; you should change your dynamic to be effective. 

4. Change: continuously changing your teaching methods 

Teaching styles should be more productive, for instance, using software.

Group -A- 

Learning diary for innovative pedagogical approaches 

Teaching methods

 On Sunday from 6-6-2023, First Lecture we were attended, in this lecture of Introduction to innovative pedagogical methods and assessments tools module, at Polytechnic university of Suliamani, Pedagogy centre, Nali Hall, at 9:00 o’clock, approximately 35 participate in lecture. 

 If you want to someone to remember your message in a presentation, an article, or report, tell them a story. 

We learned that teaching methods in the same style for every lecture is not effective. The first lecture's teaching method should be different from the second lecture's; our goal is to engage students and interact with them. because the same style is boring to students, the audience, and mind-upset.

We learned that innovative pedagogy is a number or a set of updated activities, technuiqe, strategies, and methods available to teachers to creatively deliver the teaching materials so as to engage learners and enable them to acquire the required knowledge and skills.

 Learning outcomes of this theme, teachers and students will be able to 

1. It helps to use suitable methods of teaching to apply theories or concepts in the laboratory, fieldwork and practically connect them to their
 real life situations.

2.We have individual needs, and this individual needs technique and different methods. recognise learners’ need for and ability to engage in life long learning, and designing the use of different pedagogical methods to respond to the individual needs of the students.

3. Life-long learning, is a mindset formed after completing a course, Learning is the end, but in real life, learning is not the end. Successful people continue learning, continuously update their knowledge, and information.

 

We learned that different types of teaching methods include differentiated instruction, lecture-based instruction, technology-based learning, group learning, individual learning, inquiry-based learning, kinesthetic learning, game-based learning, expeditionary learning, field trips, laboratory exercises, presentations, workshops, seminars, and research projects.
 
Advantages of the lecture teaching method

interaction between teacher and student, using different tools, assessments, enhance students 

·       Through their enthusiasm, effective lecturers can convey a topic's intrinsic appeal.

·       The material presented in a lecture may not otherwise be accessible to students.

·       It is possible to organize lectures specifically to suit the needs of specific audiences.

·       Large quantities of information can be conveyed through lectures.

·       Lectures can be presented to large audiences..

·       Professors are able to demonstrate how professionals approach disciplinary concerns and problems.

·       Lectures afford the instructor the greatest amount of control over the learning experience.

·       Lectures present little risk for students.

·       Lectures appeal to those who prefer auditory learning.

 Disadvantages of the lecture teaching method 

 ·       Lectures do not provide instructors with information regarding the extent of student understanding.

·       Because there is no mechanism to ensure that students are intellectually engaged with the material during lectures, students are frequently passive.

·       After fifteen to twenty-five minutes, the attention span of students rapidly declines.

·       Passive students have a tendency to forget information rapidly.

·       Lectures assume that all students comprehend the material at the same level and at the same rate.

·       The lecture format is not appropriate for teaching higher-order thinking skills such as application, analysis, synthesis, or evaluation; teaching motor skills; or influencing attitudes or values.

·       Complex and esoteric subject matter is not well suited for lecture-style instruction.

·       Lectures require effective speakers.

·       The emphasis on attentiveness in lectures disadvantages students with alternative learning styles.

·       The presenter is the most fundamental speaker.

-Using technology is very important, Using a pointer

-using different slides and voice toner

-eye contact 

- the personality of the teacher and the physical presence of the teacher

-movement of the teacher

-body language, for instance, by using your hand. 

The ranking of a university depends on the number of teachers and students.

-        Lecturing 

-        Seminar

 A college or university lecture in which a teacher and a small group of students discuss a topic.

·       In general, the topic is general for a general audience 

·       specific, specific seminar for a private audience

·       does not have an activity 

·       Have a question and answer

·       doing it for a master's, PhD, or paper

written assignments, guidelines, or details

·       References about the topic

·       Get them a title within ten questions, and the report should include answers to these questions.

·       A set of keywords

·       Number of words

·       Rubric (a heading on a document.)

 

Laboratory/ field work
·        For practical life science, students work in it.

·        procedure

·        safety 

·        Gives Students Hands-On Experience.
·        Helps Students Formulate Their Own Ideas.
·        It fosters curiosity.
·        Encourages creativity.
·        Self-directed learning.
·        Help improve memory.
·        Students become more focused.
·        Better concentration levels.

- good criteria, how to assess the project  

The aim of a workshop is to create a space in which a group of people can meet to discuss questions, brainstorm ideas, identify problems, make decisions and develop solutions.

·       A set of seminars on the first day

·       a set of groups on a specific topic

·       goal of the workshop, for instance, awareness in social science

·       Include a part of the practical, such as participating in a workshop and having an activity.

·       group activity 

·       educational 

·       have a guideline at the end of the workshop.

·       Proper place

·       main point

·       discussion and exercises 

before the workshops 1.define the goals 2. Nominating attendants 3- choosing a proper place 4.preparing an agenda of the main points of discussion, and activities. 5.devloping a follow-up plan.

1. Getting people involved
2. Bringing excitement into the event, and 
3. Creating group exercises

 -   Work placement and internship

Group -A- 

Learning diary for innovative pedagogical approaches 

Assessment methods/ Tools 

 On Sunday from 15-6-2023, Fourth Lecture we were attended, in this lecture of Introduction to innovative pedagogical methods and assessments tools module, at Polytechnic university of Suliamani, Pedagogy centre, Nali Hall, at 9:00 o’clock, approximately 35 participate in lecture. 

Assessment that is a set of activities organised in a systematic process of collecting, analysing, and interpreting data in order to reach a conclusion based on previously established criteria and to make decisions. To check the learning outcome that targets the goal, you should use assessments.

Assessment Begins with Learning goals.

Course creation starts by deciding what students will know and be able to do by the end of the course. Once learning goals and objectives are established, it becomes much easier to choose and create activities to aid students learning and assessments to provide evidence of progress.

 

 Learning outcomes for this theme After completing this theme, teachers and students will be able to:

·  Align the assessment tool with the course learning outcomes, 

· ensure the validity of the assessment,

·  design various forms of formative, diagnostic, and summative assessments,

·        acquire tools used for assessing knowledge, skills,

·        facilitate the development of reflection and self-assessment, and

·        assess students' deep learning through an authentic, project- or problem-based assessment.

Why do we assess? 
We learned that Assessment is a mode of supporting learning. It enables teachers, learners, parents and others to comprehend the depth and breadth of learning assumed so that progress and next steps can be discussed and planned.

Effective assessment provides students with a sense of what they know and don't know about a subject. If done well, the feedback provided to students will reveal how to improve their performance.

  

the purpose of assessments

- Assessment informs students of their progress.

- Are students understanding the lecture and targeting the learning outcome?

- feed back to the teacher and students

- to select different levels of students

-It gives us feedback on how far we are successful in achieving the learning outcome.

-To guide the learning process, the idea of the Pologone process is to have assessments help student learning, not only assess or check the students learning or not. should be designed in a way to help students learn.

- To check the knowledge acquired, how far does it target the outcome?

 

- The main point is that we need evidence, which is the most academic process in institutions and universities. You give certification to students based on a set category of evidence, after they pass the module, assessments, and participation in a course. 

- The aim of assessing the students is to enable teachers to measure the efficacy of their teaching by connecting student performance to specific learning objectives. Therefore, teachers are able to institutionalize effective teaching choices and revise ineffective ones in their pedagogy.

 Some Tips for Creating Effective Assessments

Use Multiple Methods. A single method is not adequate to provide a complete picture of the knowledge and skills attained by the students.

-Specify the Objectives.
-Stick to the Goals.
-Engage Learners.
-Record the Results.
-Give Feedback.
-Modify Instructional Strategies.

We assess competence by beginning with knowledge, which refers to theoretical and genreal information; skill (a practical subject, project, or field); and attitude, which is the attitude of students working on the field, observation; how extended your focus on work, your attitude towards work; and mentality and logic. The engagement of students with subjects, and they only want to pass modules or learn, and this is very important to finding a job in the future.

 How well does our assessment work (Characteristics of Assessment Tools)?

An assessment tool is a technique or method for evaluating information to determine a person's level of knowledge and whether or not it correlates with a theory or framework's larger picture. Methods of assessment vary depending on context and objectives. For instance, personality tests use your responses to determine your personality traits, and financial assessments measure your understanding of concepts such as saving and investing. All assessment tools rely on a set of well-considered queries to gather insights and draw informed conclusions by interpreting these insights.

The proper assessment tool produces the same results over time. So there’s a consistency, or accuracy in these results. Here, you should consider whether the test can replicate results whenever it is used. For instance, if the students perform the same tasks concurrently, then such assessment passes as reliable.

2.Validity
The validity of an assessment is determined by how accurately it measures the various criteria being evaluated. in another word, this refers to the idea that the test measures what it is intended to measure.  This implies that your assessment method should be applicable to the given context. For instance, if you are assessing physical strength, you should not administer a written exam. Instead, you should include physical exercises such as push-ups and weightlifting in your examinations. 

 

3.Equitable
A good evaluation instrument is impartial, meaning it does not favour or disadvantage any participant. Students are evaluated using the testing methods and procedures that are most suitable for them. Each participant must be familiar with the context of the examination in order to submit a satisfactory performance.

 

4.Standardisation
Standardisation is the application of consistency to assessment procedures. For instance, if you are sending out a questionnaire, all participants should be asked the same set of questions and their responses should be scored using the same criteria.

6. Educational impact:
Assessment results in learning what is important, authentic and valuable.

An educational assessment tool is used to evaluate students’ performance and their level of knowledge in a particular subject. Educational assessment tools can be used during the learning process or on an continuing basis. 

For instance, in formative assessments, the teacher implements various methods to track a student’s performance as learning progresses. This allows the teacher to identify and fix knowledge gaps as they move from one learning phase to another. But in summative assessment, the teacher waits until the end to measure the student’s performance using a rubric of expected learning outcomes. Expectedly, different assessment tools work for different types of educational assessment. 

- known different levels of students

- guide the process of learning not only assess the learning

- timing 

- Should assessment tasks be aligned to the objectives or learning outcomes

Group -A- 

Learning diary for innovative pedagogical approaches 

Creating Learning Environments
 

On Sunday from 25-6-2023, Fourth Lecture we were attended, in this lecture of Creating Learning Environments, at Polytechnic university of Suliamani, Pedagogy centre, Nali Hall, at 9:00 o’clock, approximately 35 participate in lecture. 

A learning environment is more than a classroom; it is a place where students feel safe and supported in their pursuit of knowledge, as well as motivated by their circumstances. Recall some of the classroom environments you've encountered during your educational journey.

There are various categories that influence our learning, including our physical and psychological environments.
 

This category focuses on the design of a classroom, including how it is arranged to influence learning and which spaces are designated for learning activities. This can include the furniture used to occupy the space as well as the instruments a teacher uses to enhance the learning environment.

 

A positive psychological environment can encourage students to engage with the curriculum and their fellow students in ways that promote their personal and professional development. Teachers create a positive learning environment and ensure that students have more opportunities to participate, ask questions, take risks, and receive feedback by establishing trust with their students and providing a welcoming, safe environment.

 
The purpose of the learning environment is to

1. Create a comprehensive learning environment for students.

2. Engaged learning environments increase students' attention and focus, promote meaningful learning experiences, encourage higher student performance levels, and motivate students to employ higher-level critical thinking skills.

 
Some ways to create a conducive classroom learning environment

1. Foster student connections.
2. Outline classroom rules for appropriate behaviour.
3. Use positive reinforcement.
4. Ensure that the content is culturally relevant.
5. Maintain a positive attitude.
6. Create a physically relaxing environment.

 Learning outcomes of creating learning environments

Teacher students will be able to identify the needs of learners and their individual differences, manage classroom settings, establish a cooperative learning and working environment, provide the necessary facilities, and build learners' trust, confidence, and motivation.

1. Talk about trust. Establishing trust with your students should begin as soon as they enter the classroom.

2. Give Students Responsibilities.

3. Develop a Trusting Classroom Environment.

4. Be Tolerant.

5. Be Consistent.

6. Listen to students

 7. Make yourself available outside of class. There are multiple ways that you can make this happen. So to be creative:

a. Make yourself available in your office during certain office hours.

b. It is important to announce that you will be checking email and responding.

c. Set up an on-line course, Create a Google Classroom for students. 

1.     Learning and teaching

      2.Working life and career skills

      3. innovation or creativity

In general, in these environments, each of these components affects the other. For instance, learning environments in universities: curriculum and instruction, research and development activities, and interdisciplinary operations, service activity, and internationalization

interdisciplinary operation: involving two or more academic, scientific, or artistic disciplines. Basically, it means that when you choose an academic program that is defined (or partially defined) as interdisciplinary, you'll be learning from two or more areas of study. Examples of interdisciplinary fields include: Cognitive Science, which might combine neurology, psychology, anthropology, linguistics, and statistics. Women's Studies, which might combine gender studies, history, literature, and biology. Public Health, which might combine medicine, sociology, and psychology

Entrepreneurship students are not only thinking about work but also creating their own businesses. important element for producing ideas, prototypes, program and modules. Entrepreneurship is the process of setting up a business, taking it from an idea to realisation. 

Outside the environment or in the world, globalisation, technological development, sustainable development, responsibility, and changes in demographic structure all have an impact on student learning and student competency. Each component has an effect on the student's learning. 

innovation environment in higher education:
·       Creates educational communities (field trips).

·       Students are empowered and connected to their education.

·       Encourages active learning.

·       Build connections between theory and practice.

 Physical Locations:

·       School or college campus

·       Lecture

·       Library

·       Nature

·       Home

·       Café

·       Workplaces

• Friends and Family
• College
• Social Media

 PLE (Personal Learning Environment) is an educational concept that refers to the learning environment that an individual creates to support their personal and professional development. A PLE may consist of online tools and resources like journals, social media platforms, e-portfolios, and learning management systems. A PLE aims to provide learners with control over their learning process and access to a variety of resources that enable them to attain their educational and professional objectives.

 

Personal Learning Environment (PLE) advantages

The advantages of PLE include enhanced motivation, engagement, and creativity, as well as enhanced learning outcomes. Controlling the learning process allows students to modify their educational experiences to meet their specific requirements and interests. This customization can increase motivation and engagement, as well as comprehension and information retention.

In addition, the use of technology in PLE facilitates collaboration and communication with others, enabling students to engage in meaningful discussions and exchange ideas.

 

How can a PLE (Personal Learning Environment) be created?

Creating a PLE is straightforward and can be accomplished using a variety of online tools and resources. The first stage is identifying your learning objectives and necessary resources. This may also include online courses, instructional videos, and other educational materials. Once you have established your objectives and resources, you can construct your PLE through the use of e-portfolios, blogs, and learning management systems.

 

What resources and instruments are available to assist you?

There are numerous tools and resources available to assist you in developing a PLE. Google Classroom, Canvas, and Blackboard are examples of well-known applications. In addition, a number of online communities and resources are devoted to assisting students in constructing and sustaining a Personal Learning Environment (PLE).

 

What difficulties does the Personal Learning Environment (PLE) present?

The most difficult aspect of PLE is the requirement that students actively participate in their own education. Some students accustomed to a more traditional, teacher-centred approach to education may find this challenging. Additionally, the use of technology in PLE can be overwhelming for some students, particularly those who are unaccustomed to it.

 

To surmount these obstacles, educators must support and direct students as they develop and utilise their PLE. This can include technology instruction and assisting students in identifying their learning objectives and resources. Educators can also encourage students to collaborate and communicate with one another, thereby fostering opportunities for meaningful discussions and the exchange of ideas.

Group -A- 

Learning diary for innovative pedagogical approaches 

Creating Learning Environments

Techniques for motivating learners

 

On Tuesday from 4-7-2023, last Lecture we were attended, in this lecture of Techniques for motivationg learners, at Polytechnic university of Suliamani, Pedagogy centre, Nali Hall, at 9:00 o’clock, approximately 35 participate in lecture. 

 

Mini Sheet: It is a complete record of student grades and activities that is unique to the lesson teacher, i.e., only for one lesson, each lesson has its own mini sheet. Names of students against students, a lesson may have 10 activities, 12 activities, or more, what these grades include, work load grades, meaning of work load: 

-assignments

-quizzes

-presentation

-project

-academic essay

-learning dairy

-seminar

-work teamwork

-self-study

-mid-term exam

-extra activity 

-attendance

 

Students who attend teaching and learning activities succeed. It's a student's main indicator of course involvement. It also predicts student retention, well-being, and academic advancement.

active learning 

The teacher should often create the mini sheet himself, and the department may often ask the teacher to prepare the mini sheet for your lesson. The minisheet varies from lesson to lesson in a number of ways, depending on the specialty. For example, mathematics may not have an academic report, a presentation, it may have four quizzes. But chemistry has labs, maybe there is academic paper, there is preparation. For example, agriculture has projects, presentations, quizzes, and practise. So the mini sheet is the workload record for all the students.

 core requirement work load for the module

The main requirement is the essence of my lesson, which the student has not done. For example, in chemistry, there are assignments in the lab. The student did not come that day, but he took seminars and quizzes. Because he didn't do the core requirement, which is the chemistry experiment.

The mini-sheet until pre-final is related to the teacher.

This means that the student's workload grade record is between the teacher and the department.

first column numbering, second column student name, third column quiz 1, 2, 3, fourth column average of the quiz (1.5 grades), fifth column team work (5 grades), sixth (project, practical, seminar, presentation (10 grades), seventh column (academic essay), eighth column mid-term exam (20 grades), ninth column class participation (academic debate) , another column Extra activity (participation in a seminar, participation in organising an event, participation in a presentation, invention).

·       prefinal (work load of 30 grades), mid-term exam (20 grades)

·       In general, work load (50 grades), final exam (50 grades)

·       prefinal (50 grades) for the committee examination

·       Final exam : first attempt, FX; second attempt, FX

 

You make a mini sheet by using Microsoft Office (Excel). Then you send it to your department by email before the final exam starts.

  

On the first day or before classes, you will ask the department for a list of students' attendance records so that you know who will be in attendance and who will be absent in the classroom, which students are active and which students are not. It is related to teachers.

 Master sheet: 

master sheet containing

first column name of the student, second column name of lecture (advertisement); third column name of lecture internship (8 ECTS); fourth column management (8 ECTS); fifth finance (6 ECTS); seventh Marketing (7 ECTS); management (8 ECTS), graduation project (8 ECTS), total of ECTS of students, average of ECTS of students.

Each semester of a bachelor's degree includes 30 ECTS.

It is related to the examination committee.

The European Credit Transfer and Accumulation System (ECTS) is a tool of the European Higher Education Area for making studies and courses more transparent. It helps students move between countries and have their academic qualifications and study periods abroad recognised.

Only the final mark, which is fifty, records the final mark of the student for each subject, then goes to the examination committee and signs it. The registry then goes to the university presidency, scientific department, and a certificate is created on this master sheet.

Master sheet Just contact the examination committee, the registry, and the university presidency.

What is your course book?

syllabus (content of the lecture), outcome, objectives, types of assessment tools (quiz, presentation, project, academic debate, team work),

types of quiz: true, false, fill in the blanks, multiple choice.

 The departmental committees consist of

·       Scientific Committee

·       Examination Committee

·       Quality Assurance Committee: Course Book, Student feedback,  Monitors the quality of education, 

·       Student Summer Internship Committee 

Polytechnic University and applied science have summer training internships.

·       Health and Safety Committee 

·       Departmental Council Committee

·       Student Attendance Committee

·       Curriculum Development Committee

·       Departmental Marketing and Promotion Committee
 However, the most important and decision-making committee is the department council committee. According to the guidelines, the powers of the scientific department council are determined. It is related to the student and the teacher; that is, it carries out the learning process.

·       Scientific Committee, Work of the Scientific Committee Review of Courses, Higher Education with the Departmental Science Committee, Evaluation of Master’s and Doctoral Proposals, Appointment of Supervisors, Selection of Teachers and Syllabus of Courses If changes are made, the Departmental Scientific Committee will propose workshops Can evaluate questions during exams.
 Every lesson has Google Classroom, and the department head in all classes of the department, knows how the teacher assigns lessons, how to grade them, how to deal with them, how to comment on them, Only Google Classroom and email are academic and official records. Communication by phone, Viber, and Messenger is not official. Even for the recruitment of a teacher, a CV is submitted. The head of the department can authorise the scientific committee to submit the application.

The syllabus of lessons is within the authority of the teacher and the scientific committee of the department, but changing the curriculum, changing all or most of the curriculum can be done by conference, but changing several lessons or five lessons can be done by workshops.

Or change one or two subjects, the department’s scientific committee will do so.

Teachers cannot be given 100 percent autonomy for questions, linguistics, work load, and assignments.

There is a curriculum development committee that coordinates with the scientific committee to modify the subjects and change the curriculum according to the times.

 Committees are formed at the college level.

Ø  College Council Committee: Dean, Assistants, and Heads of Departments

Ø  College Scientific Committee

Ø  College Examination Committee (High)

Ø  There is a college higher education examination committee for higher diplomas, masters, and doctorates.

Ø  Health and Safety Committee

Ø  Student Discipline Committee

Ø  Department of Higher Education, Science Affairs, and Teaching Quality Assurance

Ø  Higher Education Committee on Science Affairs and Quality Assurance

These committees are related to academia.

There are also other committees related to administration: the Promotion, Promotion, Additions, and Customers Committee.

Fishbowl is a strategy for organizing medium- to large-group discussions. Students are separated into an inner and outer circle. In the inner circle or fishbowl, students have a discussion; students in the outer circle listen to the discussion and take notes. Moderator management the students. its useful in students centre

1.     First, present students with a list of questions to think about.

2.     Create groups of five or so students.

3.     Prepare the system to pick groups on the day of the discussion.

4.     Instruct the rest of the class to take notes on what they hear.

5.     After a given amount of time, open the conversation to the class.

6.     Keep track of each student’s contribution to assess their grade.

 

discussed creative teaching, creative learning, and teaching for creativity by applying fish-bowel teaching methods practised during class.

How do you apply creativity to teaching?

What is the meaning of creative?

we learned how to make these teaching in style to be creative, in different form, have a better outcome. Our goal is to pick the outcome, and in general, when we talk about creativity in that apect, the student is not only thinking about what we taught them to read, but also thinking about learning new things. All of us do research. Sometimes someone else conducts the same research but with a different method and a new idea and increases the efficiency to 10 percent.

We learned that our focus on how to produce students who are creative is made when we apply methods of teaching that foster creativity.

What is creativity?

What should be inculcated in creativity?

What does it care about?

We learned that through discussion and the conduct of a group of five students using the fish-bowel teaching method. That  creativity is the interaction between the physical and social learning environment, the attitudes and characteristics of both instructors and students, and a problem-solving process that produces a perceptible product (which may be an idea, a process, or a tangible physical object).

Creativity enables us to view and solve problems with greater transparency and originality. Creativity enlarges one's mind. A society that has lost contact with its creative side is a society that is imprisoned, as generations of its members may be closed-minded. It broadens our horizons and can assist us in overcoming prejudices.

Creativity skills include the capacity to consider a problem or a task in a novel manner and to generate new ideas through imaginative means. Creating innovative and beneficial products and services through practise, application, and feedback constitutes the development of these skills.

It is defining how to make students self-learn and think about things by themselves. In traditional teaching, students thought the same as the teacher, but nowadays students should think better and learn through their own thinking. Creativity is required for instruction and learning within the context of education. Teachers must be inventive in the classroom in order to capture and maintain students' attention and maintain their motivation. Creative instruction can also facilitate energizing, meaningful, and realistic learning.

We learned that How could we assist students in taking responsibility for their learning?
1- Offer meaningful options.
2- Develop clear learning objectives.
3- Give and utilise immediate feedback.
4- Apply innovative skills and concepts to the real world.

The creativity gap is the difference between unrealized creative potential and actual creative expression and accomplishment. The smaller the creativity gap, the more a person is realising his or her full creative potential and expressing creativity at its highest level.

For example, it can: address gaps in students' knowledge. allow students to discover and engage with a range of perspectives, ideas and backgrounds. assist students in clarifying their attitudes toward and ideas about the subject matter, as they compare them with others'

Also, we learned through discussion:

Small-group instruction gives opportunities for adaptable and individualised learning. With fewer students, there are more opportunities for participation. Teachers are able to monitor students more effectively, allowing for more individualised feedback and support.

In the process of creative teaching, the teacher inspires students' interest in the learning material and then leads them to find the problem creatively on their own, or presents specific problems and asks students to apply various resources to find the most satisfying solution creatively.

Small-group teaching provides the best space for students to comprehend, think through, and integrate ideas they’ve learned from other sources, such as lectures or textbooks.
 Our role as teachers in a small-group setting is ideally to:
 a) get a discussion started b) Step back into a more responsive, listening role.
 c) Give students plenty of time to really think about the implications of new ideas.
 d) Help students integrate the discussion with their existing knowledge and understanding.
 e) Provide prompts, where necessary, to keep the discussion going and sometimes to move it in a new direction.
 f)Draw the session to a close by helping students acknowledge what they’ve learned.

 

Small-group teaching is a distinct mode of teaching and is closely linked to active learning.

It allows students—typically in groups of eight to 12—to practise, make mistakes, and work out how to think about what they’re learning, on their own terms.

They allow students to get instant replies to queries or misunderstandings and to see that they’re not alone in being confused or unsure.

People learn more from what they do than from what they hear. A small-group session can make the difference between students being able to repeat what they’ve been told and actually mastering it.

Creative teaching means developing our pedagogy so that what we teach and how we teach are more creative and guide the process of learning on a specific topic, and students benefit from the tools, software, procedures, concepts, and references given to them.

Creative learning is not memorizing information. It's about building knowledge and developing skills using creative techniques. Creativity gives students the freedom to explore and learn new things from each other. As they overcome challenges and bring their creative ideas to fruition, students begin to see that they have limitless boundaries. It gives students confidence.

Teaching for creativity is a form of teaching that is intended to develop young students own creative thinking or behaviour. Our purpose is to target ideas, creativity, and different thinking. Step by step, first understand, brainstorm, be confident, and be assertive. That means it is of paramount importance to a) get student support and motivation . b) give them trust. 

c) Paying attention. d) Make students responsible for learning; this leads them to be productive and creative.

 

Authentic Learning is an instructional approach that allows or exposes students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to them. useful in applied science. have an impact on students skills

The advantages of authentic learning are

 

Gamification and game-based learning apply game elements or a game framework to existing learning activities; game-based learning designs learning activities that are intrinsically game-like. is a great way to improve students' creativity, critical thinking, and problem-solving skills.

 The benefits of gamification for students :

·        Gamification aids in cognitive development in students.

·        It aids in physical development.

·        Gamification increases the level of engagement in classrooms.

·        Gamification aids accessibility in the classroom.

§  Teachers spend less time introducing new topics.

§  Students develop independent learning skills.

§  Teachers can create more engaging lessons.

§  Students who are absent do not fall behind.

§  Teachers can reuse the content they create.

§  Students are able to build a deeper understanding.

Therefore, it is possible to conclude that the flipped learning method can increase academic performance and creativity in students.

 

 

Problem-based learning (PBL) is a student-centred approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives motivation and learning. In the problem-based learning process, the teacher prepares the problem or scenario, motivates the students, checks the students' solutions, and helps the students overcome these problems when they have problems at the point of progress for the solution.

These include helping students develop (1) flexible knowledge, (2) effective problem-solving skills, (3) self-directed learning skills, (4) effective collaboration skills, and (5) intrinsic motivation.

The following are some guidelines that might help your students:

a) Start with the essential question. b) Design a plan for the project.

c) Create a schedule. d) Monitor the students and the progress of the project.

Assess the outcome. e) Evaluate the experience.

1-     Formative Assessment

Formative assessment provides feedback and information during the instructional process, while learning is taking place. Formative assessment measures student progress, but it can also assess your own progress as an instructor. For example, when implementing a new activity in class, you can, through observation and/or surveying the students, determine whether or not the activity should be used again (or modified). A primary focus of formative assessment is to identify areas that may need improvement. implementing appropriate methods and activities.

-        Observations during in-classroom activities.

-        Homework exercises.

-        Question and answer sessions, both formal (planned) and informal (spontaneous).

-        Conferences between the teacher and student at various points in the course

-        In-class activities where students informally present their results

-        quizzes, seminar

-        Collecting student feedback through periodic responses to specific questions about the instruction and their self-evaluation of performance and development.

 

2-     Summative Assessment

Summative assessment occurs after the learning has been completed and provides information and feedback that summarize the teaching and learning process. Typically, no more formal learning is taking place at this stage other than incidental learning, which might take place through the completion of projects and assignments.

Summative assessment assesses the final product, in contrast, formative assessment focuses on the process.

Types of Summative Assessment

-Examinations (major, high-stakes exams)

-Final examination (a truly summative assessment)

-Term papers (drafts submitted throughout the semester would be a formative assessment)

-Projects (project phases submitted at various completion points could be formatively assessed)

-Student evaluation of the course (teaching effectiveness)

- self-evaluation by teachers

 

Pedagogical change in assessments
 

-Before, the aim was to manage and control, but now it is to support the learning process.

-Assessments before the bologna process, which was a formal process, are not connected with the learning process. but nowadays in Bologna process is combined with a learning process and guidance.

-Before the exam, only one method was used for assessments, but now different methods and various tools are used for assessments.

-before assessment was done at the end of the course. But now assessment is a process, an assessment of prior learning, formative and summative assessments.

-Before, only teachers assessed, but now self-assessment and peer assessments, feedback.

-Before, teachers planned and decided assessments, but now students participate in planning their own assessments.

- before assessment in classroom, but now assessments in real-life situations, problem based learning, case study, and projects

- Before, the student had not experienced the assessment, but now they know why they got certain grades, their competency, and their objectives for learning. 

-        Interaction 

-        Open Communication

-        Collaboration 

the definition of learning outcomes and evaluation criteria together with other teachers, so that everyone or students understands them easier.

At the beginning of the process, talk with your students about the learning outcome and assessment practises. Let them propose new ways of making evidence.

continuously organise feedback-peer, other stakeholder. 

 

1-     Diagnostic Assessment

Diagnostic assessment can help you identify your students’ current knowledge of a subject, their skill sets and capabilities, and clarify misconceptions before teaching takes place. Knowing students’ strengths and weaknesses can help you better plan what to teach and how to teach it.

-Pre-tests (on content and abilities)

-Self-assessments (identifying skills and competencies)

-Discussion board responses (on content-specific prompts)

-Interviews 

2-    Formative assessment

The purpose of formative assessment is to monitor student learning and provide ongoing feedback that instructors and students can use to enhance their instruction and learning, respectively. Specifically, formative evaluations:

 

- Assist students in identifying their strengths and weaknesses and identifying areas requiring improvement.

- Assist faculty in identifying problematic students and addressing issues immediately.

In general, formative evaluations are low-stakes, meaning they have little or no point value. Examples of formative evaluations include requesting that students:

·       draw a concept map to depict their understanding of a topic in class;

·       submit one or two sentences identifying the lecture's main point;

·       submit a research proposal for early feedback;

3-     Summative assessment

The purpose of summative assessment is to evaluate student learning at the end of a unit of instruction by comparing it to a specific standard or benchmark.
 Frequently, summative assessments are high-stakes, meaning they have a high point value. The following are examples of summative evaluations:
 a midterm exam
 a final assignment
 a thesis, a senior recital
 When students or faculty use the results of summative assessments to guide their efforts and activities in subsequent courses, the information can be used formatively.

 
4-     Confirmative assessment

To achieve continuous performance improvement, you must continue to conduct evaluations even after implementing your instructions. A confirmative evaluation ensures that your instructions are successful year after year. You could say that a confirmative assessment is an in-depth form of a summative assessment.

5-     Norm Referenced Assessment

The assessment of norm-referenced tests compared the test-taker's performance to that of a norming group (a group with comparable characteristics, such as age or grade level). Norm-referenced assessments include the SAT, ACT, and the majority of IQ tests.
 
6-    Criterion Referenced Assessment
It measures the performance of students against a set of predetermined criteria, or learning standards. It assesses what students are expected to know and be able to do at a specific level of education. Examples of criteria-referenced assessments include driving tests, end-of-unit exams, and clinical skill competency instruments.

7-    Ipsative assessment

It compares the performance of a student to his or her previous performances. Using this method, you attempt to develop by comparing your results to those of the past. You do not compare yourself to other students, which may be detrimental to your self-confidence. example of Ipsative assessment: IELTS, TOEFL, Gym.

 

8-    Interim/Benchmark Assessment

Intermittent: Often at the end of a quarter or semester, or at the midpoint of a unit of study.
 To aid educators or administrators in tracking the academic trajectory of students towards their long-term objectives. Depending on the timing of assessment feedback, this may be used to inform instruction or assess the quality of the learning environment.

 

To effectively evaluate whether your students have met the learning outcomes for a subject, you must select an appropriate assessment method.

Various assessment methods allow you to assess different skills. For instance, one method may require students to demonstrate their analytic abilities, while another method may emphasize collaboration. The selected assessment method will then guide the selection of an appropriate task.

To choose an appropriate assessment method, you must comprehend the subject's learning outcomes and the skills and knowledge related to those learning outcomes.

Which assessment methods will allow your students to demonstrate their skills and knowledge?

Consideration of these three factors places the student and his or her learning at the centre of the learning design.

  

 The importance of using multiple methods That can help educators adapt their instruction to the requirements of individual pupils and determine what approaches work and do not work when teaching a particular topic. Lastly, the data will be more accurate if a diversity of assessment techniques are used. Accurate and trustworthy student data will increase student success. It may be difficult to assess certain learning outcomes using a single method; therefore, a combination of methods should be implemented.

 Assessment (methods) map/matrix 

An assessment matrix can be used to align the assessment in a course with the learning objectives and the learning and teaching activities and to ensure that all learning objectives are assessed. In it, you specify what you will assess, at what level you will assess, and what assessment method you will use. Thus, you can see at a glance which assessment methods will be utilised, which learning objectives will be assessed, and the relative importance of the assessment in your course. Therefore, the assessment matrix is an essential tool for making crucial student-related decisions. Such a map/matrix may aid in the development of thorough and effective assessment plans. Creating objectives and learning outcomes can help you choose the right kind of assessments, materials, and activities for your course.
 

Direct Assessment refers to any method of data collection that requires students to demonstrate a skill, knowledge, or behavior. for instance, a test, oral exams, report, essay, and presentation.

Indirect Assessment refers to any method of data collection that necessitates reflection rather than demonstration of student learning, skills, or behaviours. for instance, surveys, interviews, feedback and questionnaires
 

Selection Criteria for Assessment Methods
- Collect data that will provide answers to the program's queries
- Assess each student's learning outcome with multiple methods 
- Include both indirect and direct assessment methods
- Select evaluation methods that enable for the evaluation of both strengths and weaknesses.
 

Assessment of Knowledge permits the determination of whether or not a student is qualified to practice.

1. for the student's benefit by delivering feedback based on information about his or her assets and weaknesses

2. for the institution's benefit Assessment outcomes of student learning are also a measure of the quality of the learning programme; they provide instructors, students, and the institution with information about the strengths and shortcomings of education in order to modify, develop, and strengthen course and curriculum content.

3. For the benefit of the public, evidence of this qualification is provided by high-quality summative competency assessment techniques.
 

·   Multiple-Choice Questions(MCQs)
·   Short Answer Questions(Fill-in-the-blank)
·   Single Essay Questions
·   Modified Essay Questions(Multiple)
·   Oral Presentation(OP)
·   Cases and Open Problems
·   Group Projects(GPs)
·   Poster Sessions
·   Direct Observation(DO)
·    Questionnaires
·    Learning Logs/Diaries

 B. Assessment of performance

It assesses an individual's abilities by having them perform a real-world task, such as activities, exercises, or games.

problems It provides the student with a thorough comprehension of a topic or concept by applying it to real-world scenarios and requires him or her to actively demonstrate what he or she knows and does not know, which is crucial for the student's development.

Performance evaluations can be objective structured practical examinations (direct observation of procedural skills (peer assessment and self-evaluation) or self evaluations and peer evaluations.

Performance assessment is also carried out via
 
·       Case studies ( real life case)

·       Project Based Learning (PBL)

·       Field Trips

·       Lab Experimentation

·       Graduation Projects

·       Problem solving

·       Problem-based learning

 C. Attitude Assessment

learned influences one's They are founded on emotions (likes and Dislike Feelings).
Attitudes comprise three major components, namely cognitive, affective, and behavioural.
Attitude is assessed using one of the following:
self-assess to include all of a student's task evaluations.
It is defined as the involvement of students in evaluating their own accomplishments and learning outcomes.

1-     Self- assessment objectives include

·       evaluating content comprehension,

·       demonstrate the achievement of results and objectives

·       development of the learner's self-importance

Peer and self-assessment provide students with the opportunity to actively participate in the ongoing and concluding performance of their classmates and themselves in group activities. Peer and self-assessment encourage students to be cooperative, accountable, and productive group members.

 2- 360 Degree Feedback
A 360-degree feedback (also known as multi rater feedback, multi-source feedback, or multi-source assessment) is a procedure that collects feedback from a learner's colleagues in addition to a self-evaluation by the learner.
360-degree feedback is a feedback process that provides an analysis of how you and others perceive yourself.
 

Peer Assessment is a form of instruction in which students evaluate the performance of their classmates.
Peer assessment, or peer evaluation, provides students with a structured method for evaluating and providing feedback on one another's work.
 

Peer assessments: Students assess and offer feedback on the work of their classmates through a variety of peer assessment activities. Formative peer assessment involves providing feedback on work draughts prior to submitting the final product.

A rubric is a type of scoring guide that assesses and articulates specific components and expectations for an assignment. Rubrics can be used for a diversity of assignments, including research papers, group projects, graduation projects, portfolios, and presentations.
 

Rubrics help teachers:

 ·       Assess assignments consistently from student to student.

·       Save time in grading, both short-term and long-term.

·       Give timely, effective feedback and promote student learning in a sustainable way.

·       Clarify the expectations and components of an assignment for both students and course teaching assistants.

·       Refine teaching methods by evaluating rubric results.

·       Understand the expectations and components of an assignment.

·       Become more aware of their learning process and progress.

·       Improve work through timely and detailed feedback.

 
Considerations for using rubrics

·       Although it takes time to build a rubric, time will be saved in the long run as grading and providing feedback on student work become more simplified.

·       A rubric can be a fillable pdf that can easily be emailed to students.

·       Rubrics are most often used to grade written assignments, but they have many other uses:

·       They can be used for oral presentations.

·       They are a great tool to assess teamwork and individual contributions to group tasks.

·       Rubrics facilitate peer-review by setting evaluation standards. Have students use the rubric to provide peer assessments on various draughts.

·       Students can use them for self-assessment to improve personal performance and learning. Encourage students to use the rubrics to assess their own work.

·       Motivate students to improve their work by using rubric feedback to resubmit their work, incorporating the feedback.
 

·       Avoid using subjective or vague criteria such as “interesting” or “creative.” Instead, outline objective indicators that would fall under these categories. 

·       The criteria must clearly differentiate one performance level from another. 

·       Assign a numerical scale to each level.

 Types of Rubrics

The sort of rubric you should use depends on what and how you intend to evaluate. There are two types of rubrics: analytical and holistic.

Each criterion is assigned a unique score. Rubrics that are holistic are useful for evaluating the overall performance of an undertaking. Because there is only one score, holistic rubrics are typically simpler to score. However, holistic rubrics do not provide specific information regarding student performance for each criterion; instead, the levels of performance are evaluated as a whole.

 ·       Use for basic tasks and performances, such as reading fluency and essay query responses.

·       obtaining a snapshot of overall quality or accomplishment

·       Evaluation of a product's or performance's impact.

Each criterion is evaluated individually using distinct descriptive ratings. Each criterion is scored separately. It takes more time to score analytic rubrics, but they provide more detailed feedback.

·  Evaluating complex performances. using a number of significant criteria.

·  Providing students with more specific information or feedback.

Moreover, to maximize its benefits, educators must assist students in overcoming the obstacles that PLE presents. By doing so, we can ensure that PLE continues to evolve and assist learners in achieving their academic and professional objectives.

 

Given that instruction is context-dependent, the learning environment must be appropriate for the context. Consequently, each teacher must have a learning environment that is suitable for the context in which she or he works.

 

Creating a comprehensive learning environment for students in a specific course or programme is most likely the most inventive aspect of teaching. There is a tendency to focus on either physical institutional learning environments (such as classrooms, lecture halls, and laboratories) or on the technologies used to construct online personal learning environments (PLEs), but learning environments extend beyond these physical components. They will also consist of:

 

·       the characteristics of the learners.

·       the objectives for teaching and learning.

·       the activities that will most effectively support learning.

·       the assessment strategies that will most effectively measure and direct learning.

·       the culture that permeates the educational setting.

 

A teacher may have little or no control over some components, such as learner characteristics or resources, but complete control over others, such as content selection and learner support. There are a number of subcomponents that must be considered for each of the primary components. In reality, decisions must be made within the subcomponents (content structure, practical activities, feedback, use of technology, assessment methodologies, etc.).

Each of these factors could affect the learning environment in which a teacher or instructor is required to work. Examples include developing ethical behaviour, institutional factors, and external accreditation. Creating a model of a learning environment is a heuristic that attempts to provide a comprehensive view of the entire teaching context for a specific course or program taught by a specific instructor or teacher with a specific learning philosophy. Again, personal epistemologies and beliefs about knowledge, learning, and teaching methods will influence the selection of components and the perceived importance of those components.

It is also essential to consider learning environments from the perspective of the learners. In fact, adult or mature learners are able to create their own, personal, relatively autonomous learning environments.

The key point is that it is essential to identify the components that must be considered when instructing a course or program, and in particular that there are additional components besides content or curriculum. Each of the main components of the learning environment I've chosen as an example will be discussed briefly in the sections that follow, with a particular emphasis on those components that are especially relevant in the digital age.

 

1. Students ask significantly more questions than instructors.

2. Questions are more valued than responses.

3. Ideas originate from various sources.

4. Multiple learning models are utilised.

5. Learning in the classroom leads to a connected community.

6. Learning is individualised based on a number of criteria.

7. Assessments are persistent, genuine, open, and never punitive.

8. The success criteria are diversified, transparent, and co-created by students and their families.

9. Constantly, learning practises are modelled.

10. There are persistent and inventive opportunities for practise and development.

 

The first day of class always creates some nervousness, even for seasoned instructors. It helps to have a mental checklist of objectives to accomplish so that you and your students come away with the impression that the course is off to a good start.

The initial class meeting should serve at least two primary functions:
 -Clarify all reasonable student concerns regarding course objectives and performance expectations. As students depart the first class session, they should have confidence in your ability to instruct the course, be able to anticipate the character of your instruction, and understand what is expected of them.
 -To help you comprehend who is enrolled in your course and what their expectations are:

 These two fundamental goals are expanded into a list of specific objectives:

 

·        Flexibility

·        Become a role model for student interest.

·        Get to know your students.

·        Use a variety of student-active teaching activities.

·        Set realistic performance goals.

·        Place appropriate emphasis on testing and grading.

·        Give students as much control over their own education as possible.

·        Goal setting.

·        Interest and curiosity

·        Individual's needs.

·        A sense of success and achievement.

·        Rewards, including grades and praise.

·        Establishing a good relationship

·        involving learners.

 

 

1-     Engagement

·       Positive student-teacher relationships

·       Teacher academic and emotional support

·       Trust in teachers 

·       Personalized relationships

·       Meaningful control

 

2-     Safety

·       Effectively addressed discipline problems

·       Emotional and academic safety

3-     Environments

·       Cohesive 

·       Democratic 

·       Goal directive 

·       Captivating 

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The Bologna Process involves ministerial meetings and agreements between European nations to standardise higher-education degrees. The Lisbon Recognition Convention founded the European Higher Education Area (EHEA). 

The Bologna Process is an important process of harmonizing various systems of European higher education that has the objective to create a European Area of Higher Education and to promote the European system of higher education on a worldwide scale in order to increase its international competitiveness.

The Bologna Process is a process aimed at ensuring comparability in the standards and quality of higher-education qualifications that opened on 19 June 1999, when the ministers from 29 European countries met in Bologna to sign an important agreement,  the Declaration of Bologna, which officially marked the start of this process.

 The main objective of the Bologna Process is to create a European Higher Education Area and promote the European higher-education system around the world, to increase international competitiveness. To ensure the comparability of European university systems, the Bologna Declaration identified a number of main objectives, whose progress has been monitored and managed through a series of Ministerial Conferences, held between 1999 and 2018.

 Achieved objectives and objectives still being pursued include:

Ø  adopting a simple and easy to compare qualification systems, including by implementing the Diploma Supplement;

Ø  adopting a system based on two main cycles, Level 1 and 2. To access the second cycle, students will have to complete the first cycle, which cannot be less than three years long;

Ø  consolidating a system of credits – based on the ECTS system – that can be acquired also in different areas of discipline;

Ø  promoting mobility (for students, teachers, researchers and technical and administrative staff), by removing the obstacles of free circulation;

Ø  promoting European cooperation in reference to quality evaluation;

Ø  promoting the importance of a European higher education area: development of study plans, cooperation between universities, mobility programmes, integrated study plans, training and research.

Ø  Bologna' aims to facilitate and promote greater mobility so that students will acquire the skills employers are looking for, such as cultural maturity, increased confidence, and language skills.

Today the Bologna Process has grown to comprise the much larger European Higher Education Area (EHEA). This now includes 48 European countries plus the European Commission and numerous consultative members and partners, representing public authorities, higher education institutions, associations, quality assurance agencies, international organizations and other relevant stakeholders.