Module 3 - My ePortfolio by steph https://padlet.com/sspeil/gpouh3w48p35ivsj Lifelong learning en-us 2020-11-08 17:14:36 UTC 2025-12-23 20:01:41 UTC hello@padlet.com https://padlet.net/icons/png/1f98e.png Hi everyone, sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862149 this is Stephanie from Offenburg, Germany]]> 2020-11-08 17:14:36 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862149 sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862152 - learn how to create interesting and educating content in digital environment]]> 2020-11-08 17:14:36 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862152 sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862154 - get to know different tools to create digital learning content]]> 2020-11-08 17:14:36 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862154 sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862155 - learn how to facilitate students to feel safe in the digital learning environment, 
 -> so they know whether they meet the learning goals, 
 -> and to help students not to get lost in the learning environment.]]> 2020-11-08 17:14:36 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862155 + digital assessment / e-assessment sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862159 - all assessment activities are enabled by technology
- as advantages flexibility, interaction, collaboration can be supported
- consistent accurate results, easier for teachers to get overview
- four dimensions: authenticity, consistency, practicability, transparancy]]> 2020-11-08 17:14:36 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862159 + formative evaluation sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862161 - more diagnostic characteristic
- for students to know their level of understanding the content 
- often in more inofficial context, e.g. quizzing in comparison to their fellow students
- helps teachers to modify future lessons based on students' needs.]]> 2020-11-08 17:14:36 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862161 + summative evaluation sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862162 - more evaluative characteristic
- standardised tests, usually under controlled conditions, usually highly valued.
- cumulative test after a defined period, e.g. end of term exams
- grades to define the students level comparing to predefined standards]]> 2020-11-08 17:14:36 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862162 + sustainable assessment sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862164 - should additionally prepare students for their future learning needs
- can help to fill the gap between assessment and learning
- helps students to learn self-regulation and to build capacity for students to judge their own work and their own learning]]> 2020-11-08 17:14:36 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901862164 sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901873794 2020-11-08 17:22:14 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901873794 sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901875472 2020-11-08 17:23:23 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/901875472 sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/902036088 2020-11-08 19:16:14 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/902036088 Rubric sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/902061943 Presentation of a Rubric]]> 2020-11-08 19:35:32 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/902061943 sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/956026842 Regarding the content variables, it is possible to state that, as a general rule, feedback is more effective when it focuses on the task, the process and / or self-regulation (it is usually ineffective when it focuses on the person), it privileges the comparison with criteria of evaluation or rubrics, seeks to describe more than judging and takes on a positive character (describes what has been done well and provides suggestions on what can be improved).

We often use the term feedback to designate a complex set of components that relate to different procedures whose presence and complementarity become indispensable to achieve a real effect in improving students' learning. To implement a feedback system, it is necessary to consider at least three distinct components: feed up, feed back and feed forward.

To be coherent, the feed back implies that the teacher is available to create new learning and disclosure possibilities; otherwise, its main purpose would be seriously compromised. When a teacher gives feedback to the student, the student trusts and has the legitimate hope that, in his learning path, there will be other
opportunities to apply the information you received. In this sense, a feed back focused only on the mechanical correction of errors becomes very poor and, eventually, useless; it is important, to be effective, that it focuses mainly on the process inherent to the task and on the strategies for self-regulation of learning, as well as on the ways and strategies of teaching, only in this way will we have a good feed back.]]> 2020-11-24 13:15:59 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/956026842 Feed Up + Back + Forward sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/956028413 Effective feedback answers three questions:
  • Where am I going? Feed Up
  • How am I going? Feed Back
  • Where to next? Feed Forward.
These three questions integrated make feedback a powerful tool to close the gap between where learners are now and what goals they are aiming to.
]]> 2020-11-24 13:16:26 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/956028413 4 Levels of Feedback sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/956031322 And feedback needs to work on four levels:
  1. Task level (how task is performed),
  2. Process level (process to perform tasks),
  3. Self-regulation level (self-monitoring),
  4. Self level (positive influence on the learner).
(Hattie, J. & Timperley, H. (2007), p.7ff.)
]]> 2020-11-24 13:17:17 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/956031322 non-threatening feedback sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/956041185 2020-11-24 13:20:07 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/956041185 Media and Information Literacy Sample Video sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/957546954 Seminole State Library:
5 Components of Information Literacy
https://youtu.be/1ronp6Iue9w

In this Video there is explained:
There are five components of Information Literacy:
Identify, Find, Evaluate, Apply, Acknowledge
  • Identifying primary resources and secondary information.
  • Finding relevant information.
  • Evaluate the information critically.
  • Apply information effectively to accomplish a specific purpose.
  • Acknowledge the sources of information used.
Seminole State Library belongs to a State College in Florida.
As a State College the domain is credible, the website is well-designed and linguistically professional.
Author is listed: there is contact information added to the video.
]]> 2020-11-24 19:11:33 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/957546954 sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/957556952 https://youtu.be/1ronp6Iue9w]]> 2020-11-24 19:14:14 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/957556952 sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/965938539 As it is up to the schools to care for the students safety, the schools also need to take e-safety into consideration, so the students also stay save when working online. 

I also see the gap between my and other teachers' online experience and the students' daily "natural" usage of internet applications. So most teachers will not be able to catch up to the students' level of internet skills, and might not even know where the students are in danger.

But at least teachers can try to make students more sensitive what kind of online behaviour is safe, and where there might be dangers and safety problems. 

On one side students use internet applications all day long for private use, but more and more often students also use learning environments online. 

If students learn how to behave safely in online learning environments, then students can also profit from this knowledge for their private internet application behaviour.]]> 2020-11-27 16:00:48 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/965938539 What is Cyber-Bullying - How to stay safe online. sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/965940788 unicef: Cyberbullying: What is it and how to stop it: 
https://www.unicef.org/end-violence/how-to-stop-cyberbullying#1

The Klicksafe Project:
https://www.klicksafe.de/ueber-klicksafe/die-initiative/project-information-en/

EU Kids Online seeks to enhance knowledge of European children's online opportunities, risks and safety:
https://www.lse.ac.uk/media-and-communications/research/research-projects/eu-kids-online

]]> 2020-11-27 16:02:22 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/965940788 sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/965993324 Online risks are not necessarily completely different from "real life" risks. And most online risks do have an effect for real life (for example online bullying does compromise kids in their real life behaviour and self-confidence).

There are different safeguarding areas, where kids can be at risk in online environments, but also in real life. 
There are safeguarding areas, everyone should be aware of, such as sexual exploitation, sexting, online bullying and also radicalisation.
Not to forget about the negative effect which result from exposure to detrimental contents, like for example violence, drug advertising.

So I think adults' and teachers' duty it is not only to try to teach online safety skills, but also to teach the kids, what behaviour and content in real life is and where the border lines are not to be harmed. If the kids know what is good for them, and what is inappropriate, the kids then naturally can use these skills in online environments.

]]> 2020-11-27 16:34:33 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/965993324 Role Play sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966842775 Developing learners' digital competencies in content creation or communication]]> 2020-11-28 09:17:53 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966842775 Main Objective: sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966843101 Students should learn 
- how to distinguish positive from negative messages
- how to handle messages received 
- how to post positive messages.
Students should realize, the digital online world is not a separated "parallel" universe, but instead is always interwoven with the real world and real persons.]]> 2020-11-28 09:18:19 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966843101 Target group: sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966843263 Group of students, age from 12 to 25 (within one role play group needs to be about the same age !).
Teacher should be able to handle upcoming social and communication problems, otherwise choose only Step 4 to Step 6.]]> 2020-11-28 09:18:38 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966843263 Step 1: sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966843668 Students receive "anonymous" accounts in learning environment for different roles (each student can have accounts for "bad", "neutral" and "good" person, but from the account name you cannot tell which student and whether good/bad/neutral.]]> 2020-11-28 09:19:19 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966843668 Step 2: sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966843958 There is a forum where students post anonymous within their roles. 
Roles need to be played like this:
- "good" roles post good things about others.
- "bad" roles post negative things about others.
- "neutral" roles do only receive, not send messages.
It needs to be explained, how every role player receives (good and bad) messages, for example everyone is sending to each person one good and one bad role message (depending on group size).
For starting with groups, only few messages. There should be sentences prepared by teachers, which students can use in this role play, depending on the group of students.]]> 2020-11-28 09:19:50 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966843958 Step 3: sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966844888 After posting students tell each one after another, which messages they were -> receiving, and how it felt receiving those (even though it was not them to receive these messages, but they try to identify with the anonymous role). 
And also tell how it felt like -> sending the positive or negative messages.]]> 2020-11-28 09:21:10 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966844888 Step 4: sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966845443 The students try to categorize the messages together with the teacher, which posts are 
- really bad, should not be posted again
- very good, feels good to receive
- other categories like: seems not honest because..., may be misunderstood because..., should sound like a joke might be not a joke... etc.
Teacher should also discuss with the students, how students can react one which kind of message, for example: tell parents, ignore/delete, etc.]]> 2020-11-28 09:22:01 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966845443 Step 5: sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966846247 a) Messages of Step 4 have to be all deleted from forum.
b) The students start again sending messages and now only the messages categorized as good and very good messages are allowed. ]]> 2020-11-28 09:23:16 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966846247 Step 6: sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966846657 Messages and roles need to be deleted after this role play, so students do not identify any longer with this role. Students should delete those on their own, or at least be involved to be ensured the roles are gone.]]> 2020-11-28 09:23:52 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/966846657 Final Reflection on Personal Learning Path: sspeil https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/967154764
Goals:
When I was thinking about the goals for this course, I did not know much about the content yet. As Module 2 was very interesting already, I was glad I can join the course. Additionally I was eager to join a course in English language, so I can get used to reading and writing in English.

Topics:
In the beginning of this online course there were many of the topics I did not research about before. So for me most of the topics were new learning fields. I was glad there were sources prepared for us to use.
Some of the topics I did not feel very close to yet, as I did not need those in the working context before, some other topics I had some practical experience before.

Group work:
When it came to the online discussions and the group work I
realized my working schedule and the online course were not easy to fit. So for me it was hard to find a group. I was glad, most of the tasks could also be worked on alone.

Work done:
As usual I feel I could dive much deeper into the different topics, as most of them I feel really interested in. And as usual, I could only do my best to read and work as much as
possible in the given time in daily life.

e-portfolio:
For the e-portfolio i chose the online application "padlet", as it is easy to use and  has nice layout, and can be made accessible to everybody, and there is a free version available. I am glad I now have an e-portfolio, in which my 
learning progress and outcome is collected. I now again realize e-portfolio really is a helpful tool to summarize for myself. 

]]> 2020-11-28 15:36:33 UTC https://padlet.com/sspeil/gpouh3w48p35ivsj/wish/967154764