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Peer assessment as a pedagogical activity
Work in progress
Pending to link i any of the H1 storyline
Persona
How to empathize with your students?
To discover the needs of students through a deep understanding of their interests and concerns requires empathizing with them in order to gain insights that guide the design of the learning experience. Persona tool has been widely used in the field of marketing and, more recently, in education, as it facilitates understanding how users think, their desires, and habits.
The persona represented through the tool is a fictional character that describes the demographic characteristics and defines the personality of a group of users. Maria is one of the characters who was characterized as a result of various interviews with postgraduate students interested in training in: Design Thinking focused on Innovation for the Healthcare. She represents a group of students who share common characteristics.
Let's innovate in the classroom!
https://www.teachersguild.org
Student Journey
How to enhance the student experience?
The "journey map" is a graphic visualization tool for mapping the user experience of a product or service. It has a matrix structure where horizontally, it defines a timeline of the service process, and vertically, it gathers insights aligned with user actions: touchpoints, emotions, and pains. The bottom row serves as a space for collective construction of improvement opportunities in the user experience, considering the cause of the pains to mitigate them and understanding the reasons for joys to enhance them.
In this case, the student's experience has been mapped before, during, and after the pilot as a way to identify resources, timelines, needs, and more for pilot planning. I hope this tool helps you have a systemic view of the course from the student's perspective.
https://servicedesigntools.org/tools/journey-map
https://www.ideou.com/blogs/inspiration/designing-a-journey-map-consider-these-tips
SINCOE@ (innovation competence assessment tool) v1
What is the SINCOE@ Assessment Tool?
Innovative behaviour and generic innovation competences are shared aims for degree studies in all study fields in all European higher education institutions. However, narrower views have been put on how students are learning innovation competences in the digital environments. Additionally, empirically validated instruments to identify and assess learning of innovation competences in educational online contexts are missing.
The novel re-validated SINCOE@ Assessment Tool is created to help identifying, assessing and developing innovation competences in online learning situations. The assessment tool includes five dimensions with 33 items of innovation competences and one subdimension with four optional items with sustainable-development aspect as part of critical thinking dimension.
Following the definition of SINCOE@ Assessment Tool, innovation competence is the ability to create, introduce, adapt, and or apply a beneficial novelty in any part of an organization. That is to say, being able to introduce something new (an idea, a method or process to do something, or a device, or an invention) or the useful improvement of something that already exists and adds value to people or organizations and society or planet. In the search for adding value, the innovation process starts with the proposal and generation of new ideas and ends with using the results.
Why to use the SINCOE@ Assessment Tool?
The SINCOE@ Assessment Tool helps students identify their strengths and weaknesses in innovation competences. It encourages students to actively monitor and regulate their learning by reflecting on their achievements and demonstrating whether the requirements of courses have been fulfilled. Continuous self-monitoring helps them to identify learning opportunities. The process also expands their understanding of their professional identity. This kind of self-monitoring and reflection enhance also students’ metacognitive skills and prepare them better for adapting to new tasks, complex life and work-environments.
Additionally, with the help of innovation competence dimensions, students can describe their skills more concretely, such as their strengths in creative problem-solving or teamwork. The ability to describe about one's own competence in a variety of ways helps in job-seeking.
Moreover, the SINCOE@ Assessment Tool also raises awareness of innovative behaviors. According to Messmann and Mulder (2011), work contexts offer many opportunities for innovation, but individuals must recognize these to become active innovators. Thus, the SINCOE@ Assessment Tool help to understand the importance of applying innovation competences in both innovation processes and work practices.
How to use the SINCOE@ Assessment Tool?
The assessment tool can be applied in many ways.
Students
It can be used as a student assessment, for example as self- or peer assessment or group reflection of a student team. The tool can be contextualised to a single project, course or (online) learning environment, or it can be used to support the reflection of long-term competence, for example, throughout the degree.
Learn more about practical cases:
Teachers:
In teacher assessment, it can be used, for example, in teacher assessment assessing the teacher's or team of teachers' own innovation competencies in the implementation of pedagogical solutions. Additionally, the tool can also be used as a frame of reference in the planning of pedagogical script and teaching, to mirror whether pedagogical online solutions that enable the development of students' innovation competencies are realised in the plans. In this way, it helps identifying the special skills that are emerging during their pedagogical practices, and thus, support in evaluating the quality of their own course designs or implementations.
Learn more about practical cases:
External actors
In external assessment, the tool can be used, for example, in giving feedback for student teams when an external actor is unable to continuously monitor students' work and learning. The tool helps to articulate and concretise students' work and accomplishments. The external feedback supports the learning process and students’ motivation alongside course evaluations.
Learn more about practical cases:
Facilitating effective self-assessment with the SINCOE@ Assessment Tool
Successful, reliable and realistic assessments always require prior discussions with students and careful preparation, ensuring a common understanding, and motivating students to self-assess. Educators can help students develop the skills needs for effective and development-oriented self-assessment, leading to greater self-awareness and continuous improvement.
- Clear objectives: The assessment tool alone isn’t enough; joint discussions and clear introductions to the assessment goals, methods, and criteria are essential. Explain what is being assessed, and why.
- Provide Examples: Use practical examples to illustrate and contextualize what innovation competence means in practice. This helps students observe their own performance accurately.
- Encourage Reflection: Create opportunities for students to reflect on their learning experiences of innovation competence. This can be through discussions, or self-reflection exercises. Reflection not only deepen the learning but also helps students recognize their strengths and areas for improvement.
- Peer and Team Assessment: Utilize peer or team assessment-activities. This not only helps students learn to assess others but also provides additional perspectives on their own competence.
- Foster a Supportive Environment: Build an onsite or online classroom culture where self-assessment is seen as a positive and constructive process. Encourage honesty and openness.
- Feedback: Offer regular, constructive feedback to guide students in their self-assessment. Highlight both strengths and areas for improvement.
- Personal Goals: Encourage students to set personal learning goals, based on their self-assessments. For example, guide students to select relevant items of innovation competence list. This helps them take ownership of their learning journey and competence development.
How to access to Sincoe@
This route points to the latest version http://rogle-moodle.webs.upv.es/alias/sincoe@self.htm .
This self-assessment tool offers the option for a 360º degrees assessment with a simple and brief peer assessment (not intended for evaluation but for feedback from colleagues approached directly by participants)
Asynchronous remote teaching
Each participant connects to the digital resources or devices when they select, without expecting to receive an immediate response or observe activity from others.
Examples of remote asynchronous teaching include accessing pre-recorded lectures or instructional videos that can be viewed at any time; engaging in online discussion forums where participants post and respond to messages at their own convenience; submitting assignments electronically without real-time interaction; and accessing learning materials and resources through online platforms or learning management systems that can be accessed at any time. In this teaching mode, participants can engage with the materials and activities according to their own schedule and pace.
Synchronous remote teaching
All participants are simultaneously connected to digital resources or devices, allowing each individual to observe the actions of others in real-time as they are being performed (or with a minimal delay of only a few seconds).
Examples of synchronous remote teaching include live online classes where students and instructors interact in real-time through video conferencing platforms; virtual lectures where participants can ask questions and receive immediate responses, and collaborative activities where students work together on shared digital documents or platforms while being able to see each other's progress in real-time.
Face-to-face teaching (in-person)
A meeting in the learning process with more than two people, all present physically and in a synchronous format.
This can occur, for example, in a classroom where the teacher and the students are all in the same physical space and communicate in real-time. It can also include individual or group tutorials where participants gather in person to discuss and collaborate. In this modality, interaction occurs in person, allowing for direct communication and observing gestures and facial expressions (nonverbal communication) that enhance the learning experience.
Context definition tab
Please describe the environment where the learning experience takes place.
- Capstone Courses and Projects
- Collaborative Assignments and Projects
- Common Intellectual Experiences
- Diversity/Global Learning
- ePortfolios
- First-Year Seminars and Experiences
- Learning Communities
- Service Learning, Community-Based Learning
- Undergraduate Research
- Writing-Intensive Courses
Ice-breakers for on-line class
DRAFT Hacer una card con esto (pensar en el objetivo) Usar ice-breakers que obliguen a encencer o apagar la camara y que no pasa nada (apagan todos las camaras, icluso los del aula) y la encienden cuando cumplan algunas condiciones. Los qe ls gusta el futbol…los que han ido al cine la ultima semana, los que han vistto un episodio de serie esta semana, lo que solo han visto uno que la mantengan.
Hybrid teaching environment (hybrid)
Some participants, either faculty or groups of students, are physically present in a face-to-face setting, while other participants are simultaneously engaged in synchronous remote teaching. This means some class attendants are in person, while others are remotely in real-time.
Examples of simultaneous remote and in-person teaching (hybrid) can include a classroom setting where some students attend the class physically, and others join remotely via video conferencing; a seminar where a few participants are physically present, while others connect remotely to participate in discussions and activities; or a workshop where the instructor delivers the session in person while remote participants follow along through live streaming and interact through virtual platforms.
In this teaching mode, the in-person and remote participants are simultaneously engaged in the same learning experience, albeit through different modalities. It allows flexibility and inclusiveness, accommodating participants who cannot attend in person while maintaining real-time interaction and collaboration.
Case. UPV master degree
in construction
Para toda actividad en grupo en el aula
- Filtrar los comportamientos que puedo/quiero observar
- Apuntar la frecuencia/intensidad del comportamiento
Periódicamente poder recuperar "facil" anotaciones
- de cada estudiante
he diseñado un ahoja de calculculo para toma de datos para tener los datos "importados" directamente y no tener en papel digitalizado
- no me ha gustado el uso.. puedo hacer el punteado con una tableta y lapiz (y luego contar las marcas) pero no es comodo ni ágil, ni robusto y si hay que anotar comentarios no es util. y los filtros desde una tableta andorid con excel365 no funcionan bien (no visualiza comodo el detectar estudiante
- Igual con un portatil sería un pelin más comodo pero no lo suficientemente flexible
Al final he vuelto a anotaciones en tableta (mucho mejor que papel porque puedo hacer zoom y tener panel infinito y recolocar las cosas para tener espacio)
Los resultados los pico en calificaciones de poliformat para compartir con estudiantes y tenerlos calificados
Whait is Innovation Competence?
What is Innovation Competence?
The ability to create, introduce, adapt, and/or apply a beneficial novelty in any part of an organization. That is to say, being able to introduce something new (an idea, a method or process to do something, or a device, or an invention) or the useful improvement of something that already exists and adds value to people/organizations and society/planet. In the search for adding value, the innovation process starts with the proposal and generation of new ideas and ends with using the results.
References
Cheng, C. Y., & Chang, P. Y. (2012). Implementation of the Lean Six Sigma framework in non-profit organisations: A case study. Total Quality Management & Business Excellence, 23, 431-447.
Clune, S. J., & Lockrey, S. (2014). Developing environmental sustainability strategies, the Double Diamond method of LCA and design thinking: a case study from aged care. Journal of Cleaner Production, 85, 67-82.
Design Council. (2007). Eleven lessons. A study of the design process. British Design Council.
Marin-Garcia, J. A., Garcia-Sabater, J. J., Garcia-Sabater, J. P., & Maheut, J. (2020). Protocol: Triple Diamond method for problem solving and design thinking. Rubric validation. WPOM-Working Papers on Operations Management, 11(2), 49-68.
Scholtes, P. R., Joiner, B. L., & Streibel, B. J. (2003). The team handbook. Oriel.
Suarez-Barraza, M. F., & Rodriguez-Gonzalez, F. G. (2015). Bringing Kaizen to the classroom: lessons learned in an Operations Management course. Total Quality Management & Business Excellence, 26(9-10), 1002-1016.
Tapping, D. (2008). The Simply Lean Pocket Guide. Making Great Organizations Better Through PLAN-DO-CHECK-ACT (PDCA) Kaizen Activities. MCS Media, Inc.
Tschimmel, K. (2012). Design Thinking as an effective Toolkit for Innovation. Proceedings of the XXIII ISPIM Conference: Action for Innovation: Innovating from Experience, Barcelona.
How learning analytics can be used in the different pilots
Learning analytics refers to the process of collecting, analyzing, and using data from various learning contexts to improve teaching and learning outcomes. When it comes to assessing or giving feedback to university students related to their innovation competence, learning analytics can be a powerful tool. By analyzing student performance data in innovation-related activities, such as design thinking exercises or innovation challenges, instructors can gain insight into how well students are developing their innovation skills.
For example, learning analytics can be used to track the progress of individual students over time, identifying areas where they may be struggling and where they may need additional support. This can be especially useful in identifying students who may be falling behind in their development of innovation skills, and targeting interventions to help them catch up. Additionally, learning analytics can be used to identify patterns of success among high-performing students, providing insights into what strategies and approaches are most effective for developing innovation competencies.
Feedback is another key component of learning analytics in assessing innovation competencies. Through the use of analytics tools, instructors can provide personalized feedback to students based on their individual performance, highlighting areas where they excel and areas where they can improve. This feedback can be delivered in real-time, providing students with timely guidance and support to help them develop their innovation competencies.
Where and how to assess the learning of the innovation competence
Assessing the development of innovation skills in university students is a complex process that requires careful consideration of a variety of factors. First and foremost, it is important to define what is meant by "innovation" and what specific skills are involved in developing this competency. This may include creativity, critical thinking, innitiative, collaboration, and networking among others. Once these skills have been identified, it is important to determine how they can be measured effectively.
One approach to assessing innovation skills in university students is to use a combination of self-assessment and peer assessment. This can involve students reflecting on their own learning process and identifying areas where they have developed specific skills related to innovation. In addition, students can provide feedback to each other on their innovation skills, which can help to identify areas for improvement and encourage collaboration.
Another approach to assessing innovation skills in university students is to use performance-based assessments. This may involve giving students a specific problem to solve or task to complete, and then evaluating their ability to apply their innovation skills to the task at hand. This can provide a more objective measure of students' innovation skills and can help to identify areas where students may need additional support or guidance.
It is also important to consider the context in which innovation skills are being developed and how this may impact the assessment process. For example, some innovation skills may be more relevant in certain disciplines or fields of study, and it may be necessary to tailor the assessment approach accordingly. In addition, the assessment process should take into account the unique learning styles and abilities of individual students, as well as any cultural or socio-economic factors that may impact their development of innovation skills.
Overall, assessing the development of innovation skills in university students requires careful planning and consideration of a variety of factors. By using a combination of self-assessment, peer assessment, and performance-based assessments, educators can provide students with meaningful feedback on their innovation skills and encourage them to continue developing these important competencies.
In this sense, we provide a tool for diagnosing innovation competence which is accessible at this link: http://rogle-moodle.webs.upv.es/alias/sincoe@self.htm
How to stimulate and maintain learner’s motivation to learn
Effective teaching is not only about transmiting information, but also about creating a learning environment that fosters active participation and student motivation. To achieve this, teachers can employ teaching practices that promote student engagement and self-regulation in their learning process.
Some of these practices include creating interactive and participatory activities in class, fostering collaboration among students, establishing clear goals and expectations, providing constant feedback, and teaching self-regulation skills such as time management and goal-setting. By utilizing these practices, teachers can create an environment where students feel motivated and responsible for their own learning, which can lead to better outcomes and greater satisfaction with the teaching-learning process.
***Still pending
What are High impact practices?
Why high impact practices improve student engagement/motivation?
Whych High impact practices can be used in pilots?
Seleccionar y hacer una ficha de las High impact practices seleccionadas. < https://www.aacu.org/trending-topics/high-impact >
- Capstone Courses and Projects
- Collaborative Assignments and Projects
- Common Intellectual Experiences
- Diversity/Global Learning
- ePortfolios
- First-Year Seminars and Experiences
- Learning Communities
- Service Learning, Community-Based Learning
- Undergraduate Research
- Writing-Intensive Courses
******
Which role should the teacher have to play
To teach something, but in particular a skill such as innovation or creativity, the teacher has to lead by example. His or her classes have to be interactive, creative, and different in some sense.
During the parts of the session specifically dedicated to the innovation competency, the teacher acts as a facilitator of the sessions: proposing activities, observing behaviors, providing feedback/feedforward on behaviors (reinforcing those that are positive for innovation, improving those that are not fully displayed by the students). However, at other times (if it is preferred to transmit content in synchronous sessions and not delegate it to asynchronous materials), the teacher can have a more expositional role.
The teacher's role is also to provide feedback on the student's self-assessment in a joint discussion. The aim is to help students understand the professional importance of innovation competences. Students must also be critical of their own self-assessment. Here the teacher is a good mirror.
The motivational role is also important: why it is relevant to do self-analysis in the first place.
The role of the teacher is crucial in teaching this skill to students. Below are some examples and counter-examples of how teachers can foster innovation competence in the classroom:
Examples:
- Design class projects that require complex problem solving, which will force students to think innovatively and creatively.
- Promote discussion and exchange of ideas in class, encouraging students to share their thoughts and views to foster collaboration and critical thinking.
- Provide opportunities for students to explore different technologies and tools to develop projects, allowing them to experiment and find new ways of approaching problems.
- Encourage creativity: The teacher can encourage students to be creative and think outside the box. For example, you can use tools such as lateral thinking or brainstorming to encourage students' creativity.
- Teach critical thinking skills: The teacher can teach students skills to critically analyse and evaluate problems. He or she can have students examine different possible solutions and evaluate which one is the best. In this way, students will be able to develop problem-solving and innovative decision-making skills.
- Encourage teamwork: The teacher can assign projects that require teamwork and collaboration. By working together, students can share ideas and find innovative solutions to problems.
Counterexamples:
- Following a traditional teaching approach based on memorisation and repetition of information. The teacher may be tempted to teach only traditional teaching methods and not encourage creativity and innovation which does not encourage critical thinking or creativity and thus innovation.
- Providing students with ready-made solutions to problems, which limits their ability to think innovatively and creatively.
- Not allowing the use of innovative technologies and tools in the classroom, which limits students' opportunities to experiment and discover new ways of approaching problems.
- Failure to encourage diversity: If the teacher does not encourage diversity in the classroom, it can limit the creative and innovative potential of students. By limiting perspectives and backgrounds, the teacher may be limiting the students' ability to think innovatively.
- Not being up-to-date: If the teacher does not keep up-to-date on the latest trends and innovations, it may be difficult for him or her to teach students innovative skills. The teacher must keep up to date and be willing to learn new skills and techniques in order to teach them to his or her students.
The following behaviours can be extracted from these examples:
1-Encourage creativity
2-Providing tools and resources
3-Promote critical thinking
4-Encourage experimentation
5-Encourage collaboration
6-Being a facilitator of learning
7-Promote long-term vision
8-Stimulate passion and enthusiasm
What kind of learning environment(s) learning takes place
To work on the innovation competency and, above all, to evaluate it, we need an active and preferably collaborative learning environment. The latter is not absolutely essential because we can consider the option of individual innovation. But in complex environments and in the face of non-trivial problems, it will probably be essential to approach innovation as a group to be able to consider different points of view and cover more options than a single person can process with solvency. Therefore, it is interesting to encourage students to work on innovations as a group so that they acquire the competence adapted to working with other people.
In this sense, Challenge-based Learning (see card X in annex), Project-based Learning (see card X in annex), and Service Learning (see card X in annex) can be facilitating environments for the learning process of the innovation competency.
In the above three frameworks, it is usually essential to introduce a flip teaching approach where knowledge acquisition is done asynchronously with support materials (videos, podcasts, readings), and synchronous (face-to-face or remote) doubts are resolved, knowledge is put into practice, and observation, feedback/feedforward, and learning guidance are possible.
On the other hand, it is recommended to incorporate some learning or collaborative work support platform, especially for the team's asynchronous work moments. But it can also be used in synchronous online work. In this sense, platforms such as Moodle or Sakai can serve as a document repository, forum, wiki, news panel (blog), or chat. Specific platforms can also be activated for document management (for example, Alfresco, or with more limited functions, Google Drive, Office 365, Dropbox, or similar), for forums (put a common one*), for wiki (put a common one), for blogs (WordPress, or similar), or instant messaging tools (Discord, Slack, or similar). Alternatively, the Office 365 ecosystem or the Google suite can complement these platforms with their concurrent document editing capabilities. It may also be appropriate to use tools to make decisions and foster creativity as a group, such as electronic dashboards (Miro, Mural, Lino, etc.) or task managers (Trello, Planner, oneClick). It is also necessary to describe if any repository is used to store information. In addition to software tools, participation protocols must be defined in these platforms (see card etiquettes & online standards).
As the processes/problems posed to students become more complex, structured methods that support the different phases, from problem identification to action plan creation, become more necessary. It is recommended to use a reference framework to guide students' innovation process, in which divergent activities (opening options/generating alternatives/creativity) alternate with convergent activities (filtering and selecting options/critical thinking) and concludes with an action plan (initiative). In this sense, the Triple Diamond model (Marin-Garcia et al., 2020) (Figure 1) offers a framework that can be applied in different contexts where innovation is intended through problem-solving or detecting and taking advantage of opportunities, either continuously (individually or through improvement groups) or even radically. The model is an extension and adaptation of the double diamond proposed by the British Design Council (Clune & Lockrey, 2014; Design Council, 2007; Tschimmel, 2012) and integrates ideas present in 3I model, HCD model, PDCA, DMAIC and 8D (Cheng & Chang, 2012; Scholtes et al., 2003; Suarez-Barraza & Rodriguez-Gonzalez, 2015; Tapping, 2008; Tschimmel, 2012).
The toolkit that can be used to support each of the activities is too broad and diverse (Clune & Lockrey, 2014; Tschimmel, 2012), and it is not the purpose of this script to list each one of them (see card X in annex), which, on the other hand, can be very specific in some cases, and in others, each team of teachers will have preferred tools already tested in their teaching context.
SINCOE project Information
The SINCOE’s pilot selection and its participants provide a good overview of ongoing HE studies. The target is to have a broad range of pilots from all the categories and different working environments to get good coverage of findings and conclusions. In total, there will be pilots with a minimum of 20 educators (from HEIs) and 600 learners from all partner countries.
The pilots will cover the following categories:
- Level of degree: Master, Bachelor, Other (continuous learning MOOC)
- Type of learners (focus group e.g., later year students, newcomers, experienced adults, and different learner individuals - personas)
-Field of study
- Course implementation: Hybrid, Online, only part of the course, Other
Under these categories, there will be different types of learning environments and aims, such as internships, working life studies, thesis, and subject-specific courses, which will be taken into consideration when designing the implementation (story line) of the pilot courses.
In the “Type of learners” category also the different individual persons need to be somehow considered to cover not just the general types of people, but also the different personal qualities of individuals. In that it is good to make use of the “user person” exercise, which helps to empathize students as persons and not just as groups of certain types of people e.g., later year students, newcomers etc.
Additionally, based on the results of the need analysis, when operating in an online environment, in the pilots it is important to put special attention to the following areas:
- Network technologies
- Students' motivation
- Active learning methods
- Atmosphere
- Uniformity of etiquettes & online standards
- Individual factors
Moreover, detailed test focuses of the pilots (development areas) will be selected on the basis of the main results of the need analysis, listed below. There can be several test focuses (development areas) in one pilot.
1. Accepting and adapting to the new methods and (learning) strategies of online education (teachers and students)
2. Understanding the significance of innovation competences and motivate to use them in online teaching and learning (teachers and students)
3. Updating the skill requirements and support to achieve new (digital) competences and skills (teachers and students)
4. Activating learning and teaching methods to involve and motivate students
5. Efficient assessment methods and tools to involve and motivate students
6. Creating interactive and friendly atmosphere
7. Comprehensive course designing to integrate innovation competences (or dimensions) efficiently into online implementation taking into account different target groups (fields, young/old students, different learners)
8. Efficient technical solutions, e.g., equal technical conditions, improving technical usability and learning analytic possibilities of (the FINCODA Assessment) tools
All the pilots can be found in here: Sincoe_Master_pilotplan011122.xlsx
