This is an example of an assignment designed by a teacher aiming to enhance students’ understanding of Faraday’s Law of Magnetic Induction. It provides students with a learning object to “play” with, an activity sheet, an excel worksheet and a report form for students to complete and then e-mail their completed assignment (activity sheet and report) to the teacher. Some useful links are also provided as references for students to learn from the resources at various websites.
The above activities can be considered as part of the learning processes for the students to learn the topic on Faraday’s Law of Magnetic Induction. The teacher can also assess students’ learning outcomes based on the assignment submitted.
Undoubtedly, the teacher has made use of some technology in designing the learning activities and assignment by using some hyperlinks to link up with the learning object, some relevant websites, activity sheet, worksheet and report. The teacher also requested students to submit their assignment by e-mail, instead of submitting the hard copy of the assignment (traditional way for submission of assignments). The above use of technology can be considered as using the technology to some extent and the key success factor is the effectiveness of the Learning Object. If the Learning Object can be designed to produce the distinct learning effectiveness made possible by technology from traditional teaching, it would not be viewed as just a change of form from submission of assignment through hard copy to electronic copy. We should try to materialize the technology-facilitated teaching effects to overcome the limitation of the traditional pedagogy and assessment methods. In other words, the above design of assignment can be viewed as making use of new methods to do the old things if there is no fundamental change in the learning and teaching processes.
For details of the example of assignment, please click the following link:
http://people.cite.hku.hk/dchurchill/examples/magneticfield/main.htm
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