#Case clicker codes december 2017 professional#

However, the use of Skype for online tutorships has been limited because students prefer to answer your questions directly and personally with the teacher. Practically all the students have done the tasks posed in Edmodo and solved case studies for later broadcast on YouTube. The results have been very satisfactory as it has achieved to motivate students and increase their interest in the subjects involved. In particular we have used the virtual tools Edmodo, YouTube and Skype. Therefore, this initiative have created elearning environments that have boosted the student to acquire the following skills: abilities to skillfully manage determined virtual tools, autonomous and collaborative learning through the use of ICTs, improving oral and written expression through ICTs, and strengthen personal development to maintain an active attitude, predisposition to learn and stay updated.Ībstract: The aim of this paper is to describe and show the results of an educational innovation experience, which is based on the integration of new information and communications technologies (ICTs) in the university’s teaching/learning model. Practically all the students have done the tasks posed in Edmodo and solved case The aim of this paper is to describe and show the results of an educational innovation experience, which is based on the integration of new information and communications technologies (ICTs) in the university’s After this validation we plan to integrate optical character recognition capabilities in the system, in order to support programming and physics education. We report on the findings of a feasibility study with engineering students in Chile, which validate the practicality of the approach. The teacher can then discuss students’ solutions and provide elaborate formative feedback in class. In this paper, we present a feasibility study of a system that allows students to take snapshots of paper-based, handwritten solutions to a given task with their devices, and then converts this input to vector graphics that are automatically hosted in a cloud-based storage service, such as Google Drive. Technologies such as Classroom Response Systems have been designed to ease the adoption of new pedagogical practice in these contexts however, these pose technological, economic and pedagogical limitations to teachers, students and institutions. Teaching and learning in most current university lectures has remained unchanged for centuries and nowadays, large lecture classes are a fact at universities. In addition, other methods and techniques are incorporated, such as: monitoring students’ performance in real time active learning based on peer instruction to support the strategy of reading comprehension implemented. The most relevant contributions of the proposed design are two: (1) teachers can in real time automatically configure the members of the work teams using 3 different criteria: random, individual performance hitherto achieved by the student achieved in previous stages of the same activity, or the learning styles of each student prefers and (2) the prior calibration of an evaluation rubric in order to ensure the quality of the application of the peer evaluation method in order to grade the answers students produce to an individual reading comprehension test. It also presents an application for iPads supporting teacher and students performing this activity. This paper presents a work which uses Design-Based Research with the purpose of combining theories, methods and techniques of the educational sciences to design a collaborative learning activity including peer evaluation to develop the skills of reading comprehension, oral and written communication.

#Case clicker codes december 2017 professional#

Reading comprehension is essential for students, because it is a predictor of their academic or professional success, however, it is challenging for many students, even more if they are part of large classrooms.