Federated eRubric Pedagogy

1. Presentation and summary2. Different contexts of use of eportfolios and erubricas: Results intuitive3. CASE I: Practicum supervision4. CASE II: PhD Supervision5. CASE II: PhD Supervision 1 a 2 students (New Law)6. CASE III: Great group, 75 students: Tasks and Resources7. The importance of student group size 8. Overall learning process with eportfolios9. Our students teach in the future as they learned in college now10. Competences-Task-Eportfolios11. Conclusions: Avantages and Requirements12. Sumary: 3 ideas and experiences

Ph. Manuel Cebrián de la Serna [mcebrian@uma.es]Teacher and researcherhttp://gtea.uma.es/mcebrian

Málaga University -Spain-Málaga

Colegio Sueco

Fuengirola

(Pedagogy) Federated eRubric Different contexts of use of eportfolios and erubricas: Results intuitive

Summative evaluation

Formative evaluation

Teaching witheportfolios anderubrics

Groups of 1-6 students

Practicum and doctoral supervision

Ideal method eportfolios and erubricas

Groups of 25-50 students

-Project-based learning method (PBL)-eportfolios group-Evaluating peer to peer and selfevaluation with erubrica

Groups of 75-100 students

-Mass teaching-Evaluating peer to peer and selfevaluation with erubrica

Type of evaluation

Interactiontime t-s

erubrica with eportfolios can facilitate a formative assessment, but depends on the size of student groups

Results of impact of rubric and eportfolios

(Pedagogy) Federated eRubric CASE I: PRACTICUM SUPERVISIÓN

Practicum Supervisión Models, since 1997...

Modelocomunicativo y Diálogico

con eRúbrica y ePortafolios

U.MálagaU. Vigo

U.GranadaU. Huelva

U. Jaén

Projects of collaboration

http://practicum.uma.es

Students from different

universities

Supervisors from diffetent departments

Communicative and dialogical model with eportfolios

and erubrica

Networkof

collaborationin network

Tutor center practices

Studient 1 center

practices

Studient 2 center

practices

Studient .. n center

practices

Groups of 1-6 students

E

F

A

D

C

E TeamWork / Theory-Practices

E’

E’ TeamWork / Theory-Practices

Málaga University

Other UniversityFederated System

Projecton way

(Pedagogy) Federated eRubric CASE I: Elements of supervision and rubrics

Designing the interventionTask 1 Project contextualizationTask 2 Selection of objectives and contentsTask 3 TimingTask 4 Methodology and ActivitiesTask 5 Evaluation of learning

Implement and evaluationTask 6 Intervention and evaluationTask 7 Diary (14 weeks) “Reflection between the theoretical and practical”

Each supervisor from 1 to 6 students

FaceSeminars

Work in collaborati

on

Distance tutoringPortfolio

14supervisors

100Studients

CalendarProgramContents

Early Childhood Education Teachers, 3rd Course.6 months at a School

Objective 1: Design and create a Didáctic unit of interventionObjective 2: Implement and evaluate their experience as a teacher

Month 6 must file or memory practicum eportfolio

Timing

Month 1 Month 2

Month 2 Month 3

Month 3

Month 4

Month 4

Month 5

Month 4Month 3Month 2Month 1 Month 5 Month 6

Month 3

Month 6SUPERVISIÓN--> DIALÓGIC COMMUNICATION

(Pedagogy) Federated eRubric CASE I: Reasons that led us to use the rubrics

Designing the interventionTask 1 Project contextualizationTask 2 Selection of objectives and contentsTask 3 TimingTask 4 Mthodology and ActivitiesTask 5 Evaluation of learning

Implement and evaluationTask 6 Intervention and evaluationTask 7 Diary

ASSESMENT BY CENTER TUTOR WITH “RUBRIC TUTOR”

Supervision rubric

Criteria

Evidence weight and competences

Since 1997... eportfolios

Since 2005... erubric

The first two reasons why we use the rubric

a) eRúbric are closely linked to their need eportfolios "dialogic" between supervisor and students on the evidence

b) Reason anecdotal: 2005 "M.H. 10"

“With the same objective evaluation criteria teachers can qualify separately in front of a very different student and task”

¡¡ This could not be !!

This forced us to have a technique "more objective, accurate and consensual application of the criteria"

eRúbrica-Gtea

(Pedagogy) Federated eRubric CASE I: Reasons that led us to use the rubrics

!¡!¡ ¿?

!¡!¡

!¡

ContentsExposure of my research line: ¿Arguments and reasons, what objectives, which design, results?

1. Communities of Practice: Amazon, Uzbekistan...

2. ICT impact on schools

3. Educational and technological innovation at the University

4. Federated systems applied to education

http://gtea.uma.es/mcebrian/Presentation.html

EXERCISE CLASS

Replica of a real situation in each subject

Examples: Reading, Analysis of a text, develop categories, etc

PRE-PROJECT

-Ask a question of research-Research design-References at least 5 JCR

(Pedagogy) Federated eRubric CASE II: PhD Supervision (Structure)

PhD Title: Educational research and innovation

1º Year. Face to face seminars. Remote supervision

2º Year and up: Remote supervision THESIS + face meetings depending on the cases

2 Thesis Amazonas (Venzuela)1. Communities of practice Piaroa (D. Dario Moreno)2. Design, development and evaluation multicultural materials (D. Juan Noguera)

2 Thesis Guadalajara University (México)1. Competition Assessment Team work with rubrics in different areas2. Distance education course. Remedial courses

+PROJECT

SCHEME FOR THE DEVELOPMENT OF A RESEARCH PROJECTAND THESIS

I. - THE PROBLEM.A. Descriptive title of the project.B. Formulation of the problem.C. Research Objectives.D. Justification.E. limitationsII.-FRAME OF REFERENCE.A. Theoretical foundations.B. Background of the problem.C. Development of Hypotheses.D. Identification of the variables.III.-METHODOLOGY.A. Design data collection techniques.B. Population and sample.C. Analysis techniques.D. Tentative analytical index of the project.E. Guide fieldwork.IV.-ADMINISTRATIVE ASPECTS.A. Human resources.B. Budget.C. Schedule.V. - Bibliography.

SEMINARY Face to FacePRE-PROYECT

PROJECT

THESIS

PROJECT (1 Semester)

THESIS

+

=

(Pedagogy) Federated eRubric CASE II: PhD Supervision 1 a 2 students (New Law)

1 year 1- 4 year

Matrioska

Great group

Laboratory

Exhition project

Tutorials

Review

(Pedagogy) Federated eRubric CASE III: Great group -75 studients-

- Selt-assesmenta) previous ideas for each topicb) class daily: what I learned in each subject?c) Self laboratory task groupd) self-report of the entire course

- Peer to peer assessment - Laboratory tasks- Project Exhibition

- eRúbric1. eRúbrica content laboratory tasks2. Self-assessment eRúbric teamwork in laboratory3. Exposure eRúbrica project

1. Rubric: Peer to peer

Activitie 1Laboratory

(Pedagogy) Federated eRubric CASE III: Great group -75 studients-

2. Rubric: Teamwork

Selt-AssesmentLaboratory

(20.00%) to acquire the skills necessary for proper management of information for educational purposes

(10.00%) Express orally and master the use of different techniques of expression

(10.00%) Deal effectively with situations of language learning in multicultural and multilingual

(30.00%) Confronting the production of materials and ICT resources in creative and innovative according to the requirements of environment

(30.00%) Developing the skills of collaboration, active participation and teamwork

3. Rubric: Exposure TeamProject

!

2012-13 The federation facilitates peer to peer assessment between students

from different universities

Previous ideas

Resources topic

What have you learned on the subject?

Laboratory activities

Peer review

Students upload their projects (Essays text, Blog, West Quest, presentations ...)

Manualbook

(Pedagogy) Federated eRubric CASE III: Great group -75 studients- Open platform

Resources ICT for education

erubrica with eportfolios can facilitate a formative assessment, but depends on the size of student groups

Groups of 1-6 students

Practicum and doctoral supervision

Ideal method eportfolios and erubricas

Groups of 25-50 students

-Project-based learning method (PBL)

-eportfolios group

-Evaluating peer to peer

and selfevaluation with erubrica

Groups of 75-100 students

-Mass teaching

-Evaluating peer to peer

and selfevaluation with erubrica

Teaching process with eportfolios

Competences--> Activities--> Techonology

(Pedagogy) Federated eRubricThe importance of student group size

Understanding and negotiation

of project

PLanning

Evidence collection and monitoring

Reflection about the experences

Draftpublication

Communication experience with others

Evaluation with criteria erubric

Finalpublication

COMMUNICATION

REFLECTIONCOLABORATION

(Pedagogy) Federated eRubricOverall learning process with eportfolios

Education ProjectExperience what their students will live(As if they were elementary students)

Collect evidences

Reflection

Publish and share their experiences

Interactsand share

Recounts their experiences

Peer to peer assessment

(Pedagogy) Federated eRubric Our students teach in the future as they learned in college now

Competences ------------------> Task Desing -----------------> ePortfolios

(Pedagogy) Federated eRubric Competences-Task-Eportfolios

Supervisortutor

monitoringorientation

Planning Communication tools

TaskCompetences

TeamTask

IndividualTask

Individualeportfolios

Selt-AssesmentProductivity

Productivity

Peer to Peerevaluation

Teameportfolios

Planning

Communication tools

IndividualRubric

TeamRubric

I prefer the minimum of tasks with maximum skills

in game

Advantages:

1. the large erúbrica to inform more clearly and objectively the assessment criteria.

2. In general, the methodology can start: think, reflect and internalize the criteria ...

3. The peer review helps to understand the criteria by students.

4. Overall, encourages reflection, self-assessment and learning autonomy facilitating dialogue, reflection and feedback between student and teacher

Requirements:

1. You can innovate in technology and no change in the educational process and methodology.

2. It is difficult for teachers and students move from traditional models without a transition.

3. Collect, describe and interpret evidence is not easy.

4. This methodology students demand more commitment and responsibility with teaching and learning.

5. Formative evaluation with e-portfolio and e-heading successes and get different answers depending on the groups and contexts.

(Pedagogy) Federated eRubricConclusions: Avantages and Requirements

(Pedagogy) Federated eRubricSumary: 3 ideas and experiences

1. The rubric is a source of information for evaluation....

But the evaluation is more and needs other sources of information and registration (Diaries of the Professor, interviews, annotations, etc.)

Do not see it as a technique and method suitable for the whole evaluation process:

2. The highest value for remote monitoring:

clear criteria for the communication and evaluation.

3. For the same previous advantage:

It is almost essential if we perform a formative evaluation, peer evaluation and self-evaluation.

It could be very difficult to assess all by rubric

Thank for your atention

(Pedagogy) Federated eRubric

Do you want to get into some example of erúbric of my subjects?