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DigiProf
TMO2
About the course
Glossary
Holistic rubrics
This type of
rubric
s is general in scope and addresses different assessment criteria (e.g., clarity, organisation, and mechanics) at the same time in a single scale of performance levels, based on an overall judgement of the student work.
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Glossary
Previous activity
◄ How would you assess your knowledge about the monitoring digital evidence before taking this course?
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Mapping the training material
How would you assess your knowledge about the monitoring digital evidence before taking this course?
Social forum for sharing and supporting
Announcements
Conceptual introduction
Learning analytics in a nutshell (video)
Introduction to Unit 1
Unit 1.1. How to design metacognitive teaching and learning strategies?
1.1.1. Metacognitive strategies to empower learners to plan, monitor and reflect on their own learning
1.1.2. Metacognitive strategies to foster learners’ metacognitive thinking about a learning design
Best practice example
Unit 1.2. How to set course activities’ settings to track learners’ engagement?
1.2.1. Setting up activity completion to track students’ progress and support SRL
1.2.2. Setting up a discussion forum and attendance activities
1.2.3. Link the learning outcomes with the learning activities and setting up a grade book
Best practice example
Unit 1.3. How to select and embed digital tools that capture data on learner progress?
1.3.1. Selecting tools to support learning and generate data
1.3.2. Selecting external tools to support learning and generate data
Best practice example
References
Quiz
Self-reflection questions
Unit 1. Quiz and self-reflection questions.pdf
Introduction to Unit 2
Unit 2.1. How to analyse and interpret available evidence on learner activity and progress to support engagement?
2.1.1. Questions that teacher needs to ask themselves when analysing the data on students’ engagement
2.1.2 Evidence-based data on learner activity and progress
Best practice example
References
Unit 2.2. How to make data-informed teaching and learning interventions through reports?
2.2.1. Questions that teacher needs to ask themselves when analysing the data on teaching and learning
2.2.2 Evidence-based decision making on teaching and learning
Best practice example
Materials for further reading
Quiz
Self-reflection questions
Unit 2. Quiz and self-reflection questions.pdf
Introduction to Unit 3
Engaging learners in VLEs (video)
Materials for further reading
Unit 3.1. How to foster student engagement?
More on student engagement in 3.1.1.
3.1.1. Students' engagement in VLEs
3.1.2. VLE-based tools supporting course design and engagement
3.1.3. Engage students in reflecting and self-assessing their learning process
Best practice example
Best practice example
References
Unit 3.2. How to increase students’ engagement through customizable dashboards?
3.2.1. What are LADs?
3.2.2. Engaging students through LADs
Best practice example
References
Materials for further reading
Quiz
Self-reflection questions
Unit 3. Quiz and self-reflective questions.pdf
A self-check tool
Conceptual introduction
Unit 1.2. How to set course activities’ settings to track learners’ engagement
Unit 1. Introduction
Unit 1. Quiz self-reflection
Unit 1.1. How to design metacognitive teaching and learning strategies
Unit 1.3. How to select and embed digital tools that capture data on learner progress
Unit 2. Quiz Self reflection
Unit 2. Introduction
UNIT2.1. How to analyse and interpret evidence
UNIT2.2. How to make data-informed interventions
Unit 3. Quiz self-reflection
Unit 3. Introduction
UNIT3.2. How to increase engagement using dashboards
Unit 3.1. Student engagement
Unit 3.1. How to foster student engagement
Final Self-check tool
Next activity
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