How can you use digital platforms to help students reflect and self-assess?

For example a science instructor, he/she can assign virtual science experiments or simulations on any virtual science platform(like PhetEducation) to students to complete. After completing such simulations or virtual experiments, students will be challenged with the task of creating a lab report with a sample guide and a grading rubric provided to them to document their findings. By completing a lab report, students can then reflect on what they have learned and self-assess their performance using the grading rubric as a lab report criteria check or by reviewing their graded lab report sent back by the teacher. This student self-assessment and reflection strategy can also be applied to any other subject in various ways.

We utilize digital platforms like online forums or e-portfolios where students can document their progress, thoughts, and reflections. These platforms offer opportunities for self-assessment through quizzes or interactive exercises. Additionally, tools like video journals or peer feedback mechanisms foster deeper reflection. For instance, our university employs platforms like Moodle and Google Classroom for such purposes, enabling students to engage actively in their learning journey.

La utilización de los entornos virtuales de aprendizaje ha superado la forma tradicional de ense?anza, permitiendo que los alumnos interactúen con la tecnología necesaria para facilitarles las diferentes actividades por medio de la utilización de cámaras, monitores, pizarras interactivas, pantallas de proyección, entre otros. Por lo que el uso de video o audio se convierte en material esencial para el desarrollo del proceso de aprendizaje.

En el proceso de dise?o del dise?o instruccional y ense?anza aprendizaje se vuelve mucho más eficiente y motivador la utilización de diferentes herramientas como infografías, videos, tutoriales animados, juegos didácticos, objetos virtuales interactivos, audios, simulaciones, entre otros, como los recorridos virtuales a lo largo de museos, monumentos históricos, ruinas, ecosistemas y demás lugares geográficamente inaccesibles; simulaciones con objetos 3D para entender funciones algebraicas, procesos mecánicos o reacciones químicas avanzadas según el objetivo previsto para el cumplimiento de las metas y expectativas.

Quizzes or polls are direct as far as the question pertaining to the assessment is concerned. We are in a transition phase as far as the digital format is concerned. This is very much evident from the inclination towards the physical classroom as compared to the online format. Having said that, the point here is that easily understanding the question, quick and near accurate response from the options provided and absence of technology depending upon the target group, holds a higher probability of desired response in turn the outcome.

Gamification can be quite captivating for high prior attainers, particularly, who may find the conventional presentation of information lacks the stimulation they need to fully engage. The presentation of a puzzle, however, is more likely to pique their interest as they work towards understanding a concept. Care must be taken to ensure that the puzzle is pitched at an appropriate level for the learners' ability, especially those with low resilience who may give up on the task if it appears too challenging.

Provide a clear set of criteria for assessing tasks, which students can use to evaluate their own work. It will provide the students with fruitful feedback based on the rubrics. It will help them to focus on their weak areas.

Thoughtfully crafted prompts encourage students to critically evaluate their own progress, understanding, and learning processes. These can prompt students to analyze their strengths, areas for improvement, strategies for further growth. By engaging in self-reflection, students develop metacognitive skills, become more aware of their learning styles, and take ownership of their academic journey. Incorporating reflection prompts fosters a culture of introspection and continuous improvement, empowering students to become self-directed learners. By regularly engaging in self-assessment through reflection, they develop greater self-awareness & become active participants in their own learning journey, leading to academic growth and achievement.

Integrating generative AI into digital platforms can significantly enhance the process of student reflection and self-assessment in innovative and interactive ways. AI chatbots or virtual assistants can engage students in reflective conversations, asking about their learning experiences, challenges, and what they found interesting. These assistants can guide students in setting specific, measurable, achievable, relevant, and time-bound (SMART) goals based on their reflections.

Consider utilizing forums within Learning Management Systems (LMS), either integrated at the end of a module or independent for continual reflection and self-assessment. Forums are useful mediums for structured posting regarding course material or personal learning journey. They facilitate peer review, requiring students to assess at least three other posts and fostering diverse perspectives. If designed with prompt questions encourage reflection on personal experiences relevant to the topic and critical analysis of course content, with upvoting incentivizing engagement by acknowledging peer contributions. Encouraging timely feedback sustains student engagement, emphasizes priority on reflection, and promotes empathy within discussions.