Next Step
UniServity cLc - a strong pedagogical focus
UniServity is, first and foremost, an educational
organization, one that is passionate about transforming the learning
experience for learners of all ages. The UniServity cLc continues to be developed in conjunction with our global educational
partners, School Districts, schools and learners alike and fully
supports a variety of pedagogies and practices in line with Standards;
connecting students and teachers to audiences and collaborators from
around the world.
UniServity cLc - making anytime anywhere learning a reality
We have solid evidence to support the fact that our platform and its associated professional development and school support is breaking down the barriers to learning. It is allowing educators to blur the distinctions between formal and informal learning and making anywhere anytime learning and the notion of a global learner who is world aware and engaged in cultural values and identity a reality.
The Technology Applications, State Standards and the UniServity cLc
The efficient individual and collaborative acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information.
By using cLc technology as a tool that
supports the work of individuals and groups in solving problems,
students will select the technology appropriate for the task;
synthesize, and co-construct knowledge from multiple sources; discuss,
share and create a solution; and evaluate the results by peer and self
review and access to authentic audience who may inform the design
process and define the success criteria. Students communicate
information in different formats and to diverse audiences. A variety of
technologies will be used, including open source WEB 2.0. Students will
collaboratively analyze and evaluate the results, storing the learning
journey, associated learning conversations and outcomes in their
personal cLc ePortfolio.
UniServity cLc Tools - Assesment for Learning
The cLc presents a wealth of tools that support assessment for and assessment of learning and when combined in knowledge communities, they offer all stakeholders unprecedented insight into the development of individual students by mapping the learning journey with a close eye on both product and process. All tasks, or problems set actually become an interface between the teacher and learner and learner and peers. The cLc offers teachers insights into areas of learning that have traditionally been difficult to assess. Thinking can be displayed in forums, blogs or wikis. Ideas, explanations and responses to stimuli can be added using the sound recorder, multimedia or open source tools such as Jings and slideshows . Formative snapshots can be collected using the survey tool and students can reflect on their own learning in weekly learning journals and blogs.
UniServity cLc - Peer Assessment made easy
Self assessment is essential for students to develop into autonomous and independent learners with intrinsic motivation to learn. Peer assessment is integral to the process. With students behaving as authentic audiences for each other's work peer assessment becomes a natural part of the learning process and an element that the cLc facilitates and encourages via tools such as the task tool which allows students to see each other's work once submitted, evaluate it against a rubric and their own submissions before offering their own commentaries and suggestions for improvements. Since learners can retrieve their original submission and amend it in line with received feedback, the learning no longer stops once the assignment is handed in. For a busy teacher, all of their students' work can be accessed from one on screen location, the task forum allows them to steer their students' thinking during the process and she has a two way dialogue with all of her students which, like their submissions, is automatically captured for record keeping. Furthermore, with access to multiple authentic audiences, their assessment takes on new meaning, authenticity and therefore relevance as conversations with their target audience become internal to the learning process as they adopt roles as critical friends and mentors, adopting multiple roles as both teacher and learner. 
|
|
|
