Page 27 - Striving for Tesla_Neat

Reasons for this activity:
1. WIKIs can be used as a collaborative tool for content curation
2. WIKI’s and Forums have complimentary functions and can be used to scaffold instructions and student learning (Biasutti, 2017).
3. Students working collaboratively fits in with a socio-constructivist approach
4. This is a formative assessment evaluating student learning.
5. Interactions during a collaborative activity, such as contributing to a WIKI leads to meaningful social interaction (Lin & Yang, 2011).

Suggested tool: Padlet and edublog

Take note: Instructor to incorporate a process to teach student peer review and to receive feedback

TABLE 4: TASK 4 - FORUM DISCUSSION (FORMATIVE ASSESSMENT)

Assessment Task 4: Peer reviewed and self-assessment (Formative assessment)

st
Outcome Assessment Feedback 21 century Type of Bloom’s Tool Theoretical justification /
technique / skill learning Taxonomy online assessment principle
Purpose
2.The resistance training overload is Formative Peer feedback Critical thinking Constructivist Evaluate Student used Higher-quality feedback
adapted to suit the client's goals and assessment Self-assessment Creativity approach Create tool for Ready-made tool
training level. (Application) Instructor voice Collaboration PBL programming Technology-enabled
5.Exercise progression, periodization recorded feedback Communication (Excel) authentic learning
and monitoring are explained, Technology Online Enhanced collaboration
planned for, and applied to the literacy discussion
development of a resistance training Initiative forum
program. (Create)
6.A safe and effective warm-up and
cool-down is described, applying the
principles to the construction of a
resistance training programme.
(Create)

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