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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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