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Improving the Feedback Cycle to Improve Learning in Introductory Biology Using the Digital Dashboard
PROCEEDINGS

, Carnegie Mellon University, United States ; , Eberly Center for Teaching Excellence, Carnegie Mellon University, United States ; , Carnegie Mellon Univ., United States ; , Department of Biological Sciences, Carnegie Mellon University, United States

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

At Carnegie Mellon we are integrating timely and targeted feedback for the students and real-time student progress reports for the instructor to create an online learning environment that engages the student, improves learning and allows immediate adaptation of instruction. The Digital Dashboard is a dynamic portal into the continuous data provided by student use of online instructional tools and assessments within the Open Learning Initiative environment. The compiled data presentation from each lesson is a guide to changing and targeting instruction in the classroom. The Digital Dashboard organizes information and is being developed to link concepts, categorize answers to open-ended questions and provide a use-index to better inform the instructor of student learning. The information provides tools for making the classroom more dynamic and data for research on student learning.

Citation

Brown, W.E., Lovett, M., Bajzek, D. & Burnette, J.M. (2006). Improving the Feedback Cycle to Improve Learning in Introductory Biology Using the Digital Dashboard. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1030-1035). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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Cited By

  1. Advantages and Challenges in Adopting Open Learning Initiative (OLI) materials to Supplement a Lecture Course in Biochemistry: Instructor’s Perspective.

    Anya Goodman, California Polytechnic State University, United States; Diana Bajzek & Gordon Rule, Carnegie Mellon University, United States

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1705–1708

  2. Assessment and Instruction: Two Sides of the Same Coin

    Diana Bajzek, Judy Brooks, William Jerome, Marsha Lovett, John Rinderle, Gordon Rule & Candace Thille, Carnegie Mellon University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 560–565

  3. Implementing Embedded Assessment to Provide Feedback to Student and Instructor.

    Diana Bajzek & Gordon Rule, Carnegie Mellon University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (Nov 17, 2008) pp. 22–24

  4. Improving Animation Tutorials by Integrating Simulation, Assessment, and Feedback to Promote Active Learning

    Ornella Pagliano, William Brown & Gordon Rule, Carnegie Mellon, United States; Diana Bajzek, Carnegie Mellon University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 144–150

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.