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Module 3: Week 2

Universal Design Learning and Assessment

Designed by:

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Homework Review

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https://www.instructables.com/Paper-Circuits-Cubes/

https://news.sparkfun.com/2546

https://microsoft.github.io/cardboard-circuits/

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https://classroom.littlebits.com/welcome

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Universal Design Learning

(UDL)

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Universal Design Learning

Definition

Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences that guides the development of inclusive, flexible and accessible methods, materials and environments that anticipate learning variability, minimize barriers in design, and honor and build learner agency.

CAST is a nonprofit education research and development organization.

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UDL Summarized

Instead of asking if the learner is ready for the lesson, UDL asks if the lesson is ready for the learner.

-Michael McSheehan, Evolve & Effect, LLC

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Foundational Concepts of UDL

Understand that:

inclusive.
learning variability.
barriers are in designs.
accessibility.
learner agency.

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Foundational Concepts of UDL

Inclusive

Inclusive means each and every student has access to all aspects of the learning experience and has agency as a learner.

Source: �Inclusive Science Lesson

TIES Project

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Foundational Concepts of UDL

Learning Variability

Learning variability is the norm, contextual and can be anticipated in learning designs.

The Myth of Average

“How much of this problem is just bad design?”

Source: �Todd Rose, The Myth of Average, TED Talk

The End of Average

“...the error is the assumption that the curriculum is static.”

Source: �Shelley Moore, Five Moore Minutes

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Foundational Concepts of UDL

Learning variability is the norm.

UDL & Learning Brain article

Source:

CAST

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Foundational Concepts of UDL

Learning variability is the norm.

UDL & Learning Brain article

Source:

CAST

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Foundational Concepts of UDL

Universal Design For Learning Principles by CAST

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Foundational Concepts of UDL

Learning variability can be anticipated in design.

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Foundational Concepts of UDL

Learning variability includes identity.

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Foundational Concepts of UDL

Learning variability is contextual.

Learner emotion is part of the context.

Source:

Mary Helen Immordino-Yang, Learning with an Emotional Brain

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Foundational Concepts of UDL

Barriers

Barriers can be found in mindsets, environments, educational materials, methods, assessments and systems (not people).

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Foundational Concepts of UDL

Barriers

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Foundational Concepts of UDL

Accessibility

Accessibility means each and every student has access to the goals, methods, materials and environments of learning.

Source:

Tips for Accessible Educational Materials

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Foundational Concepts of UDL

Accessibility

Inclusive Technologies:

Accessible Educational Materials
Accessible Technology
Assistive Technology

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Foundational Concepts of UDL

Learner Agency

Learner agency grows when students make decisions about how they engage with learning, which representation of the content they understand, and how they navigate and communicate their learning.

Source:

Tips for Accessible Educational Materials

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Foundational Concepts of UDL

Learner Agency

Student-Led Learning Builds Agency

How will I act and express my learning?

Which representation of the content will I use?

How will I engage with learning?

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How a natural agency can emerge in artificial bio-based material design

By Inés Macarena Burdiles

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Fab Lab Barcelona

How a natural agency can emerge in artificial bio-based material design

By Inés Macarena Burdiles

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Assessment of DF activities

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What is assessment

Assessment: systematic process of documenting and analyzing information about students' knowledge, skills, and abilities to enhance learning.

Measuring and evaluating student progress, provides insights into their understanding and development

https://www.tes.com/magazine/archive/pedagogy-focus-assessment

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Why assessment?

Monitoring Student Progress

03

Tracking students' advancement toward learning goals, ensures that they are on the right path

Guiding Instructional Strategies

02

Tailor teaching approaches to meet diverse learning needs effectively

Feedback for Teachers and Students

Helps teachers adjust their instructional methods
Allows students to recognize their strengths and areas needing improvement

01

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Assessment alignment

Assessment

Learning outcomes

Learning activities

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Assessment alignment

Assessment

Learning outcomes

Learning activities

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Assessment vs learning goals

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Assessment vs learning goals

https://www.tcd.ie/academicpractice/assets/pdf/Linking_assessment_methods_with_learning_outcomes_260421.pdf

	Verbs	Assessment methods
REMEMBER	Recognise, Recall, State, Outline, Identify, Describe	Test/Quiz; Essay; Presentation; Visual Artefact;
UNDERSTAND	Clarify, Classify, Summarise, Infer, Compare, Explain	Presentation; Examination; Essay; ePortfolio; Discussion boards; Blog; Journal; Wiki; Literature review;
APPLY	Implement, Demonstrate, Illustrate, Execute	Lab assessment; Performance; Open-book assessment
ANALYSE	Differentiate, Organise, Attribute, Critique	Essay; Lab assessment; Presentation; Artefact; ePortfolio; Journal; Wiki; Oral examination; Performance;
EVALUATE	Critique, Appraise, Argue, Justify, Explain, Predict, Support, Defend	Essay; Presentation; Artefact; Discussion boards; Blog; Journal; Wiki; Oral examination; Literature review; Performance;

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Assessment in Digital fabrication

What to assess?

How to assess?

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Assessment in digital fabrication

Assessment

Learning outcomes

Learning activities

Which are the learning outcomes?

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Assessment in digital fabrication

Assessment

Learning outcomes

Learning activities

Which are the learning outcomes?

Specific course knowledge
Horizontal competences
Use of tools and machines

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Assessment in digital fabrication

Assessment

Learning outcomes

Learning activities

If outcomes are tools, machines or other Digital Fabrication:

Focus in process not only final output

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Types of assessment

1

Diagnostic assessment

Identifies students' prior knowledge and skills before instruction begins.
Understand students’ baseline

2

Formative assessment

Provides ongoing feedback to guide and improve learning during the instructional process.
Continuous during the course or activity

3

Summative assessment

Measures students' learning at the end of an instructional period to evaluate overall achievement.
At the end of a course or activity to assess knowledge retention

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Types of assessment

1

Diagnostic assessment

Identifies students' prior knowledge and skills before instruction begins.
Understand students’ baseline

2

Formative assessment

Provides ongoing feedback to guide and improve learning during the instructional process.
Continuous during the course or activity

3

Summative assessment

Measures students' learning at the end of an instructional period to evaluate overall achievement.
At the end of a course or activity to assess knowledge retention

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Competence based learning

Educational approach that focuses on the development and demonstration of specific skills, knowledge, and abilities that are required to perform real-world tasks effectively

Priority: mastery of competencies.

Only advance when they have acquired the necessary skills

https://www.teachthought.com/learning/what-is-competency-based-learning

Focus on Outcomes
Personalized Learning paths
Assessment driven

Student must prove its own learning. Generally can choose how

Real world relevance
Continous feedback
Self-directed learning
Flexibility

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Competence assessment

https://fabacademy.org/2024/nueval/3d_scanning_and_printing.html

Pedagogy competences for vocational education

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Rubrics

Tool used to assess student performance by providing clear criteria and expectations for an assignment, project, or skill demonstration.

Criteria: What is being assessed?

2. Performance level. Levels of achievement

3. Descriptor: What the performance looks like?

Analytic vs holistic rubric

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Rubrics

https://my.pblworks.org/resources?f%5B0%5D=type%3A27

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What to assess

Presentation

Status of the project
Final presentation

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What to assess

Presentation

Status of the project
Final presentation

Structured

Semi structured

Free

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What to assess

Presentation

Status of the project
Final presentation

Provide restrictions!!!

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What to assess

Learning diaries

Status of the project
Students report status of project and reflect on learning progress
Process vs tutorial
Digital vs Handwritten

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What to assess

Portfolio

Present a collection of multiple practical tasks
Professional and career development
Holistic vs analytical assessment

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What to assess

Final project

Could include presentation / Learning diary / Portfolio
Important of analytical rubric
Usually criteria depends on expert perspective

https://archive.fabacademy.org/fabacademy2017/fablaboulu/students/77/final_project.html

https://archive.fabacademy.org/fabacademy2017/fablaboulu/students/77/project_design.html

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ToolCamp, Silkeborg

https://sites.google.com/silkeskole.dk/toolcampsilkeborg/forside

ASSESSMENT

Idea / innovaatio - 30 %

Background investigation - 15%

Justifications - 15%

Reflection - 15%

Cooperation and different utilization of competence - 15%

Prototype - 10%

A few example projects implemented in schools:

ToolCamp Silkeborg is an annual digital design and innovation course and competition for pupils and students of the municipality of Silkeborg.

The biggest emphasis is on the ideas and innovation invented by the students, which can develop and inspire the target groups with whom the assignment was set at 30%.

The next highest weight was on doing background research, and the justifications obtained through it, reflecting on one's own work throughout the project, as well as cooperation and utilizing the students' different skills, 15%.

10% weight for the production of a working product or prototype or a model describing the project.

The companies that participated in this present an innovation question, which the students work on in groups, and at ToolCamp

both a representative of the company and an evaluation panel consisting of teachers, principals, Fab Lab staff and other experts will evaluate the students' projects with the weights presented in the slide. The best two go to the next competition in a larger area.

Last year included --- whose innovation question was:

local ice cream maker: How can we help Okkels Ice to extend the season?

local sports equipment manufacturer: How can we make use of the current physical framework of schools and support Virklund Sports' vision of movement at school in a meaningful way?

bank: How can we help Jyske Bank in its desire to be the primary "relationship bank" for young entrepreneurs?

municipal social department: How can we support the independence and participation of young psychologically vulnerable citizens in meaningful social communities?

For 5th-8th graders and business school students.

In it, students are given the opportunity to work creatively and innovatively on real-life digital design and manufacturing and innovation issues.

This year, 9 companies from the municipality to security and startups seem to be participating.

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Who can do assessment

Self - assessment

Peer assessment

Teachers / Instructors

External experts panel

IMPORTANT: ASSESSMENT CRITERIA CLEARLY DEFINED

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Recommendations

Reflect on assessment goals

Help student and teacher
Guiding one's own activities to achieve goals

Different assessment methods for different phases /activities
Evaluation of process vs output
Do not discard self-assessment / peer-assessment in different phases

Need of clear assessment criteria
Working together in relation to a common goal

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Small Group Discussion

Common practices in assessment.

How do you assess student work? What metrics / methodologies do you use?

What are the challenges?

How do you include diversity in assessment?

How to integrate DF in assessment?

GROUPS

Early childhood education (3-7)
Primary (8-12)
Middle school (12-14)
High school and adult education.(14-18)

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Intro to programming

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What is programming?

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What is programming?

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Programming is the process of creating instructions for computers to execute specific tasks or solve problems.

What is programming?

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Programming is the process of creating instructions for computers to execute specific tasks or solve problems.

Interface between human language and machine language

What is programming?

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HORIZONTAL SKILLS

Scientific, information and ICT literacy
Critical thinking / Problem solving
Creativity
Communication
Collaboration

COMPUTATIONAL THINKING
UNDERSTANDING IMPLICATIONS ON THE USE OF TECHNOLOGY

Privacy
Freedom
…

ENGAGEMENT

Why programming in education (not only K-12)

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Is it so scary?

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Is it so scary?

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What to program?

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Block programming vs Text programming

https://microbit.org/en/2017-03-07-rock-paper-scissors/

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Tools

https://www.turtleacademy.com/lessons/1?lang=en_US

Papert, creator of Logo, and Logo Turtle

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Tools

SCRATCH

https://scratch.mit.edu/

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Tools

MIT APP INVENTOR

https://appinventor.mit.edu/

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Tools

LEGO Educational Spike:

https://spike.legoeducation.com/prime/lobby/

Makecode

https://www.microsoft.com/en-us/makecode?oneroute=true

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Snap (https://snap.berkeley.edu/) Similar to Scratch but for older / more advanced users
Alice (https://www.alice.org/) Tool to create stories. One of the oldest development environments available in education.
Minecraft(https://education.minecraft.net/en-us/resources/computer-science-subject-kit/coding-with-minecraft). Personalize minecraft works using Code Builder (block, python or javascript)
Roblox(https://create.roblox.com/docs/tutorials) create games from scratch using roblox studio (advance users, use Lua)
PygameZero (https://pygame-zero.readthedocs.io/en/stable/introduction.html) programming simple games in python
Ardublock (https://learn.sparkfun.com/ArduBlock) or Tinkercad (https://www.tinkercad.com/) Programming arduino using block programming language
Processing (https://processing.org/) Programming tool oriented to creative work. Can be programmed in different programming languages: python, javascript, C…

Tools

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Projects

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Basic programming concepts. Structure of a program

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Basic programming concepts. Taking decisions

https://www.codingal.com/coding-for-kids/blog/conditional-statements-in-scratch-programming/

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Basic programming concepts. Taking decisions

https://resources.scratch.mit.edu/www/guides/en/ScratchLearningResource_ConditionalStatements.pdf

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Basic programming concepts. Repeating instructions and waiting

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Functions.

Basic programming concepts. Repeating instructions

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Variables

Position of an object
Number of times an object has been clicked
Current background image
Score

Variables are generally numbers and characters.
Variables can be created, modified, read and destroy
Variables can be stored in groups (arrays)
Arithmetic operations: +,-,*, / …
Boolean operators: and or

Basic programming concepts. Storing, sharing and modifying information

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Fab Lab Work

Designed by:

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FAB LAB SESSIONS

Have a look to any of the block programming tutorials suggested in the website.

Explore principles of programming with your instructor.

Program a simple application using a block programming language.

You could also design something in 3d!

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https://www.tinkercad.com/codeblocks/hs0MCPg7dvy-lego-block

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Weekly assignment

Designed by:

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Task

OPTION 1:

Design and implement a simple game or quiz using a block programming language. Ideally the game / quiz can be used in your classroom but it is not a mandatory requirements. If you feel comfortable using another programming language feel free to use it.

You can take one tutorial/example from internet but you should make some changes to it.

Build and test it yourself either in your computer or in a mobile phone.

OPTION 2: Absolute beginners

Build a simple story using scratch. You can use some of the tutorial examples.

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Document:

Describe briefly your game / quiz and the programming platform you have used
Include the code as a file or as a link
Provide several screenshots of your application. If possible you can include a video.

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Reflection

When you design a learning activity how do you take into account diversity? Could you describe one learning situation in which you did not take into account diversity in planning? How did you solved the situation?

What aspects would you need to take into consideration if you have kids with a) learning disabilities, b) physical disabilities, c)emotional disabilities when preparing your DF activities

How do you usually assess learning activities which involve digital fabrication? Which is your favourite method? What aspects do you think you can change in your assessment practices?

What are the challenges of integrating programming in your classes?

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Crafting the future of education

Fab Learning Academy Email Address

fla@fabfoundation.org

Designed by:

Partner:

Except where otherwise noted, content on this presentation by Fab Lab Barcelona, eduFab and Fablab Oulu is licensed under a Creative Commons License.(CC BY-SA 4.0)