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''(discussion will come here)'' ~~green:(Xavi)~~ (Pili) ~~#FF0000: Alguns punts que es podrien discutir: Aventatges i capacitats que proporcionen els diferents tipus de treballs (buscar bibliografia) i relacionar.ho amb l'esforç en temps que li costa a l'alumne i al profesor. Aventatges del us de plataformes Web (referint per exemple el que tenim de l'uniwiki mes altre bibibliografia) en relació al temps que comporten. Tambe eh trobat dos paragrafs que podrien servir per discutir la utilitat de una sesio de tutoria a clase (de grup) a mitat del treball. He he marcat en negreta les frases que em semblen mes adients i he posat el paragraf senser perque es pogui entendre el contexte. Si us interesa tinc els pdf dels articles (ja afegire la bibliografia si hi creieu oportu~~) Cita literal de Wallace 2003 ^Owens assumed that if students found interesting information about science on the Internet, their interest in learning about the science would increase. In practice, the students were interested in content on the Internet, but Owens felt that their interest did not translate into an interest in the detailed nuclear chemistry she later presented. For Owens herself, the information she found on the Internet piqued her interest in science, and she assumed the same would happen for her students. She did not consider techniques for converting their interest in specific Internet information into an interest in nuclear chemistry. This is an interesting pedagogical problem that arises across subjects: how do you turn an interesting real world problem or issue into an opportunity to learn content? This problem has emerged repeatedly in efforts to reform both mathematics and science education, as problems that have a real world component are inserted into the curriculumas if they could cause student engagement with the mathematics or science (Cohen & Ball, 1990; Edelson, 1998). __Yet, research suggests, and this study confirms, that a task or problem is neither motivating nor engaging except through its enactment by teachers and students in the classroom text__(Blumenfeld, 1992; Doyle & Carter, 1984; Edelson, 2001).^ Cita literal de Edelson 2001 ^Motivation: Experiencing the Need for New Knowledge. __The ®rst step in learning for use is recognizing the need for new knowledge. This recognition, which need not be conscious, occurs when one comes up against a limitation or gap in one's knowledge__ (Schank, 1982; Berlyne, 1966). According to Schank (1982), reaching the limits of one's knowledge has two effects. __It creates a desire (motivation) to address the limitation by acquiring new knowledge, and it creates a context in memory for integrating new knowledge__.The knowledge structures that are activated at the point that a learner recognizes the limits of his or her understanding provide the connection points for new knowledge. By eliciting a desire to learn, the motivation step in the LfU model addresses Principle 2, the goal-directed nature of learning. By creating a context in memory for the integration of new knowledge, it also acknowledge the requirements of incremental knowledge construction. Whereas this step in the LfU model is called motivate, this phase is only concerned with a small portion of what is normally thought of as motivation in education. In this context, I am using motivate to refer to a speci®c type of motivationÐthe motivation to acquire speci®c skills or knowledge within a setting in which the student is already reasonably engaged. Addressing the broader motivational challenges of engaging students in schooling are critical to, but beyond the scope of, the LfU model.^ -==- Some researchers already introduced a mid-term feed-back in their classes to improve the quality and effectiveness of their teaching (Diamond 2004). We deployed a similar design with one student self-assessment with integrated tutor feedback is one efficient means of helping students overcome unrealistic expectations and focus on their achievement rather than on the input required to produce their work. or more mid-term feedback meetings with the whole class. In our case, we had student learning in the focus point of this design instead of lecturers teaching strategy. ~~green:(o algo així)~~ -==- ~~green:De: Taras 2003~~ ^Furthermore, discussion and questions on criteria revealed that students’ expectations of their grades were closely related to the amount of time and effort which they had invested in their work. This was external to the actual standard of their work and their awareness of this.^ -==- Our results show that "in time" feedback over student progress on their activities is crucial for the academic yield of their time invested, which is assumed to represent an estimate of their effective learning. Other authors also pointed out the importance of the tutor feedback, prior to grading of their product from learning activities, on their perception of the usefullness of the pedagogic strategy deployed. Thus, Taras (2003) showed in self-assessment cases of study, that students found more usefull the selfassessment which included previous staff feedback as an integral part, than the self-assessment which didn't include it. -==- ~~green:De: Taras 2003~~ ^ The research was also useful in that data collected on student perceptions of assessment criteria showed that students’ expectations of their grades are closely related to the amount of time and effort which they have invested in their work. This is external to the actual standard of their work and their awareness of this. This could be a potentially dangerous situation for two reasons. Firstly, it can distort students’ expecta- tions, particularly of their grades, and therefore lead to disappointment (Black & Wiliam, 1998). Secondly, it can lead to dissatisfaction and impact negatively on their opinion and view of the programme. Both of these can cause a decrease in student motivation, which could lead to poorer learning and results. It is therefore suggested that carrying out student self-assessment with integrated tutor feedback is one efficient means of helping students overcome unrealistic expectations and focus on their achievement rather than on the input required to produce their work. ^ -==- ~~green:De: Bull 1999. Parlant sobre Avaluació amb l'asistència d'ordinadors, des del punt de vista del professorat~~ ^ The time savings of electronic marking are clearly important but need to be offset against the time invested in writing challenging and effective questions, meaningful feedback and structuring appropriate tests. In addition there may be the need to master software and liase with necessary support staff to enable efficient delivery of the assessment. ^
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