Evaluating TEE in Everyday School Context Students

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Evaluating TEE in Everyday School
ContextStudents and Teachers Perspective

• Jenny Krist
• Susanne Narciss
• Hermann Körndle
• TU Dresden
• Germany

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Outline

• TEE The Electronic Exercise
• authoring tool for well structured learning
  environments
• TOOLKIT-Project
• aims, procedure, organizational conditions,
  evaluation
• Learning Scenario
• example Trip to Virtual London
• students perspective
• teachers perspective
• Discussion

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TEE The Electronic Exercise
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How to Use TEE as Authoring Tool
Initial situation
Result
Compilation
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TOOLKIT-Project

• Aims
• development, implementation and evaluation of TEE
• Procedure
• conduction of appropriate learning scenarios
• English, French, Sciences
• 15 projects, 6 schools, 12 teachers, 250 students
• Evaluation
• students perspective, teachers perspective
• effects on motivation, cognition, social
  interaction
• preparing, teaching, evaluating lessons
• questionnaires, open and scaled items

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Example Trip to Virtual London

• grade 7
• number of students 25
• duration 10 lessons
• product webbased English tour guide through
  London
• requirements
• active knowledge construction and communication
• self-regulated configuration of htm-pages
• presentation of results
• organization of group work
• multimedia support TEE
• visualisation of learning objectives, learning
  exercises and material
• documentation of learning process
• constraints
• 45 minutes per lesson
• limited access to computer laboratory

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TEE Visualising the Instructions
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TEE Documenting the Results
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Students Perspective
NO
YES
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Teachers Perspective

• Preparation
• TEE helped me
• to define the learning objectives very clearly
• to develop a very clear idea of the unit
• to visualize the different contents
• to integrate different media (texts, audio files,
  pictures)
• I had to spend much time in finding appropriate
  material
• Realization
• TEE allowed
• the students to work very motivated and
  self-regulated
• me to have much more time for individual support
• the students to compare their results more easily
• I had to spend much time for documenting the
  results
• Evaluation
• The results could be organized very well
• It will be easy to use the material again in
  other classes
• It was difficult to mark the results

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Discussion

• Organizational conditions
• time
• technical support and training
• integration in the curriculum
• Positive aspects
• high acceptance by teachers and students
• acitve participation of the design of learning
  material
• higher possibilities for differentiation
• increase of self-regulated learning
• better knowledge communication

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• http//linus.psych.tu-dresden.de/toolkit
• http//linus.psych.tu-dresden.de/lehrlern