Step 5: Evaluate Results

How did it go? Was the OER a success? Did it change the classroom dynamic? Did it deliver the results you were expecting? Did you and your students enjoy the experience? Evaluate the results. Post your evaluation below for the group to read (1-2 paragraphs)

Once you have completed this final step by posting below, a COERLL staff member will send you a link to claim your Power of Openness Collaborator badge. You are on your way to becoming an Open Educator!

(Deadline November 30, 2012)

2 thoughts on “Step 5: Evaluate Results

  1. The experience has been well worth it. Teachers and learners felt comfortable using the tool, and it did not seem to pose on them any extra efforts or work a part from the normal efforts required to set up a computer-based activity in class or at home. Teachers, in a post-interview, emphasized how learners were motivated by learning about a software that allowed them to work on certain topics on literally any text found on the web. The bad side of the experience is that due to my lack of knowledge of the configuration options of the software, teachers were not able to use the multiple-choice activity (only one question was generated, out of 5 o 6 samples found in the text).

    For the future we are planning to seek a grammar topic of interest to the teachers so that they can use it in the Spring term. This is for me the most motivating part of the experiment: if they are willing to engage in a new pilot phase it means that it was useful for them and that they were able to do something that has an added value: even if the actual type of activity is a darn old friend known as the drill and kill, the fact that they can apply to it automatically to pre-selected and pedagogically chosen texts makes a difference.

  2. I don’t want to repeat myself, as Martí Quixal has already outlined the main points involved in the experiment. From my point of view as a teacher, though, I would like to highlight the fact (already mentioned above) that students really enjoyed being able to use a relatively easy tool to change/enhance a text they found of interest on the web, as well as being able to explore it in terms of specific grammar-based points. They could see that the grammar they are taught in the classroom DOES exist in real texts, and therefore the whole thing made the learning experience much more real.
    As Martí has also pointed out, the positive results have led us to look forward to further collaboration in the next months.