- Presentation abstract発表の要約
The Covid19 pandemic has seen a surge in the number of people experiencing educational technology (edtech) for the first time. In order to accommodate the increased demand for beginner training for Learning Management Systems and edtech in general, the SDCE model for edtech deployment was developed to scaffold edtech training and use for both educators and students. The model divides edtech adoption into four stages, with each stage increasing in either technical, pedagogical, or psychological difficulty. In the first stage, students are provided with Static content that students only view. The second stage adds Dynamic content where students can manipulate the system and receive automated feedback. In the third stage students Communicate with other people via the technology, and in the final stage they Explore the world creating their own learning experiences. In order to scaffold the adoption of edtech, this model advocates limiting the introduction of new modules/activities to two modules from the current stage or one module from a higher stage. This prevents mental overload and enables students (and teachers) to pace themselves for successful online learning experiences.
- Original submission元の原稿
Presentation title: SDCE: Static, Dynamic, Communicative, and Explorative Stages of Edtech Adoption
Presentation type: Presentation (20 mins) プレゼンテーション(20分)
Presentation language: English 英語
Presentation keywords: Scaffolding, e-Learning Adoption, Preventing Overload
The Covid19 pandemic has seen a surge in the number of people experiencing educational technology (edtech) for the first time. In order to accommodate the increased demand for beginner training for Learning Management Systems and edtech in general, the SDCE model for edtech deployment was developed to scaffold edtech training and use for both educators and students. The model divides edtech adoption into four stages, with each stage increasing in either technical, pedagogical, or psychological difficulty. In the first stage, students are provided with Static content that students only view. The second stage adds Dynamic content where students can manipulate the system and receive automated feedback. In the third stage students Communicate with other people via the technology, and in the final stage they Explore the world creating their own learning experiences. In order to scaffold the adoption of edtech, this model advocates limiting the introduction of new modules/activities to two modules from the current stage or one module from a higher stage. This prevents mental overload and enables students (and teachers) to pace themselves for successful online learning experiences.
- Peer review details査読詳細
Peer Review 1
Criteria | Assessment |
Clarity of Submission | 5 / 10 |
Presentation Length | 7 / 10 |
Originality of Submission | 9 / 10 |
Appropriateness & Relevance to the Moot | 9 / 10 |
Quality of Content & Writing | 9 / 10 |
Overall evaluation | 35 / 50 |
| 74 / 100 |
Feedback The abstract is well-written and explains SDCE (credit for who developed it should be added) very nicely. However, I wondered what would be presented regarding SDCE in practical application - how did the presenters make use of this model? I recommend this proposal for inclusion, but the authors are requested to include some detail or example of the premise for SDCE in their proposal.
Peer Review 2
Criteria | Assessment |
Clarity of Submission | 6 / 10 |
Presentation Length | 8 / 10 |
Originality of Submission | 8 / 10 |
Appropriateness & Relevance to the Moot | 8 / 10 |
Quality of Content & Writing | 6 / 10 |
Overall evaluation | 30 / 50 |
| 66 / 100 |
Feedback This sounds like a useful presentation but the abstract is a bit confusing, possibly, for a Moodle user. For example, is the term "module" being used in the Moodle module sense or in a more general sense? A bit more precise detail with an explanation about how this process involves Moodle is required to inform the potential attendee so they know how they might be able to use the information presented.
Peer Review 3
Criteria | Assessment |
Clarity of Submission | 10 / 10 |
Presentation Length | 8 / 10 |
Originality of Submission | 10 / 10 |
Appropriateness & Relevance to the Moot | 10 / 10 |
Quality of Content & Writing | 10 / 10 |
Overall evaluation | 45 / 50 |
| 93 / 100 |
Feedback It seems that 20 minutes might be too short to cover a topic as complicated as this.
- Peer review notes査読メモ
Thanks for your submission!
Your proposal has been conditionally accepted.
- For this submission to be fully accepted, please make the requested changes to your abstract/presentation before 2022 Jan 22 (Sat) 23:55.
- When the changes have been made, they will be reviewed and you will be notified of the new acceptance status.