Blended by Design: Day 3
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Blended by Design: Day 3

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Blended by Design: Day 3 Blended by Design: Day 3 Presentation Transcript

  • Blended by Design: Designing and Developing a Blended Course
    • Veronica Diaz, PhD, [email_address]
    • Jennifer Strickland, PhD, [email_address]
    • Laura Ballard, [email_address]
  • Day 3: Online assessment, student success, and collaboration
  • Objectives
    • Describe the importance and value of interaction in the blended course.
    • List various types of student interactions for blended learning environments.
    • List strategies to assess student readiness for blended learning environments.
    • List ways to utilize teams in blended learning environments.
  • Objectives
    • Describe the importance and value of interaction in the blended course.
    • List various types of student interactions for blended learning environments.
    • List strategies to assess student readiness for blended learning environments.
    • List ways to utilize teams in blended learning environments.
  • Figure out what your assessing
    • Good ole’ Bloom’s Taxonomy
  • Benefits of Assessing Online
    • Automatic grading & instant feedback
    • Anytime, any place
    • Easily randomize question sequence
    • Can randomly pull certain categories of question so no two tests are alike
    • Can build and track portfolio and project based assessments
    • Instant access to resources
  • Limits to Online Assessment
    • Cheating
    • Quirkiness of technology
    • Access to online resources & paper mills
  • How do you build a foolproof online assessment?
    • ?????
  • Suggestions for Better Assessment
    • Build multiple “check point” assessments
    • Allow open note/book timed tests
    • Have in class quizzes and tests as well
    • Project-based assessments
    • Portfolio assessments
    • Assign group work in a wiki area that tracks student participation
    • Provide best practice guidelines for taking exams online (See handouts)
  • Don’t forget formative assessment!
    • In any technology mediated course, you MUST check frequently for comprehension – this helps with retention & success
  • Brainstorm ideas for formatively assessing student learning…
  • My Formative Assessment List
    • CATs !!! (most can be created using a survey tool, or just email your students questions)
    • Polls (polldaddy.com, survey monkey, survey tool in Bb)
    • Drill & practice activities w/participation points (softchalk, quizzes)
    • Peer review & feedback
  • Student Readiness
  • Support in the blended course?
  • Readiness Assessment Strategies
    • eLearning website
    • Screening surveys
    • Pre and post enrollment with feedback
    • Debunking incorrect impressions
    • Advisor meeting
    • Website
    • Welcome materials
    • FAQs
    • Examples
    • Pros/Cons
    • Testimonials
    • Formal
    • Informal
  • Assess…
    • Skills (reading)
    • Learning styles
    • Work and study habits
    • Technical requirements (hardware, software, connectivity)
    • Need and immediacy for course
    • Feedback preferences
    • Ability to self-help (when things are difficult)
    • Attitude toward the nature of learning online
  • Readiness Means…
    • Determining who is ready
    • Ready now = start course
    • Not ready now =
      • Tutorials
      • Support
      • Advisor meeting
    • UCF Learning Online
  • Are you ready for MY course?
    • Take a moment to review some of the course readiness surveys
    • Identify 2 areas where your students might struggle
    • Come up with a strategy that you would offer to support students with these
    • How would you customize these readiness surveys for your course to further communicate to students specific success requirements
  • Student Crisis Points
  • Student Crisis Point Causes
  • What are they?
    • Moments during your course when students are most likely to need support and assistance
      • Example: The first time a student logs in to your course web site and cannot successfully locate the address and insert the username and password?
    • Identify crisis points in advance, so you can make sure that you have a plan in place to mitigate student problems and avoid frustration
  • How do you identify them?
    • Review the sequence of learning activities and course modules you have planned
    • What student skills will be required to be successful
      • Technological skills
        • Using course management system (tests, finding materials, email, groups, web 2.0 tools, etc.)
      • Learning skills
        • Time management
        • Ability to retain and use your course content
  • Preempting Crisis Points
    • Identify 4 potential student crisis points
      • 2 technological
      • 2 pedagogical
    • How will you address, support and troubleshoot your students' technological and pedagogical needs during your course
  • Utilizing Student Teams and Community Building
  • Which best describes your experience with student teams?
  • Using Teams
    • Based on the work of Larry Michaelsen (University of Oklahoma)
    • 3 Keys
      • Promoting ongoing accountability
      • Using linked and mutually reinforcing assignments
      • Adopting practices that stimulate idea exchange
  • Promoting Ongoing Accountability
    • Require pre-group work
    • Require group members to express individual opinions and monitor via another member
    • Include peer evaluation in grading
    • Readiness Assurance Process
      • Test over readings
      • Group: Test, discuss, reach consensus and retest
      • Provide information for peer feedback process
  • Using linked and Mutually Reinforcing Assignments
  • Adopting Practices that Stimulate Idea Exchange Use of assignments that create conditions that foster give-and-take interaction
    • Assign roles
    • Use permanent groups
    • Allow some in-class group work
    • Size: 4-7
    Diversity of opinion, ideas, and perspectives
    • Not too easy
    • Not too much writing
    • Employ, select, apply concepts from the course
  • Team Teaching Tips
    • Outline learning goals
    • Teach team skills
    • Clear and detailed instructions
    • Rubric
    • Stages of team development
      • Forming - polite but untrusting
      • Storming - testing others
      • Norming - valuing other types
      • Performing - flexibility from trust
  • Team Contracts
    • Purpose, goals, and missions
    • Expectations
    • Roles
    • Conflict resolution strategies
    • Meetings
    • Communication
    • Decision-making policy
    • Agendas
    • Record-keeping
  • Other Resources
    • Team Based Learning (Michaelsen)
      • http://www.ou.edu/pii/teamlearning/index.htm
    • Video Demonstrations
      • http://www.ou.edu/pii/teamlearning/video.htm
  • 4 Questions
    • What do I want students to be able to DO after this unit of instruction (behavioral outcomes)
    • What will students have to KNOW to do XYZ (learning outcomes)
    • How can I ASSESS whether or not students have successfully mastered key course concepts?
    • How can I tell if students will be able to USE their knowledge of key course concepts? (application)
  • Activity
    • Using the 4 questions, develop some type of team activity for a unit in your course
    • Report out