5 Ways Technology Can Save Faculty Time September 4, 2008 Everett Community College New Faculty Institute

The 5 Ways An Online FAQ paired with Online Contact Policy Online Rubrics Online Peer Review Learning Objects Hyperlinked Autotext

An Online FAQ paired with Online Contact Policy

Online Rubrics

Online Peer Review

Learning Objects

Hyperlinked Autotext

Online FAQ With Online Contact Policy What is it How to accomplish this Efficacy Caveats

What is it

How to accomplish this

Efficacy

Caveats

Online FAQ With Online Contact Policy What is it FAQ’s list routine questions students always ask with instructor responses Provide “Contact Policy” where students stipulate that they will contact instructor after going to FAQ’s first Contact Policy states how instructor to be contacted – phone or email Contact Policy states time frame instructor will respond – including weekends

What is it

FAQ’s list routine questions students always ask with instructor responses

Provide “Contact Policy” where students stipulate that they will contact instructor after going to FAQ’s first

Contact Policy states how instructor to be contacted – phone or email

Contact Policy states time frame instructor will respond – including weekends

Online FAQ With Online Contact Policy How to accomplish this Examples http://jon.visick.faculty.noctrl.edu/faq.htm http://www.olemiss.edu/courses/his105/faq.html

How to accomplish this

Examples

http://jon.visick.faculty.noctrl.edu/faq.htm

http://www.olemiss.edu/courses/his105/faq.html

Online FAQ With Online Contact Policy Efficacy Saves space and time (does not have to be in syllabus each time) Reduces number of routine questions Can respond to more substantive questions Can send students to FAQs when appropriate Need to update the FAQ regularly

Efficacy

Saves space and time (does not have to be in syllabus each time)

Reduces number of routine questions

Can respond to more substantive questions

Can send students to FAQs when appropriate

Need to update the FAQ regularly

Online FAQ With Online Contact Policy Caveats This is not your unwillingness to communicate with them Explain rationale for using FAQ and Contact Policy Allows them to find answers to many questions on their own Allows you more time to respond to their substantive, non-routine questions

Caveats

This is not your unwillingness to communicate with them

Explain rationale for using FAQ and Contact Policy

Allows them to find answers to many questions on their own

Allows you more time to respond to their substantive, non-routine questions

Online Rubrics What is it How to accomplish this Efficacy Caveats

What is it

How to accomplish this

Efficacy

Caveats

Online Rubrics What is it Instructor articulates the grading criteria for an assignment in explicit and methodical manner Clarity about the grading criteria is primary goal

What is it

Instructor articulates the grading criteria for an assignment in explicit and methodical manner

Clarity about the grading criteria is primary goal

Online Rubrics Examples of rubrics used by instructors For group presentations: http://cfaonline.asu.edu/the220/assignmnts/grouppresentrubric.html For class presentations: http://www.ncsu.edu/midlink/rub.pres.html For scholarly writing: http://www.duke.edu/~trout/hist03spr/rubric.html For e-portfolios: http://www.west.asu.edu/achristie/546/eprubric.htm

Examples of rubrics used by instructors

For group presentations: http://cfaonline.asu.edu/the220/assignmnts/grouppresentrubric.html

For class presentations: http://www.ncsu.edu/midlink/rub.pres.html

For scholarly writing: http://www.duke.edu/~trout/hist03spr/rubric.html

For e-portfolios: http://www.west.asu.edu/achristie/546/eprubric.htm

Online Rubrics Benefits Facilitate and accelerate instructor’s grading process Help to ensure that instructor’s assessment criteria remain consistent Sharing a rubric with students allows them to evaluate their work in a detailed and methodical manner prior to submission

Benefits

Facilitate and accelerate instructor’s grading process

Help to ensure that instructor’s assessment criteria remain consistent

Sharing a rubric with students allows them to evaluate their work in a detailed and methodical manner prior to submission

Online Rubrics Kinds Holistic First presents various levels of success then lists features that are associated with each level Analytic First presents various features and then lists levels of success that can characterize each feature

Kinds

Holistic

First presents various levels of success then lists features that are associated with each level

Analytic

First presents various features and then lists levels of success that can characterize each feature

Online Rubrics How to design effective rubrics An Introduction to the Poser of Rubrics http://polaris.umuc.edu/de/ezine/features/sept_oct_2004/rubrics.htm Rubrics http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm Responding to Writing Assignments: Managing the Paper Load. http://www.adm.uwaterloo.ca/infotrac/tips/respondingtowritingassts.pdf Assessment. http://www.artsandscience.utoronto.ca/teaching/assessment.htm

How to design effective rubrics

An Introduction to the Poser of Rubrics http://polaris.umuc.edu/de/ezine/features/sept_oct_2004/rubrics.htm

Rubrics http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm

Responding to Writing Assignments: Managing the Paper Load. http://www.adm.uwaterloo.ca/infotrac/tips/respondingtowritingassts.pdf

Assessment. http://www.artsandscience.utoronto.ca/teaching/assessment.htm

Online Rubrics Efficacy Using Rubrics to promote thinking and learning. Educational Leadership. http://www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/ Student perspectives on rubric-referenced assessment. Practical Assessment, Research and Evaluation. http://www.pareonline.net/pdf/v10n3.pdf The effects of instructional rubrics on learning to write. Current Issues in Education. http://cie.ed.asu.edu/volume4/number4/

Efficacy

Using Rubrics to promote thinking and learning. Educational Leadership. http://www.ascd.org/portal/site/ascd/menuitem.459dee008f99653fb85516f762108a0c/

Student perspectives on rubric-referenced assessment. Practical Assessment, Research and Evaluation. http://www.pareonline.net/pdf/v10n3.pdf

The effects of instructional rubrics on learning to write. Current Issues in Education. http://cie.ed.asu.edu/volume4/number4/

Online Rubrics Caveats Rubrics encourage students to nitpick, quibble with instructor over minute details of an assessment To preclude this, instructors should spend time discussing rubric with students before using it Explain how instructor and students can use it effectively Having students assist in creation of rubric can be effective Empowers students Engages them in process of assessment Encourages them to use rubric as guide when they are working on assignments

Caveats

Rubrics encourage students to nitpick, quibble with instructor over minute details of an assessment

To preclude this, instructors should spend time discussing rubric with students before using it

Explain how instructor and students can use it effectively

Having students assist in creation of rubric can be effective

Empowers students

Engages them in process of assessment

Encourages them to use rubric as guide when they are working on assignments

Online Peer Review What is it How to accomplish this Efficacy Caveats

What is it

How to accomplish this

Efficacy

Caveats

Online Peer Review What is it Students become engaged with problem or assignment in another role – critic or editor Fosters acquisition of skills and higher order thinking Diminishes amount of feedback that the instructor needs to provide Reduce amount of time spent grading and assessing student work OLE prevents students from losing one another’s work Makes it easy for several students to review same assignment at same time Match authors and reviewers randomly and anonymously

What is it

Students become engaged with problem or assignment in another role – critic or editor

Fosters acquisition of skills and higher order thinking

Diminishes amount of feedback that the instructor needs to provide

Reduce amount of time spent grading and assessing student work

OLE prevents students from losing one another’s work

Makes it easy for several students to review same assignment at same time

Match authors and reviewers randomly and anonymously

Online Peer Review How to accomplish this Have students assess and grade one another’s assignments Online CPR has method of ‘calibrating’ students Online CPR program then randomly and anonymously provides each student with three assignments submitted by classmates, which he or she then grades Average of these grades become grade assigned to the assignment Calibrated Peer Review program: http://cpr.molsci.ucla.edu/

How to accomplish this

Have students assess and grade one another’s assignments

Online CPR has method of ‘calibrating’ students

Online CPR program then randomly and anonymously provides each student with three assignments submitted by classmates, which he or she then grades

Average of these grades become grade assigned to the assignment

Calibrated Peer Review program: http://cpr.molsci.ucla.edu/

Online Peer Review Efficacy - Use of self-, peer, and co-assessment in higher education: Web-based peer review http://ieeexplore.ieee.org/Xplore/login.jsp?url=/iel5/13/20373/00940995.pdf?arnumber=940995 http://stke.sciencemag.org/cgi/content/abstract/1/9/tr2?rss=1 Calibrated Peer Review http://cpr.molsci.ucla.edu/ http://cit.duke.edu/tools/assessment/calibrated_peer_review.html Calibrated Peer Review and assessing student outcomes http://fie.engrng.pitt.edu/fie2003/papers/1066.pdf

Efficacy - Use of self-, peer, and co-assessment in higher education:

Web-based peer review

http://ieeexplore.ieee.org/Xplore/login.jsp?url=/iel5/13/20373/00940995.pdf?arnumber=940995

http://stke.sciencemag.org/cgi/content/abstract/1/9/tr2?rss=1

Calibrated Peer Review

http://cpr.molsci.ucla.edu/

http://cit.duke.edu/tools/assessment/calibrated_peer_review.html

Calibrated Peer Review and assessing student outcomes

http://fie.engrng.pitt.edu/fie2003/papers/1066.pdf

Online Peer Review Caveats Students need to be taught how to peer review Can require a significant investment of time from instructor Students need a social skill – how to be taught how to provide and accept criticism in tactful but forthright manner Being critical, in an academic context, is a good thing

Caveats

Students need to be taught how to peer review

Can require a significant investment of time from instructor

Students need a social skill – how to be taught how to provide and accept criticism in tactful but forthright manner

Being critical, in an academic context, is a good thing

Learning Objects What is it How to accomplish this Efficacy Caveats

What is it

How to accomplish this

Efficacy

Caveats

Learning Objects What is it Digital resource that can be reused to support learning Can be a PDF file, applet, interactive application, MP3 file, web page, database, streaming video file, etc. Small in scope Someone else has already made them Stored and catalogued in various learning object repositories

What is it

Digital resource that can be reused to support learning

Can be a PDF file, applet, interactive application, MP3 file, web page, database, streaming video file, etc.

Small in scope

Someone else has already made them

Stored and catalogued in various learning object repositories

Learning Objects How to accomplish this Repositories MERLOT: http://www.merlot.org http://library.acadiau.ca/tutorials/plagiarism/ LOLA Exchange: http://www.lolaexchange.org/ http://learningobjects.wesleyan.edu/virtualvillage/ Open Courseware: http://ocw.mit.edu/OcwWeb/index.htm LON-CAPA – open source freeware http://www.lon-capa.org/ http://demo.lon-capa.org/res/msu/kortemey/demo/public/BlockOnSlopeBCpt.problem Other Repositories: http://www.uwm.edu/Dept/CIE/AOP/LO_collections.html

How to accomplish this

Repositories

MERLOT: http://www.merlot.org

http://library.acadiau.ca/tutorials/plagiarism/

LOLA Exchange: http://www.lolaexchange.org/

http://learningobjects.wesleyan.edu/virtualvillage/

Open Courseware: http://ocw.mit.edu/OcwWeb/index.htm

LON-CAPA – open source freeware http://www.lon-capa.org/

http://demo.lon-capa.org/res/msu/kortemey/demo/public/BlockOnSlopeBCpt.problem

Other Repositories: http://www.uwm.edu/Dept/CIE/AOP/LO_collections.html

Learning Objects Efficacy Instructional repositories and referatories: http://www.educause.edu/ir/library/pdf/ERB0405.pdf A learning object success story: http://sloan-c.org/publications/jaln/v9n1/pdf/v9n1_mason.pdf

Efficacy

Instructional repositories and referatories: http://www.educause.edu/ir/library/pdf/ERB0405.pdf

A learning object success story: http://sloan-c.org/publications/jaln/v9n1/pdf/v9n1_mason.pdf

Learning Objects Caveats Learning objects may be on a university server and difficult to access or the link is no longer available Learning object potential problems: http://www.educause.edu/ir/library/pdf/ERM05410.pdf

Caveats

Learning objects may be on a university server and difficult to access or the link is no longer available

Learning object potential problems: http://www.educause.edu/ir/library/pdf/ERM05410.pdf

Hyperlinked Autotext What is it How to accomplish this Efficacy Caveats

What is it

How to accomplish this

Efficacy

Caveats

Hyperlinked Autotext What is it Allow user to jump from one document to another with a single click Autotext allows person creating or editing a document to insert frequently-used passages of text by typing a shortcut. Autotext can be used to insert passages of text that include hyperlinks. “ Just-in-time” approach to providing learning resources is effective

What is it

Allow user to jump from one document to another with a single click

Autotext allows person creating or editing a document to insert frequently-used passages of text by typing a shortcut.

Autotext can be used to insert passages of text that include hyperlinks.

“ Just-in-time” approach to providing learning resources is effective

Hyperlinked Autotext How to accomplish this A program called Camtasia to record a video which demonstrates, step-by-step, how to create hyperlinked autotext entries in Microsoft Word. http://lt3.uwaterloo.ca/~markmorton/hyperlinked-autotext.wmv

How to accomplish this

A program called Camtasia to record a video which demonstrates, step-by-step, how to create hyperlinked autotext entries in Microsoft Word. http://lt3.uwaterloo.ca/~markmorton/hyperlinked-autotext.wmv

Hyperlinked Autotext Efficacy Increases speed of grading essays Students found inserted hyperlinks to learning resources to be beneficial Increases student’s knowledge of WHY the error is incorrect

Efficacy

Increases speed of grading essays

Students found inserted hyperlinks to learning resources to be beneficial

Increases student’s knowledge of WHY the error is incorrect

Hyperlinked Autotext Caveats Students must submit work electronically Instructor has to grade electronically Easier to type rather than write longhand Significant time to set-up auto-text library

Caveats

Students must submit work electronically

Instructor has to grade electronically

Easier to type rather than write longhand

Significant time to set-up auto-text library

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Contact WAOL (Toll free) 1-888-580-9011 (Spokane area) 509-434-5155