Online course assessment
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Online course assessment



presentation of online assessment and lecture delivery ideas to Southampton University, 6th July 2009

presentation of online assessment and lecture delivery ideas to Southampton University, 6th July 2009



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Online course assessment Online course assessment Presentation Transcript

  • Mind the gap…ideas for filling ‘non-lecture’ time Lisa Harris
  • Two brief themes to discuss… • Lessons learned as a tutor on University of Liverpool online MBA • The “micro-lecture”
  • The Liverpool e-MBA • Started 2001 • Now has over 2000 students from 175 countries • Partnership deal with Laureate Online Education • Run separately from Liverpool’s traditional MBA programme, though some staff work on both • Global network of part time Tutors and Module Managers • There is a growing package of online MSc programmes, including topics such as Medicine
  • Assessment • Students study 8 units plus dissertation • Each unit lasts 8 weeks • The course material is a summary ‘handout’ plus specified reading from core textbook each week • Each week is assessed as follows: – 2 x short essays (750 words) submitted Sat and Mon – Classroom participation (commenting and raising/answering questions on the work of others) – Integration paper submitted Wed which summarises the key learning from the week’s material and subsequent discussions – Grades and individual tutor feedback given weekly on Sat • Total assessment per module = 16 x short essays, 8 weeks’ participation, 8 weekly summaries. There are no exams. • Platform used is Blackboard with integrated SafeAssign for plagiarism checking
  • Advantages • Ensures full participation throughout (no place to hide at the back…) • Requires excellent time management (students and tutors…) • Builds communication, analytic and writing skills • Students are required to draw upon at least one journal article from the Uni e- library per essay submitted
  • The weekly summary • Students are encouraged to reflect upon: – Specific learnings that stand out from their own work that week and why – What they have learned from particular discussions with other students and why – How they might apply the learning within their own workplace – Practical issues of what went well/badly with respect to time management and the study process
  • The ‘micro lecture’ • Student attention span in minutes is equivalent to their age in years…. • Lectures last 1-3 minutes (paired with assignments and discussions) • Framework: – Show them where to dig – Tell them what you’re looking for – Oversee the process • Requires the tutor to be *very* clear about focusing on the key learning points
  • Modus Operandi • List the key concepts you would cover in a ‘normal’ lecture • Write a 15/30 second introduction and conclusion to top and tail the key concepts • Record as podcast or vodcast • Design an assignment that directs students to summarise/integrate further reading/activities that develop the key concepts • Upload to Blackboard • End result is a series of short but integrated assignments conducted throughout the module