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QM Standards 2, 3, & 4: Objectives and Alignment


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A look at how to design great objectives and align them to course activities and assessments.

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QM Standards 2, 3, & 4: Objectives and Alignment

  1. 1. Quality Matters Boot Camp 2016
  2. 2.  Use the Quality Matters rubric and Standards 2, 3, & 4 to help guide your course development  Create measurable course-level and unit-level objectives  Discuss appropriate assessment strategies in your course course and discipline  Use a variety of formative and summative assessment methods to maximize your picture of how students are doing
  3. 3.  Alignment and orienting your students to the learning tasks isVERY important  Use this formula:  Audience: who are the learners?  Behavior: what do you want to be able to observe them doing?  Condition: under what conditions will they do this?  Degree: to what degree must they perform to be successful?  For example: After the course, students will be able to discuss at least three major outcomes from the American CivilWar, including social and political implications.
  4. 4. This stuff helps you find and create the most appropriate assessments!
  5. 5. Thinking skill Action verbs Student products
  6. 6. Type of Objective How to Measure Discuss/Recall/Identify Discussion board, summary paper, objective test Apply/Use Essay or fill-in test, labs, report paper Analyze Problem-solving, analysis paper, case studies, presentations Create/Design Research paper, creative essays, art, prototypes, plans, student-created tests, presentations Evaluate/Judge Journals, case studies, debates, peer review, critiques
  7. 7.  Make sure that the information that you’re testing students on it directly related to what students are supposed to know and be able to do  Nice-to-know information is great, but shouldn’t be included if it’s not directly tied to an objective  Make sure your assessment matches the level of the objective and is not above or below the students’ skill level
  8. 8.  Multimedia effect: words and pictures are more powerful than words alone  Continuity: related words and pictures should be near each other onscreen  Personalization: students learn better from more informal, conversational styles  Coherence: Extraneous or “nice to know” information does not help student learning  Modality: Students learn better when their visual channel is not overloaded (words as speech rather than onscreen text)
  9. 9.  Prezi – for the cool factor  VoiceThread – for the interactive and collaborative factor  TheVideo Express Room (LSF 253): put on a live presentation in hi-def!  Camtasia: record and edit screencasts from anywhere (including fromVideo Express)  Check out esentation+Tools for many more choices
  10. 10.  Sometimes, a video is needed to show crucial concepts and demonstrations  Luckily, the Internet is full of wonderful videos for all sorts of subject areas
  11. 11.  Mashups  Embed Flickr Content (photos)  Embed aYouTubeVideo  Embed a Slide Share presentation  Embed xpLor content  Embed Kaltura content (your own videos)
  12. 12. ECHO360  Live  Available for streaming on- demand about 24 hours after the recording  Can be scheduled for your class time – no button pressing!  Share one link with students for the whole semester  Example of Echo360: portal/section/ed51c2d7- 4906-4d27-9f84- ce599daedee4 CAMTASIA /VIDEO EXPRESS  Pre-recorded  Captures everything on the screen, plus voice and camera  Excellent for presentations, or showing students how to do a task on the computer  Can take video of any portion of the screen that you wish  Can be uploaded directly to YouTube or saved for uploading into Kaltura/BlackBoard
  13. 13.  Find out if Echo is in your classroom:  Get your account set up: email or fill out a ticket request  Echo can be automatically scheduled to come on when you are teaching, and shut off when you’re done  Each session has a unique link but are all assembled at your EchoCenter, which has one link
  14. 14.  Great for online classes, or flipped classrooms (students watch your lecture outside of class, then come to class ready for activities)  Record everything that’s happening onscreen, then edit and publish to Blackboard orYouTube  Camtasia makes this process easy – record from your desk  You can make high-def videos in theVideo Express Room (LSF-253) and edit in Camtasia later
  15. 15.  Purdue has a university license for you to have Camtasia in your office and on your home machine (Mac and Windows)  Visit asia/ to download the license request form and wait approximately 24-48 hours for response  You will be able to download from a secure Filelocker the Camtasia version of your choice, along with SnagIt – a great tool for capturing and editing still, single-frame screen captures
  16. 16.  Mayer’s multimedia theory: http://www.learning- mayer.html  Common but questionable principles of multimedia learning: mon.pdf  10Tools to FlipYour Class (tip: most are screen-capture related!): help-you-flip-your.html  Flipped class best practices: practices-andrew-miller
  17. 17.  Quizzes and tests  Discussion forums  Rubrics for the creation of:  Writing assignments  Multimedia (text + images, video, etc)  Presentation tools  Digital video and audio  E-books, wikis, blogs
  18. 18.  Can be mobile-capable or browser-only  Can be supported through Respondus LockDown Browser and Respondus Monitor  You can create tests from scratch or import from RespondusTest Generator (or other tools)  Test exceptions settings allow different options for different students (like extra time)  See tutorials/ for all videos on tests  See for info on downloading Respondus
  19. 19.  Edit theTest Options - check your settings  Do NOT turn on Force Completion!  UseTest Availability Exceptions for make-ups and accommodations  Auto-Submit is ok – forces the student to stop when timer ends  Decide on options for how and whether students can receive feedback
  20. 20.  Need help with the text for your rubric?  Try rubric-makers that make your job easier!  Rubistar:http://rubistar  iRubric:http://www.rca cfm
  21. 21.  You can grade using rubrics right within BlackBoard  Rubrics make your job a little easier when grading more extensive assessments  Video tutorials available:
  22. 22.  Use the left-hand sidebar and choose Needs Grading to view when new work has been turned in  Alternately, in the Full Grade Center, ungraded work submitted will have a “!” icon
  23. 23.  Allows you to see all grades at a glance – works like a spreadsheet  You can create columns for various purposes, including calculated columns  Use the Manage button to change column organization  Use the “arrow-menus” to change settings, view and edit grades
  24. 24.  BlackBoard discussion, blog, wiki, Kaltura media tools  WebEx:  Google Docs:  Prezi:  MS OfficeTemplates: us/templates/  Screencast-o-matic: http://www.screencast-o-  Jing and Camtasia:  Wordpress:  SimpleBooklet: edu.php 
  25. 25.  Carnegie-Mellon Assessment resource: asics/index.html  Writing good learning objectives: evelopObjectives.asp  Kathy Schrock’s guide for educators: rubrics.html
  26. 26. Reach us at:   for all workshop notes, links, and training needs