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Designing and Developing Online Course Assessments  Day 1:  Online Strategies for Assessment Design Dr. Veronica Diaz, Mar...
Day 1 Agenda <ul><li>Welcome </li></ul><ul><li>Part 1: What are the foundations of online course assessment?  </li></ul><u...
What are the foundations of online course assessment?
POLL: Which best describes your experience with assessments?  <ul><li>Developed my own assessments </li></ul><ul><li>Used ...
 
Purposes of Assessment
Principles of Sound Assessment
Focus on …. <ul><li>The learner </li></ul><ul><li>Quality and relevant feedback </li></ul>
Assessment Principles for Effective Design <ul><li>Valid  and Reliable </li></ul><ul><li>Actionable </li></ul><ul><li>Effi...
Online Assessment  Principles
Align objectives – activities – assignments – assessments Objective Activity Assignment Criteria Given everyday objects, t...
Provide multiple and alternative modes of assessments
Integrate strategies to prevent cheating <ul><li>Randomized objective quizzes/tests </li></ul><ul><li>Timed and authentica...
Provide accurate and  timely feedback for performance assessments <ul><li>Detailed expectations, e.g., rubrics </li></ul><...
Evaluate your assessment practices regularly <ul><li>Are their persistent problems? </li></ul><ul><li>Is there an area of ...
Online mid-semester and/or end-of-semester course evaluations <ul><li>Does the student know what they are accomplishing? <...
What other assessment principles have you applied? <ul><li>[respond in chat] </li></ul>
Classroom vs. Online Assessment
Face-to-Face vs. Online <ul><li>Campus Classroom </li></ul><ul><li>One to many </li></ul><ul><li>Just in time assessment <...
<ul><li>One to many </li></ul><ul><li>Just in time assessment </li></ul><ul><li>Immediacy </li></ul><ul><li>Focus on metho...
Differences? <ul><li>Time  </li></ul><ul><li>Security  </li></ul><ul><li>Integrity </li></ul><ul><li>Resources </li></ul><...
Progressive Assessment
Transfer of learning Objectives? Outcomes? Monitor and Adjust What Students Know transfer of learning What students can do...
Progressive Assessment: Instructor POV (from Gardner, 2006, p. 105 adapted from Harlen, 2000)
Progressive Assessment: Series of Events (from Gardner, 2006, p. 105 adapted from Harlen, 2000)
Online Progressive Assessment
Online Progressive Assessment
Formative Assessment  <ul><li>Informs the learner of what they have learned </li></ul><ul><li>Informs the instructor of ne...
Formative: What to keep in mind  <ul><li>What kinds of issues are involved? </li></ul><ul><li>How does the learner know wh...
Ideas for formatively assessing learning… <ul><li>[respond in chat] </li></ul>
Summative Assessment <ul><li>Documents completion & achievement </li></ul><ul><li>Provides barometer against benchmark </l...
Summative: What to keep in mind <ul><li>What kinds of issues are involved? </li></ul><ul><li>Where do benchmarks come from...
Example: benchmarks
Example: benchmarks
Example: Periodic Assessments
 
 
WHAT IS THE PROCESS OF DEVELOPING ASSESSMENT?
Where do you start when you are developing an assessment? <ul><li>[respond in chat] </li></ul>
What portion of your assessments do you design yourself? <ul><li>[respond in chat] </li></ul>
POLL: Select the 2 most common assessments you’ve used <ul><li>Multiple choice tests </li></ul><ul><li>Written exams </li>...
Determining what needs to be assessed
Assessment Development  <ul><li>Specify educational objectives/intended outcomes. </li></ul><ul><li>Select assessment meas...
Role of Objectives  <ul><li>Review course objectives </li></ul><ul><ul><li>Ask, are these for skills, knowledge, or abilit...
Objective ABCDs <ul><li>Audience (the learners)  </li></ul><ul><ul><li>Identify who it is that will be doing the performan...
Objectives Activity <ul><li>Write a research report with abstract, introduction, procedure, results, discussion, conclusio...
Alignment of course activities & outcomes
Assessment and  Learning
<ul><li>Example: recall of factual knowledge </li></ul><ul><ul><li>Use multiple choice or short response assessment  </li>...
What needs to be assessed? <ul><li>Course goals  </li></ul><ul><li>Module objectives </li></ul><ul><li>Activity objectives...
Performance vs  Objective Assessments <ul><li>Via another activity </li></ul><ul><ul><li>Cases  </li></ul></ul><ul><ul><li...
Do your… <ul><li>Learning objectives  </li></ul><ul><li>Resource and materials </li></ul><ul><li>Learner interaction and a...
Assessment Alignment  <ul><li>Objective is to “design a research study related to a professional field,” but the assessmen...
 
Design vs Selection <ul><li>Design </li></ul><ul><li>High stakes assessments </li></ul><ul><li>Customized for your course ...
Bo sure to… <ul><li>Be explicit in directions </li></ul><ul><li>Don’t get off task </li></ul><ul><li>Use checklists  </li>...
Q and A <ul><li>[respond in chat] </li></ul>
WHAT SHOULD GO INTO AN ASSESSMENT TOOLKIT?
P. McGee
Determining an appropriate strategy For learning outcomes
Learners should know…. <ul><li>That an assessment is coming </li></ul><ul><ul><li>A word about helping students plan </li>...
Tools  <ul><li>Assessments  </li></ul><ul><li>Technologies  </li></ul><ul><li>Methodology or learning framework  </li></ul...
Technology and the Cycle
Direct Assessments  <ul><li>Classroom Assessment Techniques </li></ul><ul><li>Multiple choice tests </li></ul><ul><li>Embe...
Indirect Assessments <ul><li>Exit interviews or student self-report surveys </li></ul><ul><li>Final course grade </li></ul...
Assessment Considerations <ul><li>Provides guidance to further develop conceptual framework </li></ul><ul><li>Continuous p...
Suggestions for Better Assessment <ul><li>Build multiple “check point” assessments </li></ul><ul><li>Allow open note/book ...
Bloom’s Taxonomy  Focus on learner Focus on measure of learning
Bloom’s & Web 2.0 Processes Tools Attributes Remember Recognizing, recalling Visual/Text/Audio stimuli, selecting, feedbac...
Selecting assessment criteria
Assessment criteria should be… <ul><li>Measureable </li></ul><ul><li>Align with outcomes </li></ul><ul><li>Achievable with...
For example <ul><li>Chat – content learning </li></ul><ul><li>Answer questions correctly </li></ul><ul><li>Ask questions t...
Outcome + Criteria = Assessment <ul><li>How are you communicating that to learners? </li></ul><ul><li>How will you documen...
Selecting appropriate tools
Course Management Systems <ul><li>Privacy and security  </li></ul><ul><li>Familiarity  </li></ul><ul><li>Integration  </li...
CMS to Web 2.0 and Assessment <ul><li>http://web20-toolkit.wetpaint.com/ </li></ul><ul><li>http://elearningtools.wetpaint....
Web 2.0 Considerations <ul><li>Cost  </li></ul><ul><li>Accounts  </li></ul><ul><li>Technical requirements  </li></ul><ul><...
Web 2.0 Considerations <ul><li>Tools not necessarily developed for an educational audience </li></ul><ul><li>No obligation...
FERPA and Web 2.0 (handout) <ul><li>This [insert name of technology tool] is for academic use of [insert name of course], ...
Q&A
Take-Aways <ul><li>Keep the learner in the forefront </li></ul><ul><li>Focus on timely feedback and benchmarks </li></ul><...
Thank you! [email_address] [email_address]
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Online Course Assessment Part 1

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Online Course Assessment - Part 1

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Online Course Assessment Part 1

  1. 1. Designing and Developing Online Course Assessments Day 1: Online Strategies for Assessment Design Dr. Veronica Diaz, Maricopa Community Colleges Dr. Patricia McGee, The University of Texas at San Antonio
  2. 2. Day 1 Agenda <ul><li>Welcome </li></ul><ul><li>Part 1: What are the foundations of online course assessment? </li></ul><ul><li>Part 2: What is the process of developing assessment? </li></ul><ul><li>Part 3: What should go into an Assessment Toolkit? </li></ul><ul><li>Q&A </li></ul>
  3. 3. What are the foundations of online course assessment?
  4. 4. POLL: Which best describes your experience with assessments? <ul><li>Developed my own assessments </li></ul><ul><li>Used publisher-created assessments </li></ul><ul><li>Worked with others to create assessments </li></ul><ul><li>Used assessments developed by someone other than publisher </li></ul>
  5. 6. Purposes of Assessment
  6. 7. Principles of Sound Assessment
  7. 8. Focus on …. <ul><li>The learner </li></ul><ul><li>Quality and relevant feedback </li></ul>
  8. 9. Assessment Principles for Effective Design <ul><li>Valid and Reliable </li></ul><ul><li>Actionable </li></ul><ul><li>Efficient and Cost-effective </li></ul><ul><li>Engaging and Interesting </li></ul>Source: Allen, M. J., October 2007
  9. 10. Online Assessment Principles
  10. 11. Align objectives – activities – assignments – assessments Objective Activity Assignment Criteria Given everyday objects, the learner will identify three out of four objects with masses relatively equivalent to 1 cubic foot of water. (1) View Water flow and force. (2) Complete water displacement simulation <ul><li>Read CH 3 </li></ul><ul><li>Complete CH 3 worksheet </li></ul>(1) Complete 5 out of 6 challenge problems correctly and turned in on time
  11. 12. Provide multiple and alternative modes of assessments
  12. 13. Integrate strategies to prevent cheating <ul><li>Randomized objective quizzes/tests </li></ul><ul><li>Timed and authenticated </li></ul><ul><li>Multiple ways to demonstrate understanding </li></ul><ul><ul><li>Choices </li></ul></ul><ul><ul><li>Duplication </li></ul></ul><ul><ul><li>Repetition </li></ul></ul><ul><ul><li>Revise and resubmit </li></ul></ul><ul><li>Small group assessments for accountability </li></ul>
  13. 14. Provide accurate and timely feedback for performance assessments <ul><li>Detailed expectations, e.g., rubrics </li></ul><ul><li>Respond within a pre-designated timeframe </li></ul><ul><li>Peer critique review before final submission </li></ul>
  14. 15. Evaluate your assessment practices regularly <ul><li>Are their persistent problems? </li></ul><ul><li>Is there an area of the course that gets “stuck” and remediation or review is needed? </li></ul><ul><li>Is a lot of time spent on answering questions or clarifying? </li></ul>
  15. 16. Online mid-semester and/or end-of-semester course evaluations <ul><li>Does the student know what they are accomplishing? </li></ul><ul><li>Are their “invisible” factors that are impacting assessment? </li></ul>
  16. 17. What other assessment principles have you applied? <ul><li>[respond in chat] </li></ul>
  17. 18. Classroom vs. Online Assessment
  18. 19. Face-to-Face vs. Online <ul><li>Campus Classroom </li></ul><ul><li>One to many </li></ul><ul><li>Just in time assessment </li></ul><ul><li>Immediacy </li></ul><ul><li>Focus on methods </li></ul>
  19. 20. <ul><li>One to many </li></ul><ul><li>Just in time assessment </li></ul><ul><li>Immediacy </li></ul><ul><li>Focus on methods </li></ul><ul><li>One to one </li></ul><ul><li>Just in need assessment </li></ul><ul><li>Ambiguity </li></ul><ul><li>Focus on strategies </li></ul>
  20. 21. Differences? <ul><li>Time </li></ul><ul><li>Security </li></ul><ul><li>Integrity </li></ul><ul><li>Resources </li></ul><ul><li>Learner autonomy </li></ul><ul><li>Lack of just in need responses </li></ul><ul><li>Getting, keeping, and directing attention </li></ul><ul><li>Clarity of instructions and expectations </li></ul>
  21. 22. Progressive Assessment
  22. 23. Transfer of learning Objectives? Outcomes? Monitor and Adjust What Students Know transfer of learning What students can do Facts Procedures Principles Strategies Critical thinking Problem finding/solving Creative thinking Typically measured by objective assessments Typically measured by performance assessments Homework, quizzes, tests, exams Projects, cases, problems, designs, experiments
  23. 24. Progressive Assessment: Instructor POV (from Gardner, 2006, p. 105 adapted from Harlen, 2000)
  24. 25. Progressive Assessment: Series of Events (from Gardner, 2006, p. 105 adapted from Harlen, 2000)
  25. 26. Online Progressive Assessment
  26. 27. Online Progressive Assessment
  27. 28. Formative Assessment <ul><li>Informs the learner of what they have learned </li></ul><ul><li>Informs the instructor of next steps </li></ul><ul><li>Can be informal or formal </li></ul>
  28. 29. Formative: What to keep in mind <ul><li>What kinds of issues are involved? </li></ul><ul><li>How does the learner know where they are on their progression towards competency and mastery? </li></ul><ul><li>How can we document/illustrate/measure? </li></ul><ul><li>Has the learner practiced? </li></ul><ul><li>Other? </li></ul>
  29. 30. Ideas for formatively assessing learning… <ul><li>[respond in chat] </li></ul>
  30. 31. Summative Assessment <ul><li>Documents completion & achievement </li></ul><ul><li>Provides barometer against benchmark </li></ul><ul><li>Formal </li></ul>
  31. 32. Summative: What to keep in mind <ul><li>What kinds of issues are involved? </li></ul><ul><li>Where do benchmarks come from? </li></ul><ul><li>How do we illustrate progress against benchmarks? </li></ul><ul><li>Other? </li></ul>
  32. 33. Example: benchmarks
  33. 34. Example: benchmarks
  34. 35. Example: Periodic Assessments
  35. 38. WHAT IS THE PROCESS OF DEVELOPING ASSESSMENT?
  36. 39. Where do you start when you are developing an assessment? <ul><li>[respond in chat] </li></ul>
  37. 40. What portion of your assessments do you design yourself? <ul><li>[respond in chat] </li></ul>
  38. 41. POLL: Select the 2 most common assessments you’ve used <ul><li>Multiple choice tests </li></ul><ul><li>Written exams </li></ul><ul><li>Problem-based projects </li></ul><ul><li>Research papers </li></ul><ul><li>Case studies </li></ul><ul><li>Short answer </li></ul><ul><li>Large projects </li></ul><ul><li>Essay questions </li></ul>
  39. 42. Determining what needs to be assessed
  40. 43. Assessment Development <ul><li>Specify educational objectives/intended outcomes. </li></ul><ul><li>Select assessment measures and techniques. </li></ul><ul><li>Specify assessment criteria. </li></ul><ul><li>Evaluate student performance on exams/projects for course grades. </li></ul><ul><li>Evaluate student performance on course measures to assess effectiveness. </li></ul>
  41. 44. Role of Objectives <ul><li>Review course objectives </li></ul><ul><ul><li>Ask, are these for skills, knowledge, or abilities </li></ul></ul><ul><li>Are they measurable </li></ul><ul><ul><li>Demonstrate (authentic) or </li></ul></ul><ul><ul><li>Reflect on knowledge/experience </li></ul></ul><ul><li>What do they say about student outcomes </li></ul><ul><li>What is the goal of assessment, what do you want the student to be able to do or demonstrate they can do </li></ul><ul><ul><li>Use verbs to describe this </li></ul></ul><ul><ul><li>Share with students </li></ul></ul>
  42. 45. Objective ABCDs <ul><li>Audience (the learners) </li></ul><ul><ul><li>Identify who it is that will be doing the performance (not the instructor). </li></ul></ul><ul><li>Behavior (Performance): </li></ul><ul><ul><li>Make sure it is something that can be seen or heard. </li></ul></ul><ul><li>Condition (under which the learners must demonstrate their mastery of the objective): </li></ul><ul><ul><li>What will the learners be allowed to use? What won't the learners be allowed to use? </li></ul></ul><ul><li>Degree (HOW WELL the behavior must be done): </li></ul><ul><ul><li>Common degrees include: Speed, Accuracy, Quality </li></ul></ul>
  43. 46. Objectives Activity <ul><li>Write a research report with abstract, introduction, procedure, results, discussion, conclusions, and recommendations. </li></ul><ul><li>You will learn to analyze and interpret data. </li></ul><ul><li>You will learn about about theoretical issues underlying communicative and task-based language teaching. </li></ul><ul><li>Describe the political and social factors impacting the implementation of biotechnology in agriculture. </li></ul>
  44. 47. Alignment of course activities & outcomes
  45. 48. Assessment and Learning
  46. 49. <ul><li>Example: recall of factual knowledge </li></ul><ul><ul><li>Use multiple choice or short response assessment </li></ul></ul><ul><li>Example: complex learning outcomes, such as reasoning, communication, teamwork </li></ul><ul><ul><li>a performance assessment is likely to be appropriate </li></ul></ul>
  47. 50. What needs to be assessed? <ul><li>Course goals </li></ul><ul><li>Module objectives </li></ul><ul><li>Activity objectives </li></ul><ul><li>Content Knowledge: declarative, intellectual skills (concept, principle, procedure, problem solving) </li></ul><ul><li>Thinking Skills </li></ul><ul><li>Inter/Intrapersonal Skills: collaboration, cooperation </li></ul><ul><li>Technology Literacy/Proficiency </li></ul><ul><li>Other </li></ul>
  48. 51. Performance vs Objective Assessments <ul><li>Via another activity </li></ul><ul><ul><li>Cases </li></ul></ul><ul><ul><li>Projects </li></ul></ul><ul><ul><li>Presentations </li></ul></ul><ul><ul><li>Debates/negotiations </li></ul></ul><ul><ul><li>Research paper </li></ul></ul><ul><li>Be the activity itself </li></ul><ul><ul><li>Quiz </li></ul></ul><ul><ul><li>Multiple-choice test </li></ul></ul><ul><ul><li>Simulation </li></ul></ul>Learning can be assessed…
  49. 52. Do your… <ul><li>Learning objectives </li></ul><ul><li>Resource and materials </li></ul><ul><li>Learner interaction and activities </li></ul><ul><li>Course technologies </li></ul><ul><li>Support student performance? </li></ul>
  50. 53. Assessment Alignment <ul><li>Objective is to “design a research study related to a professional field,” but the assessment is a short answer test </li></ul><ul><li>Objective is to “understand particular statistical methods for various types of research,” but the assessment is to write an essay </li></ul>
  51. 55. Design vs Selection <ul><li>Design </li></ul><ul><li>High stakes assessments </li></ul><ul><li>Customized for your course </li></ul><ul><li>Process-oriented </li></ul><ul><ul><li>Cases </li></ul></ul><ul><ul><li>PBL </li></ul></ul><ul><ul><li>Projects </li></ul></ul><ul><li>Classroom assessments (CATs) for an online environment </li></ul><ul><li>Select </li></ul><ul><li>Self assessments </li></ul><ul><li>Short, quick checkpoints </li></ul><ul><li>Repeatable with large question bank </li></ul><ul><li>Low stakes </li></ul>
  52. 56. Bo sure to… <ul><li>Be explicit in directions </li></ul><ul><li>Don’t get off task </li></ul><ul><li>Use checklists </li></ul><ul><li>Provide examples </li></ul>
  53. 57. Q and A <ul><li>[respond in chat] </li></ul>
  54. 58. WHAT SHOULD GO INTO AN ASSESSMENT TOOLKIT?
  55. 59. P. McGee
  56. 60. Determining an appropriate strategy For learning outcomes
  57. 61. Learners should know…. <ul><li>That an assessment is coming </li></ul><ul><ul><li>A word about helping students plan </li></ul></ul><ul><li>What happens after the assessment </li></ul><ul><li>How to prepare for an assessment </li></ul><ul><li>What participating in the assessment will look like </li></ul><ul><li>Practice </li></ul>
  58. 62. Tools <ul><li>Assessments </li></ul><ul><li>Technologies </li></ul><ul><li>Methodology or learning framework </li></ul><ul><li>Deploying the method or framework </li></ul><ul><li>Disciplinary considerations and requirements </li></ul>
  59. 63. Technology and the Cycle
  60. 64. Direct Assessments <ul><li>Classroom Assessment Techniques </li></ul><ul><li>Multiple choice tests </li></ul><ul><li>Embedded Test Questions </li></ul><ul><li>Pre and Post Tests </li></ul><ul><li>Discussion Threads </li></ul>
  61. 65. Indirect Assessments <ul><li>Exit interviews or student self-report surveys </li></ul><ul><li>Final course grade </li></ul><ul><li>Tracking of student data </li></ul><ul><li>Focus groups </li></ul>
  62. 66. Assessment Considerations <ul><li>Provides guidance to further develop conceptual framework </li></ul><ul><li>Continuous process (formative) </li></ul><ul><li>Guides the student to mastery of the learning outcomes </li></ul><ul><li>Assessment strategy becomes foundation for developing the instructional design of the online course </li></ul>
  63. 67. Suggestions for Better Assessment <ul><li>Build multiple “check point” assessments </li></ul><ul><li>Allow open note/book timed tests </li></ul><ul><li>Have in class quizzes and tests as well </li></ul><ul><li>Project-based assessments </li></ul><ul><li>Portfolio assessments </li></ul><ul><li>Assign group work in a wiki area that tracks student participation </li></ul><ul><li>Provide best practice guidelines for taking exams online (See handouts) </li></ul>
  64. 68. Bloom’s Taxonomy Focus on learner Focus on measure of learning
  65. 69. Bloom’s & Web 2.0 Processes Tools Attributes Remember Recognizing, recalling Visual/Text/Audio stimuli, selecting, feedback Understand Interpreting, classifying, comparing, summarizing, explaining Sorting, tagging, labeling, entering, selecting Apply Executing, implementing Manipulating, entering, feedback Analyze Differentiating, organizing, attributing Selecting, grouping, altering, tagging, labeling Evaluate Checking, critiquing Commenting, entering, responding Create Generating, planning, producing Adding, generating, combining, publishing
  66. 70. Selecting assessment criteria
  67. 71. Assessment criteria should be… <ul><li>Measureable </li></ul><ul><li>Align with outcomes </li></ul><ul><li>Achievable within online format </li></ul><ul><li>Documentable </li></ul><ul><li>Clear, articulated expectations </li></ul><ul><li>Does not require additional technology skills </li></ul>
  68. 72. For example <ul><li>Chat – content learning </li></ul><ul><li>Answer questions correctly </li></ul><ul><li>Ask questions that </li></ul><ul><ul><li>Helped others learn </li></ul></ul><ul><ul><li>Extended discussion </li></ul></ul><ul><li>Make contributions to discussion that extended materials </li></ul><ul><li>Chat - performance </li></ul><ul><li>Participate throughout discussion </li></ul><ul><li>Do not interrupt </li></ul><ul><li>Respond when called upon </li></ul><ul><li>When appropriate, come to chat prepared. </li></ul>
  69. 73. Outcome + Criteria = Assessment <ul><li>How are you communicating that to learners? </li></ul><ul><li>How will you document the learning ? </li></ul><ul><li>Do you expect learner to learner a new tool for assessment ? </li></ul><ul><li>Have you provided for practice before assessment? </li></ul>
  70. 74. Selecting appropriate tools
  71. 75. Course Management Systems <ul><li>Privacy and security </li></ul><ul><li>Familiarity </li></ul><ul><li>Integration </li></ul><ul><li>Support </li></ul><ul><li>Limited tool options </li></ul><ul><li>Some web 2.0 options </li></ul>
  72. 76. CMS to Web 2.0 and Assessment <ul><li>http://web20-toolkit.wetpaint.com/ </li></ul><ul><li>http://elearningtools.wetpaint.com/?t=anon </li></ul><ul><li>http://maricopatech.wetpaint.com/ </li></ul><ul><li>http://web2educationuk.wetpaint.com/ </li></ul>
  73. 77. Web 2.0 Considerations <ul><li>Cost </li></ul><ul><li>Accounts </li></ul><ul><li>Technical requirements </li></ul><ul><li>Is the tool generative? If so, how will product generated by learner be accessed by others? </li></ul><ul><li>Exportable product </li></ul><ul><li>Technical skills required </li></ul><ul><li>Support </li></ul><ul><li>Can instructor embed or attach instructions within tool? </li></ul><ul><li>Shared/selective viewing </li></ul><ul><li>Public viewing </li></ul>
  74. 78. Web 2.0 Considerations <ul><li>Tools not necessarily developed for an educational audience </li></ul><ul><li>No obligation to users </li></ul><ul><li>Ever-changing </li></ul><ul><li>Require separate logins/accounts/fragmentation </li></ul><ul><li>No centralized institutional support (usually) </li></ul><ul><li>Reliance on internet connection (high speed) </li></ul><ul><li>Lack of security </li></ul><ul><li>Learning curve </li></ul><ul><li>Variety of use and selection of tools could overwhelm students; lack of a common experience across courses </li></ul>
  75. 79. FERPA and Web 2.0 (handout) <ul><li>This [insert name of technology tool] is for academic use of [insert name of course], [insert term/year]. It is open to the public for the purpose of sharing our work with the larger Internet community. To use this [insert name of technology tool] responsibly please observe all laws and university policy that are incorporated into the Codes of Conduct and Academic Integrity. Some specific aspects of law and policy that might be well to remember are prohibitions against copyright infringement, plagiarism, harassment or interference with the underlying technical code of this software. </li></ul><ul><li>As a student using this [insert name of technology tool], certain rights accrue to you. Any original work that you make tangible belongs to you as a matter of copyright law. You also have a right to the privacy of your educational records as a matter of federal law. Your contributions to this [insert name of technology tool] constitute an educational record. By contributing to this [insert name of technology tool], and not taking other options available to you in this course equivalent to this assignment that would not be posted publicly on the Internet and not available for the editing by others, you consent to the collaborative use of this material as well as to the disclosure of it in this course and potentially for the use of future courses. </li></ul>
  76. 80. Q&A
  77. 81. Take-Aways <ul><li>Keep the learner in the forefront </li></ul><ul><li>Focus on timely feedback and benchmarks </li></ul><ul><li>Align objectives – activities - assessments </li></ul>
  78. 82. Thank you! [email_address] [email_address]

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