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nix1WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to provide confidential peer evaluations on individual contributions to group work. This generates adjusted individual marks rather than everyone receiving the same group mark. Teachers benefit from the flexibility to customize assessment criteria and automated individual marking. Learners benefit from involvement in the assessment process and receiving fair, confidential evaluations that improve individual performance and team dynamics.
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Web Pa Wilkinson
WebPA is an open-source online peer assessment system that was originally developed in 1998 and has been improved over time. It allows students to provide peer evaluations of individual contributions to group work, from which individualized marks are calculated. This provides a fairer assessment than simply giving all group members the same mark. Both students and teachers benefit from the increased fairness, student involvement, and improved group dynamics and learning that WebPA facilitates for assessed group work.
WebPA - Cardiff
WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to assess the individual contributions of group members, generating adjusted individual marks. This helps address criticisms of purely group-based assessment. Teachers benefit from WebPA's flexibility and ability to automate individual mark generation. Learners benefit from fair and confidential peer assessment that improves individual performance and team dynamics. Case studies show high student return rates and satisfaction with WebPA's use in higher education institutions.
Coventry 27 11 2008
WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to provide peer evaluations of individual contributions to group work, generating adjusted individual marks. Teachers benefit from WebPA's flexibility to customize assessment criteria and groups, and its automated generation of individual student marks. Learners benefit from the fair and confidential peer assessment process, which positively impacts individual performance, team dynamics, and the overall learning experience. WebPA has been successfully adopted by several universities and is praised by both students and faculty for improving group work assessments.
iGeneration Conference
WebPA is a peer assessment tool that allows students to provide individual marks for group work based on each member's contributions. It provides a fairer assessment of individual performance within a group project compared to everyone receiving the same mark. Studies found that using WebPA led to higher quality work from students and improved team dynamics and learning experiences. Teachers benefit from the flexibility to customize assessments and the generation of individual student marks. Learners benefit from involvement in the assessment process and fair, confidential evaluation of individual work within a group.
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records.
This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program.
During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class.
I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.
Blackboard Opening Keynote | Katie Blot - Blackboard | TLCANZ17
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.
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Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate.
With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way.
This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
Open Education Summit Math Workshop Denver June 2013
The Kaleidoscope Open Course Initiative aims to improve student success, particularly for low-income and underrepresented students, by creating open educational resource (OER) course designs that can be adopted across institutions. Phase I of the initiative developed 11 OER courses impacting 9,000 students, which improved average student success rates by over 10% while eliminating textbook costs. Student feedback indicated that the OER courses were of equal or better quality than traditional materials and that students preferred the free, digital access provided. Phase II plans to develop additional courses frameworks and grow the number of participating institutions.
Recommended
Web Pa Wilkinson
WebPA is an open-source online peer assessment system that was originally developed in 1998 and has been improved over time. It allows students to provide peer evaluations of individual contributions to group work, from which individualized marks are calculated. This provides a fairer assessment than simply giving all group members the same mark. Both students and teachers benefit from the increased fairness, student involvement, and improved group dynamics and learning that WebPA facilitates for assessed group work.
WebPA - Cardiff
WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to assess the individual contributions of group members, generating adjusted individual marks. This helps address criticisms of purely group-based assessment. Teachers benefit from WebPA's flexibility and ability to automate individual mark generation. Learners benefit from fair and confidential peer assessment that improves individual performance and team dynamics. Case studies show high student return rates and satisfaction with WebPA's use in higher education institutions.
Coventry 27 11 2008
WebPA is an open source online peer assessment system that was originally developed in 1998. It allows students to provide peer evaluations of individual contributions to group work, generating adjusted individual marks. Teachers benefit from WebPA's flexibility to customize assessment criteria and groups, and its automated generation of individual student marks. Learners benefit from the fair and confidential peer assessment process, which positively impacts individual performance, team dynamics, and the overall learning experience. WebPA has been successfully adopted by several universities and is praised by both students and faculty for improving group work assessments.
iGeneration Conference
WebPA is a peer assessment tool that allows students to provide individual marks for group work based on each member's contributions. It provides a fairer assessment of individual performance within a group project compared to everyone receiving the same mark. Studies found that using WebPA led to higher quality work from students and improved team dynamics and learning experiences. Teachers benefit from the flexibility to customize assessments and the generation of individual student marks. Learners benefit from involvement in the assessment process and fair, confidential evaluation of individual work within a group.
Using Blackboard Learn alongside Microsoft OneNote: the overlaps, the complem...
Beginning in 2016, Nossal High School began to focus its professional learning for staff on the use of Microsoft OneNote as complementary teaching and learning software to the MH Blackboard Learn environment we have run for the last 5 years. In this time, the speed and depth of the take up of OneNote and its impact on the teaching and learning experience of staff and students has been dramatic. Not only have our students fully embraced OneNote from a learners' perspective, all teaching and support staff are using Microsoft OneNote to record their own professional development, maintaining an ongoing conversation with the college executive and collecting evidence for their personal records.
This rapid adoption has forced us to consider closely what OneNote elements overlap with Bb Learn, which features are complementary with Bb Learn and ultimately, what part these two software solutions will have within our overall teaching and learning program.
During the presentation, I will be looking at the features of Bb Learn and OneNote that we intend to keep unique to each environment, as well as the elements that we are comfortable in having some overlap. Our overall aim is to ensure we are promoting to staff the most effective software solution for any given purpose whilst ensuring our students are not confused about the location of resources and information from class to class.
I will conclude with what we currently see as the most effective arrangement for the use of these two software packages going forward.
Blackboard Opening Keynote | Katie Blot - Blackboard | TLCANZ17
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate.
With increasing strain on teaching and learning support teams within institutions, this exacerbates the challenge faced by instructors and academics of HOW to approach improving their courses in a scalable and manageable way.
This workshop will focus on facilitating participants in the development of a course evolution and management framework. The goal is to guide participants in establishing a unique set of foundations for course design, upon which iterative improvements can be planned and executed in a manageable manner. These can then be mapped against relevant Exemplary Course Design Rubric elements to create short-, mid-, and long-term milestones.
Open Education Summit Math Workshop Denver June 2013
The Kaleidoscope Open Course Initiative aims to improve student success, particularly for low-income and underrepresented students, by creating open educational resource (OER) course designs that can be adopted across institutions. Phase I of the initiative developed 11 OER courses impacting 9,000 students, which improved average student success rates by over 10% while eliminating textbook costs. Student feedback indicated that the OER courses were of equal or better quality than traditional materials and that students preferred the free, digital access provided. Phase II plans to develop additional courses frameworks and grow the number of participating institutions.
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WebPA is a tool for peer assessment of group work that provides individual marks for students. It allows students to assess their peers' contributions to the group project. This addresses the issue of group marks not recognizing individual effort. The tool provides a fair, confidential, and easy way to evaluate individual performance within a group context. It benefits both teachers and students by improving the learning experience and increasing the satisfaction of all involved in the assessment process.
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USP College was formed in 2017 following the merger of Seevic College in Benfleet and Palmers College in Grays. The college provides career focussed learning giving students the skills employers need, with students not only gaining formal qualifications but developing professional skills desired by businesses.
Dan Pearson, principal and chief executive, explains how the merger has given rise to new opportunities to create a network of expert teachers. Using cutting edge technology, the college crafted a strategy to provide group learning over distance, providing solutions to teacher shortages and small class sizes.
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We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
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- Training needs vary depending on experience. Brand new teachers want more training on supporting students with disabilities and online collaboration, while more experienced teachers are interested in topics like the psychology of online learning and student autonomy.
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WebPA is a tool for peer assessment of group work that provides individualized marks. It allows students to assess their peers' contributions anonymously. Teachers benefit from its flexibility and ability to automatically generate marks. Students benefit from greater reflection, feedback, involvement in assessment, and fair evaluation of individual contributions to group work. The tool has been adopted by over 250 institutions worldwide and enhances learning outcomes from group projects.
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[Video in https://www.youtube.com/watch?v=gQ5DWKKO03U ]
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-------
Lecture given at the Center for Research on Computation and Society: CRCS at Harvard University
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Video of the presentation: https://www.youtube.com/watch?v=tqEyPPRPboo
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Gates Grant Funded MOOC initiative using all existing open educational resources. Went live in 2013, and is currently available in an unfacilitated format on coursesites.com,
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1. Improving the capability of staff by giving them new ways to work and be more effective.
2. Improving the productivity of the school by reducing paperwork and admin to allow staff to focus on teaching.
3. Improving the consistency of lessons by improving consistency across lessons to control quality and drive improvements.
Generic Presentation
WebPA is a tool for peer assessment of group work that provides individual marks for students. It allows students to assess their peers' contributions to the group project. This addresses the issue of group marks not recognizing individual effort. The tool provides a fair, confidential, and easy way to evaluate individual performance within a group context. It benefits both teachers and students by improving the learning experience and increasing the satisfaction of all involved in the assessment process.
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Speaker: Dan Pearson, principal and chief executive, USP College
USP College was formed in 2017 following the merger of Seevic College in Benfleet and Palmers College in Grays. The college provides career focussed learning giving students the skills employers need, with students not only gaining formal qualifications but developing professional skills desired by businesses.
Dan Pearson, principal and chief executive, explains how the merger has given rise to new opportunities to create a network of expert teachers. Using cutting edge technology, the college crafted a strategy to provide group learning over distance, providing solutions to teacher shortages and small class sizes.
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The document discusses how participating in a quality course development process improved an online course. It describes the presenter's experience with lack of communication and high drop rates in previous online courses. After attending conferences and peer reviews using a QM rubric, the presenter redesigned their course. This led to fewer student emails, more efficient grading using rubrics, higher enrollment with the course filling quickly, and improved completion rates from 76-79% to consistently 84%.
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This session will focus primarily on the Learning Outcomes framework and how this framework will map through to provide students & educators with a clear understanding of their progression to and attainment of the subject, course and graduate outcomes. Audience for this session is primarily learning technologists and educational administrators.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Mega-metacognition - learning how to learn in a digital age
Facilitators:
Penny Langford, head of learning, Milton Keynes College
Paula Han, teacher training Manager, Milton Keynes College
Mel Villa-Buil, iLearn support coach, Milton Keynes College
Melanie Gibbard , iLearn coordinator, Milton Keynes College
Aniesa Shah, teaching and learning manager, Milton Keynes College
This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills.
We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
Blackboard Learn Roadmap Slides
These slides are part of the BbWorld17 Blackboard Learn Roadmap presentation given by Jim Chalex, VP for Product Management, Blackboard. These slides were compiled by Rodney B. Murray, PhD, with permission from Blackboard Inc.
Take it EASI Using learning analytics to inform academic practice in Moodle -...
Take it EASI Using learning analytics to inform academic practice in Moodle - Rob Reed, Col Beer & Damien Clark at Moodlemoot AU 2014
Building the e-Assessment Centre
Presentation delivered by Gavin Lang, Edinburgh's Telford College, at the eAssessment Scotland 2011 conference.
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This document summarizes the findings of a survey of K-12 online teachers regarding their professional development needs and experiences. Some key findings include:
- Many online teachers have significant teaching experience but little training specific to online instruction. Training is most commonly ongoing workshops and from the workplace.
- Topics rated as most important for professional development include learning management system training, communication technologies, and the field of online teaching. Additional topics of interest relate to instructional design, student needs, and online facilitation strategies.
- Training needs vary depending on experience. Brand new teachers want more training on supporting students with disabilities and online collaboration, while more experienced teachers are interested in topics like the psychology of online learning and student autonomy.
Rolling out institutional technologies
The University of Hertfordshire ITEAM project reflect on the steps required to successfully roll out institutional technologies, their work has looked at voting technologies, but there are commonalities across a number of technologies.
Jisc conference 2012
Assessment 2 feb sarah davies
JISC has supported technology-enhanced assessment for over a decade through their e-Learning Programme, focusing on areas like online testing, formative assessment, quality processes, and curriculum redesign. Their current work examines how to better develop learner skills in self-assessment and use of digital tools for educational purposes. While e-assessment systems and assignment submission tools are commonly used, more advanced techniques have seen limited adoption. JISC's publications and projects aim to illustrate effective practice and build capacity in assessment and feedback through strategic use of technologies.
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WebPA is a tool for peer assessment of group work that provides individualized marks. It allows students to assess their peers' contributions anonymously. Teachers benefit from its flexibility and ability to automatically generate marks. Students benefit from greater reflection, feedback, involvement in assessment, and fair evaluation of individual contributions to group work. The tool has been adopted by over 250 institutions worldwide and enhances learning outcomes from group projects.
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Aced Web Pa Wilkinson
- 1. Nicola Wilkinson Cardiff, 16 September 2008 … enables every team member to recognise individual contributions to group work
- 2. History of WebPA 1998 Paper based system Open source version of WebPA 2008 2007 WebPA made open to all at Loughborough University 2005 WebPA project 2006 2002 PASS System Re-write of PASS became WebPA 2004 Winner of an International Award
- 3. A well known criticism of assessed group work is that each student receives the same team mark, regardless of individual performance
- 4. By using WebPA to peer assess group work, each student received an adjusted mark Marked by students, the people that know!
- 6. Flexibility to create assessment criteria, scoring ranges and groups to suit the way you teach, in any subject discipline How do teachers benefit from using WebPA?
- 7. The generation of individual student marks is automated using a researched and trusted method. How do teachers benefit from using WebPA?
- 8. Students are involved in the assessment process, reflecting on their own and their peers’ performance How do learners benefit from using WebPA?
- 9. It is a fair and confidential way of assessing individuals within group work activities How do learners benefit from using WebPA?
- 10. It positively impacts upon individual performance and team dynamics , enriching the overall learning experience . How do learners benefit from using WebPA?
- 13. “ Overall, marking is honest and credible” Dr Keith Pond Business School Loughborough University Dr Carol Robinson Assistant Director (Teaching and Learning) Mathematics Education Centre Loughborough University “ Students are much more satisfied – complaints have almost disappeared.”
- 14. “ Some of the best modules during my Engineering degree were group based modules. The combination of the team working and the peer assessment was a great introduction to working in a team within industry.” Alan Curtis Research Engineer JCB Power Systems Ltd
- 15. "WebPA is now embedded in our first year and will be for the next five years. Typically 180-200 students will be subjected to.. [WebPA] ..every year." Dr Bob Cherry Manchester Metropolitan University “ We are impressed with the success of the WebPA project and the impact on group work in higher education.” David Kernohan Programme Manager eLearning Team JISC
- 16. Project Website: www.webpaproject.com WebPA Demonstrator: http://webpaos.lboro.ac.uk WebPA mail list: http://www.jiscmail.ac.uk/lists/WEBPA.html Contact email: n.wilkinson@lboro.ac.uk
Editor's Notes
- The WebPA project has been funded under the JISC: e-Learning Capital Programme. The life time of the project for the funded period is October 2006 to March 2009. However, as the project has been made open source it is to continue after the funding period has ended. As identified by the project, the main aims have been to; Enhancement the online peer assessment system “WebPA” Provide a mature open source peer assessment system “WebPA OS” Sep’08 Disseminate models of pedagogic use Advance the service oriented approach for application development within the JISC e-Learning Framework All of which the project team have been able to achieve and more as well. The aim of the WebPA tool is to provide a mechanism through which the system …enables every team member to recognise an individuals contributions to the group work. Really we are talking about a peer moderated marking system for group work. WebPA was originally intended to measure the process of what occurs in group work out-side none contact time with the tutors. And allow the students to provide input into the assessment process to provide fairer individual marks for each group/ team member. However, there are no reasons why the tool can not be used to measure product as well. This is one of the real benefits of the tool, it is flexible enough to allow academic tutors to look at product or process through formative or summative assessment, from the groups (students) perspective.