Assessment Assumptions
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The document provides questions to consider when exploring assessment tools in Blackboard, including what the course objectives are, how student achievement of objectives is currently measured, and what instructional materials and methods are used. It asks what active learning processes students engage in, what types of assessments are currently used and their purpose, and how learning is defined. The bottom line is that learning outcomes should drive assessment choices, not the available technology.
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1. Checking in on participants' feelings and learning from a critical incident assignment.
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This document provides strategies for motivating students to take an active role in their own learning. It discusses using tools like readers' guides, reading strategies, and readiness assessment tests to help students evaluate their comprehension of assigned readings. Different types of evaluation tools are described, such as quizzes, pre- and post-exams, and mid-semester surveys, and guidance is given on selecting the right tool based on the learning objectives. The goal is to give students means of self-assessment so they can strengthen areas of weakness and take ownership of their learning.
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The document discusses metacognition and teaching students to learn. It provides strategies for planning, monitoring, and evaluating learning. It suggests teaching students to set goals, think aloud, identify ways to grow learning skills, acknowledge confusion, select and adapt practices, and incorporate reflection. Key components of metacognition include reflection and learning, gathering data, reflecting, creating, and testing. Teachers can provide orienting tasks to guide reading and study, use graphical organizers, rubrics, and wrappers to help students monitor and direct their own learning. The overall goal is to help students develop a growth mindset and self-regulation of their learning.
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This document outlines an agenda and objectives for a teacher training session on reading principles for secondary students. The session focuses on defining key reading principles, examining the inquiry process for assessment and instruction, and administering reading assessments to diagnose student reading levels. Teachers practice giving feedback using a protocol and learn how to use assessment data to identify student needs and target instruction, especially for struggling readers. The session prepares teachers for upcoming training that will focus on specific reading principles and instructional strategies.
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The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
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This document discusses different types of assessment and strategies to promote effective assessment. It describes three main types of assessment: assessment for learning, which informs teaching; assessment as learning, which involves student self-assessment; and assessment of learning, which evaluates student learning. Several strategies are outlined, including setting clear learning intentions, establishing assessment criteria, using questions to check understanding, providing descriptive feedback, and involving students in peer and self-assessment. The goal is to use assessment to actively engage students in learning and help teachers improve their instruction.
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This document discusses assessment and provides guidance on designing effective assessments. It defines assessment as a system that provides feedback on student learning to help make adjustments. There are three types of assessments: diagnostic to understand starting points, formative to check progress and make adjustments, and summative to evaluate learning. When designing assessments, instructors should consider how they will determine if learning objectives are met and how students will demonstrate knowledge. The document also reviews tools for formative, summative, and authentic assessments, including discussions, surveys, presentations, and ePortfolios. Rubrics and reflection are also presented as important parts of the assessment process.
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Alternative Assessment Techniques
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This document provides an overview of classroom assessment. It defines classroom assessment as formative rather than summative, involving practical classroom activities and dialogue between teachers and learners. It discusses three key types of classroom assessment: providing feedback on tasks, effective questioning, and self-assessment and peer-assessment. The document emphasizes that classroom assessment should focus on supporting learning, help learners understand goals and progress, and help teachers improve instruction. It provides examples of techniques for each type of assessment.
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MVUSD Aug 2011 Day 1
The document summarizes the agenda and objectives of a four-day curriculum development academy for Moreno Valley USD. Participants will work collaboratively to develop standards-aligned SMART Notebook lessons tailored to meet the needs of incoming students, using data-driven decision making. They will analyze achievement data to identify priorities and establish SMART goals, then identify digital tools to support the goals in their Notebook lessons. The outcome is to produce a lesson aligned with identified priorities and goals, incorporating at least two Notebook tools.
Ai Fl Presentation
1. Formative assessment is key to raising student achievement by providing feedback to teachers and students to modify teaching and learning activities.
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Surface vs deep questioning
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
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The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
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During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Flipping Not Flopping: Infusing Active Learning in Online and Blended Courses
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
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Trends in Online Learning
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
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During this session at the 7th Annual International Symposium on Emerging Technologies for Online Learning, learn about one instructor's use of YouTube's free and easy-to-use features for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. While the session featured the integrated "video anywhere" YouTube features in Blackboard, the principles provided will be applicable to an online course in any learning management system. A summary of feedback survey results from students regarding their experiences with video in the course were shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Accompanying presentation abstract is at http://sloanconsortium.org/conference/2014/et4online/ready-set-record-being-present-and-engaging-students-online-using-youtube and links at http://jasonrhode.com/et4online14
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Open Educational Resources
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This document discusses best practices for designing exemplary online courses using Blackboard. It describes Blackboard's Catalyst Award Program which recognizes innovative online courses and programs. There are four award categories: Exemplary Course, Student Impact, Staff Development, and Innovation. The Exemplary Course Program uses a rubric to evaluate courses in four areas: course design, interaction/collaboration, assessment, and learner support. Sample attributes are provided for each area. The presentation includes an example course and encourages attendees to view exemplary course tours, review courses for the program, and submit their own courses.
Introduction to Online Teaching and Learning
It is important to begin planning online courses early because teaching in the online environment involves principles and practices different from those used in traditional face-to-face instruction. In this online workshop offered 11/11/2013, we ntroduced the unique characteristics of online instruction and provide an overview of the components in an engaging and interactive online course. This workshop was geared toward an audience who is new to online teaching and to those wanting to refresh their knowledge about online teaching fundamentals.
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During this session on November 21, 2013 at the 19th Annual Sloan Consortium International Conference on Online Learning, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online teaching training via self-paced modules as an initial phase of comprehensive online faculty certification. An overview of the program will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts.
Offering Online Professional Development Using a Cross-Platform Strategy
For the very first time, Northern Illinois University offered in January 2013 a fully-online teaching effectiveness institute utilizing a combination of Blackboard Learn, Blackboard Collaborate, and Blackboard Mobile platforms. This cross-platform approach has proven to be very successful and provides a model for faculty to incorporate an integrated approach for implementing all three platforms in their teaching. In this session at BbWorld13 we will share NIU's cross-platform strategy, practices, and lessons learned that can be applied to any online professional development initiative.
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NIU presented on their strategy for offering online professional development for faculty using a cross-platform approach. They chose to deliver their Teaching Effectiveness Institute online using Blackboard and its mobile apps. This allowed more faculty to attend, saved travel costs, and modeled effective online teaching practices. Lessons learned included the success of the online format, need for backup activities, and managing time between sessions. Their next steps are to repeat the model, reuse content, try new formats, and possibly invite outside speakers.
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How do rollouts of new Blackboard releases impact institutions? What steps are institutions taking to prepare faculty, teaching staff, and students for the changes brought about by Blackboard upgrades? During this presentation at the 2013 Blackboard Product Development Offsite on May 15, 2013, Northern Illinois University shared its comprehensive faculty development strategy for supporting faculty and preparing the campus community for new upgrades. Specific steps taken to prepare faculty and staff for each service pack were shared, including the initiatives underway in conjunction with NIU's upgrade from Learn 9.1 SP8 to SP11 in June 2013. Walk away with practical examples of how an institution is compiling and integrating available support documentation and resources from Blackboard to share with its campus as well as the wider Blackboard user community!
Social Teaching Strategies for Engaging Today's Active Learner
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
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https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
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[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
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The BCG Strategy Palette
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