This document discusses considerations and activities for assessing asynchronous and synchronous online discussions and provides closing activities. It outlines criteria for rubrics to evaluate asynchronous discussions, types of tasks that can be used, and challenges in assessing synchronous chats. Closing activities are recommended to bring courses to a close, such as farewell messages, quizzes, and final discussions. A variety of assessment strategies and tasks are presented to engage students in meaningful online discussions.
The A–Z of Brightspace Assessment: What to use when?D2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): The A–Z of Brightspace Assessment: What to use when?, Sophie McGown, Senior Assessment Ninja, D2L
This workshop brings together past recipients of Sloan-C’s Excellence in Online Teaching and Effective Practice awards to offer tips on online teaching and present specific techniques and strategies for organizing and facilitating online courses that have worked for them.
The A–Z of Brightspace Assessment: What to use when?D2L Barry
2019 D2L Connection: Dublin Edition
4th annual European D2L Connection; a professional learning opportunity for educators, corporate training professionals, and D2L employees.
Wednesday-Thursday, October 9-10, 2019 at O’Reilly Hall, University College Dublin (UCD)
Track 1 (Course Design): The A–Z of Brightspace Assessment: What to use when?, Sophie McGown, Senior Assessment Ninja, D2L
This workshop brings together past recipients of Sloan-C’s Excellence in Online Teaching and Effective Practice awards to offer tips on online teaching and present specific techniques and strategies for organizing and facilitating online courses that have worked for them.
Tips and Best Practices for the Synchronous Virtual ClassroomMary Beth Faccioli
Created for American Library Association preconference "Beyond F2F: New Methods of Staff Training," June 2010 - includes general, production and facilitation tips and best practices.
Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of PlatformAmber D. Marcu, Ph.D.
This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of your CMS or CLE. One of the many practical applications discussed will be the use of ePortfolio tools embedded within Virginia Tech's collaborative learning environment.
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
The Story of the Bowman Library Research Skills Tutoriallmvelarde
Describes the process of creating a five-module online tutorial to teach undergraduates the skills of information literacy. By librarians at Bowman Library, Menlo College in Atherton, California.
Probing the boundary of my comfort zone: A novice's experience of using WebEx...CIT, NUS
By Cha Yeow Siah. Department of Psychology, NUS.
Probing the boundary of my comfort zone: A novice's experience of using WebEx for online tutorial
Technological innovations have equipped us with an increasing array of tools to conduct lessons. However, most of us have a fair amount of reservation when it comes to adopting such tools in our teaching, for various reasons. These include having to deal with the uncertainties that a lesson may go awry because of technical difficulties one experiences during class, having to adjust our teaching approach because of the different medium; and last but not least, the additional time and effort required for learning the tool, for adapting lessons to suit the use of the tool, and for carrying out additional coordination. In this presentation, I hope to share with you my first experience of using WebEx for my online tutorial during the faculty e-learning week, by highlighting on some of the above mentioned challenges. I will also report the reaction and feedback from students after the experience.
Perchè cambiare è difficile? Alcune riflessioni e una serie di suggerimenti tratti dal corso on line di www.insegnalo.it dove Annarita Bergianti spiega quali sono le basi dell'Arte di cambiare.
Throughout the year we created cartoons to spread the word about HIPAA Privacy and Security and our services. Here is a look back!
Many of the cartoons are inspired by stories on our blog at www.gettinslaw.com. Visit the link in the video or from the reference list below to read the stories.
Do you know where your ePHI is? http://gettinslaw.com/hipaa/2014/09/02/state-attorney-general-hits-provider-with-150000-hipaa-fine/
Are you training and monitoring your staff? http://gettinslaw.com/hipaa/2014/06/24/cincy-ex-boyfriend-learns-about-std-and-posts-it-on-facebook/
Be wary of Phishing. Verify credentials before giving information! http://gettinslaw.com/hipaa/2014/08/11/my-personal-phishing-experience/
Follow HIPAA security standards when emailing! http://gettinslaw.com/hipaa/2014/07/15/email-error-leads-to-a-hipaa-breach/
Security monitoring can detect inadvertent reconfigurations. http://gettinslaw.com/hipaa/2014/05/22/server-deactivation-leads-to-4-8-hipaa-settlement/
Where are you disposing of your health records? http://gettinslaw.com/hipaa/2014/06/04/phi-found-in-dumpster-it-happened-again/
FTC cracks down on false claims. http://gettinslaw.com/hipaa/2014/03/17/your-hipaa-violation-is-in-the-mail/
Health care privacy class actions- do the math. http://gettinslaw.com/hipaa/2014/05/22/server-deactivation-leads-to-4-8-hipaa-settlement/
Theft and loss is the #1 Health Care Security risk. http://gettinslaw.com/hipaa/2014/05/22/server-deactivation-leads-to-4-8-hipaa-settlement/
Email attachments can be dangerous! http://gettinslaw.com/hipaa/2013/12/11/malware-attack-results-in-a-huge-hipaa-breach/
Careful what you print on mail and envelopes. http://gettinslaw.com/hipaa/2014/03/17/your-hipaa-violation-is-in-the-mail/
Patient information may only be used for permitted and authorized purposes. http://gettinslaw.com/hipaa/2013/08/15/walgreens-fined-1-4-million-for-ex-girlfriend-snooping/
Watch where you save information in the cloud. http://gettinslaw.com/hipaa/2014/04/10/hipaa-breach-in-the-cloud-leads-to-cosmic-damage/
Tips and Best Practices for the Synchronous Virtual ClassroomMary Beth Faccioli
Created for American Library Association preconference "Beyond F2F: New Methods of Staff Training," June 2010 - includes general, production and facilitation tips and best practices.
Working with a CMS (or CLE): Lessons We Can All Learn, Regardless of PlatformAmber D. Marcu, Ph.D.
This panel discusses lessons we can all learn from engaging with a CMS or CLE, regardless of its specific platform. That panelists will discuss CMS training and tips for faculty to get the most out of your CMS or CLE. One of the many practical applications discussed will be the use of ePortfolio tools embedded within Virginia Tech's collaborative learning environment.
Dr Alan Masson (Magee Campus) and Catherine O’Donnell (Jordanstown Campus) delivered ‘Week 6: Assessment and Feedback’ on the Postgraduate Certificate in Higher Education Course (PgCHEP) course on 27th October 2010.
The Story of the Bowman Library Research Skills Tutoriallmvelarde
Describes the process of creating a five-module online tutorial to teach undergraduates the skills of information literacy. By librarians at Bowman Library, Menlo College in Atherton, California.
Probing the boundary of my comfort zone: A novice's experience of using WebEx...CIT, NUS
By Cha Yeow Siah. Department of Psychology, NUS.
Probing the boundary of my comfort zone: A novice's experience of using WebEx for online tutorial
Technological innovations have equipped us with an increasing array of tools to conduct lessons. However, most of us have a fair amount of reservation when it comes to adopting such tools in our teaching, for various reasons. These include having to deal with the uncertainties that a lesson may go awry because of technical difficulties one experiences during class, having to adjust our teaching approach because of the different medium; and last but not least, the additional time and effort required for learning the tool, for adapting lessons to suit the use of the tool, and for carrying out additional coordination. In this presentation, I hope to share with you my first experience of using WebEx for my online tutorial during the faculty e-learning week, by highlighting on some of the above mentioned challenges. I will also report the reaction and feedback from students after the experience.
Perchè cambiare è difficile? Alcune riflessioni e una serie di suggerimenti tratti dal corso on line di www.insegnalo.it dove Annarita Bergianti spiega quali sono le basi dell'Arte di cambiare.
Throughout the year we created cartoons to spread the word about HIPAA Privacy and Security and our services. Here is a look back!
Many of the cartoons are inspired by stories on our blog at www.gettinslaw.com. Visit the link in the video or from the reference list below to read the stories.
Do you know where your ePHI is? http://gettinslaw.com/hipaa/2014/09/02/state-attorney-general-hits-provider-with-150000-hipaa-fine/
Are you training and monitoring your staff? http://gettinslaw.com/hipaa/2014/06/24/cincy-ex-boyfriend-learns-about-std-and-posts-it-on-facebook/
Be wary of Phishing. Verify credentials before giving information! http://gettinslaw.com/hipaa/2014/08/11/my-personal-phishing-experience/
Follow HIPAA security standards when emailing! http://gettinslaw.com/hipaa/2014/07/15/email-error-leads-to-a-hipaa-breach/
Security monitoring can detect inadvertent reconfigurations. http://gettinslaw.com/hipaa/2014/05/22/server-deactivation-leads-to-4-8-hipaa-settlement/
Where are you disposing of your health records? http://gettinslaw.com/hipaa/2014/06/04/phi-found-in-dumpster-it-happened-again/
FTC cracks down on false claims. http://gettinslaw.com/hipaa/2014/03/17/your-hipaa-violation-is-in-the-mail/
Health care privacy class actions- do the math. http://gettinslaw.com/hipaa/2014/05/22/server-deactivation-leads-to-4-8-hipaa-settlement/
Theft and loss is the #1 Health Care Security risk. http://gettinslaw.com/hipaa/2014/05/22/server-deactivation-leads-to-4-8-hipaa-settlement/
Email attachments can be dangerous! http://gettinslaw.com/hipaa/2013/12/11/malware-attack-results-in-a-huge-hipaa-breach/
Careful what you print on mail and envelopes. http://gettinslaw.com/hipaa/2014/03/17/your-hipaa-violation-is-in-the-mail/
Patient information may only be used for permitted and authorized purposes. http://gettinslaw.com/hipaa/2013/08/15/walgreens-fined-1-4-million-for-ex-girlfriend-snooping/
Watch where you save information in the cloud. http://gettinslaw.com/hipaa/2014/04/10/hipaa-breach-in-the-cloud-leads-to-cosmic-damage/
ASPETTI INTERIORI E COMPORTAMENTALI DELLA GESTIONE DEL CAMBIAMENTOGiacomo Manini
La gestione del cambiamento per essere considerata degna di nota deve partire dalla consapevolezza dei nostri stati interiori; convinzioni ed emozioni hanno un influsso importante sui nostri comportamenti e i nostri comportamenti sulle nostre performance. Se non si capisce come funzioniamo dentro, non si può pretendere di gestire in modo coerente e bilanciato il cambiamento.
Tecniche di comunicazione efficace: saper comunicare in modo adeguato ci consente di migliorare le relazioni interpersonali e di ottenere risultati di successo.
E moderation resource pack group d rounding up a course - copyKristin Walters
E-moderation course final group project (Group D) - pointers for assessing online learning in synchronous and asynchronous contexts, as well as activities ideas for the end of an online course .
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Christine Bauer-Ramazani focuses on alternative means of assessment using technology to monitor and evaluate student learning outcomes in project- and content-based learning environments. Examples are given.
E moderation resource pack group d rounding up a course - copyKristin Walters
A presentation from Group D for E-moderations course May-June 2011. The resource pack attempts to put together considerations for e-tutors assessing asynchronos and synchronous discussion and provide activities for the end of course wrap-up.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
Getting started with blended, a presentation for NMSU
Assessment for online discussions
1. Assessment and Round
Up Activities
By James Johnson and Sue Robinson
We will look at:
• Considerations and task types of:
Asynchronous written online discussions
Synchronised chat discussions
• Closing activities – why and what
2. Assessing Asyncronised Online
Discussions
Considerations:
•Have a set of clear criteria for the task
•Develop a matrix/criteria when grading:
Criteria: Excellent (5) Acceptable (3) Poor (1) Total
Meeting the deadline The student made the The student made some The student did not post
required posts by the of the required posts by by the required deadline
deadline set. the deadline set. set.
Quality of work The student has clearly The student has written The student has not
thought about the material about the material, but reflected on the material,
and has raised interesting has not offered or the post made is
solutions and/or problems. information that was not irrelevant to the topic.
already given in the text.
Mechanics The post made does not The post made contains The post made contains
contain grammatical or very few grammatical several grammatical
spelling errors. and/or spelling errors. and/or spelling errors and
is difficult to understand.
Sample Rubric taken from:
The Effectiveness and Development of Online Discussions by Olla Najah Al-Shalchi
http://jolt.merlot.org/vol5no1/al-shalchi_0309.htm
3. A set of guidelines for how to participate and expectations to
meet the criteria
Design tasks that encourage sharing, negotiation and skills
and with a real purpose/focus
Variation in task type and format should be given: video, wiki,
podcast, documents, visual, spoken
Tasks can be longer than synchronous chat as participant
has more time to research and think.
Regulate discussions/make them manageable and provide a
two way dialogue
Keep to a time frame/length for each task
4. Keep a clear record/tracking system/copy of transcript or text
To give opportunity for peer feedback
Think about use of video and audio to give feedback- more
personal
Ensure cohesion
5. Types of tasks: many have been
exemplified on this course
Tasks to give opinion, relate experiences, evaluate and use
question and answers.
Responses to questions previously set/research articles
Critiques/reviews of material
Peer feedback and evaluation
Comment on a picture/song/broadcast
Shared viewing of a video
6. Making a video/podcast
To summarise the discussion
Review of case studies
Students submit a study plan to the tutor-feedback from tutor
Using some of the Google apps: Questionnaires on how the
tasks went. This helps self-correction
Get them to keep a reflective journal, this could allow for self-
correction.
Create an e portfolio
7. Assessing Synchronised Chat
Considerations
To assess is difficult as how do you measure ‘chat’ ?
Synchronised chat is more informal, and so can be fragmented and
hard to keep consistency
Issue of unreliable technology/internet connections
Time zone differences between students – not all will be able to
participate at the same time
The chat needs to be monitored and ‘chaired’ by someone to keep the
focus of the task and stop deviations from the topic. Therefore the role
of the tutor is more important here.
The ‘moderator‘ needs to encourage reluctant participants or stopping
over dominant ones
8. What to assess
Synchronous Chat is very difficult to assess due to the nature
of a spoken text. It could, therefore, have more focus on how
they participate: This is still difficult to measure and would
need criteria as mentioned above to clearly identify the levels
of expected participation.
Turn taking
Frequency of comment and participation
Does the student stay on topic
Valued points that add to the discussion and are relevant
Evidence of reading the course material in their contribution
Acknowledging other participants in the exchange and
responding to their comments
9. Netiquette is being followed
Their participation is helping develop the conversation –
asking pertinent questions
Are they just ‘lurking’ – not really participating
Punctuality and attendance – is there a required %
Responding productively or contributing something just to be
‘on record’
Empower them - get them to act as moderator or summariser
in a group chat and after a group chat
10. Type of tasks
As chat is sharing and talking, the tasks need to be collaborative
and either in pairs or small groups. Assessment could take any
format: aural or text chat or through video. Tasks on slide 5-6 can
be used for both synchronised and asynchronised but the
following extra tasks could also be used for synchronised chats:
Video conferencing
Role play – to interact with other participants
Use software such as Jing, GoToMeeting Space or Collaborate
to present topics or share information
Get them to take on a moderator role within the group/changing
roles to different people
11. CLOSING ACTIVITIES
Closing the course is very important as:
Often participants feel at a loss when the course has ended
as they’ve bonded with the group (particularly on longer
courses)
They’ve been doing it so long it’s part of their routine.
So activities are a good way to bring everything to a close
and sum up what’s been learnt/shared.
12. Examples of activities
(1 and 2 from Nicky Hockley’s Blog Emoderation Station)
Parting gift- specific to course (something such as a favourite
website, tool, picture, video clip or program to give…)
Wall wisher – to say one thing learnt from the course or what they
going to do after the course
Students could complete a feedback questionnaire on the course
Self-evaluation questionnaire:
where most improved
would like to further develop
13. Make a montage of photos with words/phrases from each
participant to be remembered
Farewell messages using Podcast or video
A farewell discussion forum (Scot Thornbury’s idea from
Nicky’s blog)
Quiz/review of course using puzzlemaker/pictures or similar
Headline points! – using Fodey -something we thought at the
beginning but has now changed or improved
A farewell synchronised chat to review, test, say goodbye
(as we did )
14. References
The Effectiveness and Development of Online Discussions by
Olla Najah Al-Shalchi
http://jolt.merlot.org/vol5no1/al-shalchi_0309.htm
Emoderation Station Blog Nicky Hockley
Assessment in the Digital Age JISC (Ros Smith podcast)
Instruction Design Tips for Online Learning
by Joan van Duzer
Planning an Online Course by Curt Bonk -
http://www.indiana.edu/~icy/media/de_series.html
The Real-time Online Tutor by Clive Shepherd