This document outlines an online workshop for assessing online courses. The objectives are to explain how online course assessment differs from face-to-face, list benefits of online assessment, access an online course on Blackboard, assess online course design using the Quality Matters rubric, assess course delivery, and introduce colleagues to CETLA resources for online teaching. It discusses definitions of online course types and why peer review and assessing course design and delivery are important. The Quality Matters rubric and process for online course assessment are described.
TLC2016 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
This is a document used in a Learning Analytics Workshop for Moodle - considering the different questions and solutions and looking at unanswered questions.
Presenter: Ciara Duffy
Organisation: South West College
Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7.
The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.
Client Insights - Glasgow Caledonian University: Marks Integration and the Di...BlackboardEMEA
The concept of the digital university is often raised as a major issue within HE developments. Many universities have digital elements but still operate on a pre-digital basis. This webinar will outline how the piloting of the Grades Journey Solution at Glasgow Caledonian University is a microcosm of what a university has to address if it claims to be digital. Jim will share the results of their pilot and the intended outcome e.g. a simplified workflow for the single input of grades and their extraction into the SIS.
TLC2016 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
Extending Moodle - Moodlemoot Romania 2013Gavin Henrick
Presentation on Extending Moodle through Add-ons.
Presented at Moodlemoot Romania 2013.
Based on some of the principles from the book - http://moodleaddons.com
The Assessment Journey Programme at Sheffield Hallam University is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
TLC2016 - KULeuven's new learning portal and css/JS tweaks for course designBlackboardEMEA
Presenter: Bert Coenen
Organisation: KU Leuven
Description: At KU Leuven, we developed a new portal to replace our tabs-and-modules-based portal.
The portal runs outside / on top of / alongside Blackboard.
It aggregates information from different sources
- Enrollments
- Updates and messages
- User-targeted tools, links and information
Key features:
- Course list
- Inline access to updates, messages, settings
- Filter, search and customization tools:
- Favorites
- Colours
- Banners
We're also introducing a new design for course pages.
Key features:
- Based on the latest Learn theme
- Enhancements
- Simplified, inline content creation
- ""Intelligent"" learning modules
- ""Productivity"" enhancements
- Availability of courses and items
- Drag and drop
- ...
- Responsive design
TLC2016 - Power Using' Blackboard for purely online learnersBlackboardEMEA
Presenter: Nathalie Thorne
Organisation: Leeds Beckett University
Description: The Distance Learning Unit at Leeds Beckett have been described as 'power users' of our Blackboard installation. Since 2012 we have revolutionised how our academics deliver an integrated learning experience for purely online learners, with our instructional design team utilising various tools and techniques available in Blackboard to produce interactive, enjoyable and rewarding modules for our learners.
This session will demonstrate our distance learning style, showing how we have used discussion boards, wikis and other tools to create an immersive experience for our learners.
This is a document used in a Learning Analytics Workshop for Moodle - considering the different questions and solutions and looking at unanswered questions.
Presenter: Ciara Duffy
Organisation: South West College
Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7.
The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.
Client Insights - Glasgow Caledonian University: Marks Integration and the Di...BlackboardEMEA
The concept of the digital university is often raised as a major issue within HE developments. Many universities have digital elements but still operate on a pre-digital basis. This webinar will outline how the piloting of the Grades Journey Solution at Glasgow Caledonian University is a microcosm of what a university has to address if it claims to be digital. Jim will share the results of their pilot and the intended outcome e.g. a simplified workflow for the single input of grades and their extraction into the SIS.
TLC2016 - Reviewing Blackboard sites to raise minimum engagment across the in...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: In 2013 Sheffield Hallam University approved a set of minimum expectations which outlined what should be on each Blackboard course. In preparation for these expectations becoming policy in 2015, we hired graduate interns to review every taught module (over 3000) and create reports about how well they meet the expectations.
During this session we will explain how the minimum expectations were developed. We will describe the review process, highlighting challenges faced and providing recommendations for others. We will share some high level findings of the reviews and example anonymised reports at different levels (e.g module, departmental, faculty). Finally we will explain how we are using the reviews to inform staff development and the feedback we have gotten on the reviews so far.
Extending Moodle - Moodlemoot Romania 2013Gavin Henrick
Presentation on Extending Moodle through Add-ons.
Presented at Moodlemoot Romania 2013.
Based on some of the principles from the book - http://moodleaddons.com
The Assessment Journey Programme at Sheffield Hallam University is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
TLC2016 - KULeuven's new learning portal and css/JS tweaks for course designBlackboardEMEA
Presenter: Bert Coenen
Organisation: KU Leuven
Description: At KU Leuven, we developed a new portal to replace our tabs-and-modules-based portal.
The portal runs outside / on top of / alongside Blackboard.
It aggregates information from different sources
- Enrollments
- Updates and messages
- User-targeted tools, links and information
Key features:
- Course list
- Inline access to updates, messages, settings
- Filter, search and customization tools:
- Favorites
- Colours
- Banners
We're also introducing a new design for course pages.
Key features:
- Based on the latest Learn theme
- Enhancements
- Simplified, inline content creation
- ""Intelligent"" learning modules
- ""Productivity"" enhancements
- Availability of courses and items
- Drag and drop
- ...
- Responsive design
TLC2016 - Mobile moments: how the modern student makes learning their ownBlackboardEMEA
Presenter: Phil Rothwell
Organisation: Liverpool John Moores University
Description: Mobile is regarded as a truly disruptive technology and its application within teaching can still divide educators. That said its popularity, particularly with the so called ""Millennials"" is undoubtedly huge and continually growing, so it is important to identify how today's student is engaging with mobile technology and to try to draw some conclusions about what this might mean.
At Liverpool John Moores University we've set about this by examining what students have been doing and where, within the constraints of ""Mobile Moments"" or brief windows in which the learner completes small tasks pertaining to their studies. This investigation formed part of a broader survey into device ownership and student Mobile learning.
TLC2016 - Turning Blackboard Learn into a Digital Examination Platform: lesso...BlackboardEMEA
Presenters: Walter Roosels & Geert De Schutter
Organisation: Universiteit Antwerpen voor Associatie Antwerpen
Description: Once your institution has decided to make a shift towards (more) online examinations, these are the most important aspects that have to been taken in consideration before 'shaping' the Digital Examination Platform:
-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
-Computer and examination infrastructure
-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
TLC2016 - Exchange of experience through (Blackboard):A tool to develop facul...BlackboardEMEA
Presenter: Rasha Malik
Organisation: Dar Al Hekma
Description: This research titled as “Exchange ofexperience through (Blackboard):A tool to develop faculty’ skills in Innovative learning”has been developed by a team from Dar AlHekma University in academic year 2014-2015. Thisresearch aims to expand the scientific communication and exchange of experiences between faculties across different departments and combinethe traditional teaching methods with the newest teaching ways that depends on technology(Blended learning).
If you haven’t heard, Moodle 3.0 was released on November 16th! Development of the latest version has been influenced by feedback from the Moodle community, to ensure user suggestions for improvement are implemented. Moodle 3.0 offers an improved Moodle experience, as it comes equipped with exciting new enhancements to maximize user experience and ensure learners remain engaged through course and learning outcomes. Every release will undoubtedly bring up questions; Join us on December 3rd so we can answer them for you!
Watch the webinar to learn
- The new features, updates, and improvements in Moodle 3.0
- How Moodle 3.0 will simplify the learning process, making it more efficient for both students and admin
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn cours...BlackboardEMEA
Presenters: Danny Monaghan & Peter Mella,
Organisation: University of Sheffield
Description: This session will describe how we created a programme to help and promote development of quality course material in Blackboard Learn, by creating an exemplary course programme based on Blackboard’s. We will show delegates how we started this process, and how we are attempting to create a small and self-sustaining community of academics who are actively looking to develop high quality course content that don’t require large scale support, by using the tools available in Learn rather than relying on a high level of technical knowledge or external software packages to create rich content. We will conclude by looking to the future, and show where we would like this work to take us.
How are you using Moodle? Posting resources and announcements? Collecting assignments? Launching SCORM content? In a typical course, these activities are all you see, which means there are many Moodlers who are missing out on some of Moodle’s best features!
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
Presentation delivered by Avril Edmond, Learning Technologist, Ayrshire College as part of the SMUG (Scottish Moodle User Group) Meet event on the 7th of June, 2019.
Looking after the Open University's MoodleTim Hunt
A talk Sharon Monie and I gave at #MootGlobal19 in Barcelona about some of the people, processes and tools we use to manage the Open University's Moodle sites.
Practical sns marketing for artists, bandsCozy Mizoguchi
Social Media Marketing to create new, reliable and mid-long term revenue streams for Artists / Bands
Under changing business environments for artists/bands,
It is critical issues for us to pave new and reliable revenues schemes for our artists enabling to continue to create new songs.
I would like to share some of actual business accomplishments by leveraging my cultivated skill-sets, insights and networking as senior management positions @ Softbank, MYV, AOL, Real networks, MSN, EMI music and others. I do hope this should be some informative to you.
Atlantis in Java Sea (Conference Paper)Dhani Irwanto
Summary
After thousands of years, so many of us still search for the answer to the mystery of Atlantis. From time to time, archaeologists and historians locate evidence. There have been many locations proposed for the location of Atlantis. Ever since the first recorded history of Atlantis, written by the Greek philosopher Plato over 2,300 years ago, debate has raged as to whether or not Atlantis ever really existed.
The existence of Atlantis is supported by the fact that it is described in great details by Plato. In additions, various conditions, events and goods unknown to Plato are also described in detailed and lengthy words. The recent knowledge of late glacial and postglacial sea level rise and land subsidence that occurred almost precisely at the time described by Plato also becomes strong evidence to the truth of the story.
Plato describes the Atlantis from point of views of geography, climate, plain layout, city layout, river and channel hydraulics, produces, social structure, customs, mythology and its destruction in details including their dimensions and orientations. These become the subjects of the author to hypothesize that the lost city of Atlantis is in Java Sea, as written in a book “Atlantis: The lost city is in Java Sea”, published in April 2015. The works include over 5-year research and analysis of textbooks, papers, internet sites and digital data collected by the author as well as some site observations.
The author has made a serious effort to match Plato’s narrative with his chosen location for Atlantis, namely off the southern coast of the island of Kalimantan in the Java Sea. He also uses his professional expertise to analyse Plato’s many references to the waterways of the Atlantis capital and its extensive plain. He commendably draws attention to the remarkable water transportation and irrigation system in Central Kalimantan. He also includes a number of maps used to support his views.
He found a lot more detailed evidence, summarized in a 60-bullet checklist of agreements between Plato’s Atlantis and Sundaland/Java Sea localization, as proofs that his theory is the most complete and accurate until today.
TLC2016 - Mobile moments: how the modern student makes learning their ownBlackboardEMEA
Presenter: Phil Rothwell
Organisation: Liverpool John Moores University
Description: Mobile is regarded as a truly disruptive technology and its application within teaching can still divide educators. That said its popularity, particularly with the so called ""Millennials"" is undoubtedly huge and continually growing, so it is important to identify how today's student is engaging with mobile technology and to try to draw some conclusions about what this might mean.
At Liverpool John Moores University we've set about this by examining what students have been doing and where, within the constraints of ""Mobile Moments"" or brief windows in which the learner completes small tasks pertaining to their studies. This investigation formed part of a broader survey into device ownership and student Mobile learning.
TLC2016 - Turning Blackboard Learn into a Digital Examination Platform: lesso...BlackboardEMEA
Presenters: Walter Roosels & Geert De Schutter
Organisation: Universiteit Antwerpen voor Associatie Antwerpen
Description: Once your institution has decided to make a shift towards (more) online examinations, these are the most important aspects that have to been taken in consideration before 'shaping' the Digital Examination Platform:
-Benefits of digital examinations
-Organisation of digital examinations
-What testsoftware to use?
-Security
-Computer and examination infrastructure
-Teacher support
University of Antwerp shares her 8 years experience implimenting digital examinations, using an agile solution: Blackboard Learn & our own examination Building Block.
TLC2016 - Exchange of experience through (Blackboard):A tool to develop facul...BlackboardEMEA
Presenter: Rasha Malik
Organisation: Dar Al Hekma
Description: This research titled as “Exchange ofexperience through (Blackboard):A tool to develop faculty’ skills in Innovative learning”has been developed by a team from Dar AlHekma University in academic year 2014-2015. Thisresearch aims to expand the scientific communication and exchange of experiences between faculties across different departments and combinethe traditional teaching methods with the newest teaching ways that depends on technology(Blended learning).
If you haven’t heard, Moodle 3.0 was released on November 16th! Development of the latest version has been influenced by feedback from the Moodle community, to ensure user suggestions for improvement are implemented. Moodle 3.0 offers an improved Moodle experience, as it comes equipped with exciting new enhancements to maximize user experience and ensure learners remain engaged through course and learning outcomes. Every release will undoubtedly bring up questions; Join us on December 3rd so we can answer them for you!
Watch the webinar to learn
- The new features, updates, and improvements in Moodle 3.0
- How Moodle 3.0 will simplify the learning process, making it more efficient for both students and admin
Wow! That’s a great use of Blackboard Collaborate | Mark Bailye & Foong Yee L...Blackboard APAC
It is evident that Blackboard Collaborate is being used creatively and effectively in many institutions where it is having a positive impact on the learning and teaching experience. This session provides an opportunity for Blackboard Collaborate users to showcase how they have used it to make a difference
TLC2016 - Driving Up Quality. Improving the quality of Blackboard Learn cours...BlackboardEMEA
Presenters: Danny Monaghan & Peter Mella,
Organisation: University of Sheffield
Description: This session will describe how we created a programme to help and promote development of quality course material in Blackboard Learn, by creating an exemplary course programme based on Blackboard’s. We will show delegates how we started this process, and how we are attempting to create a small and self-sustaining community of academics who are actively looking to develop high quality course content that don’t require large scale support, by using the tools available in Learn rather than relying on a high level of technical knowledge or external software packages to create rich content. We will conclude by looking to the future, and show where we would like this work to take us.
How are you using Moodle? Posting resources and announcements? Collecting assignments? Launching SCORM content? In a typical course, these activities are all you see, which means there are many Moodlers who are missing out on some of Moodle’s best features!
TLC2016 - Assessment Journey: a programme to enhance the educational experien...BlackboardEMEA
Presenter: Brian Irwin
Organisation: Sheffield Hallam University
Description: The Assessment Journey Programme at Sheffield Hallam University (UK) is continuing its progress towards delivering the changes needed to provide a seamless, improved and effective assessment experience for students and staff.
Within this session we will present on the changes needed in order to shape our institutional vision for assessment and the technology required within it. We will share our experiences of exploiting Blackboard solutions (including the Grades Journey) to implement the technological future state for online management of assessment, and report on the lessons learned and the challenges faced around merged enrolments, extension management, and reassessment.
Making Adoption Eesy | Tammy Robinson (University of Newcastle) & Mieke Post ...Blackboard APAC
With the increase in blended and online course delivery there are ongoing challenges for supporting staff and students in the use of teaching technologies. This presentation will look at the University of Newcastle's implementation of a third-party building block for Blackboard which provides access to: data to measure tool adoption; tools to promote technologies within Blackboard courses; and support tools designed to improve end-user experiences. 'Eesysoft' provides simple, just-in-time reporting tools that are being used by Instructional Designers to develop targeted workshops and consultations for academic staff within Schools and Faculties where it has been identified that adoption could be improved. When new technologies are introduced, Eesysoft's communication tools are being used to promote features from within the online course environment. Staff and students now have access to resources that are specific to the location within the Blackboard course that they are accessing. It is hoped that Eesysoft will provide the necessary tools and data to influence change in the way academic staff adopt Blackboard tools for blended and online courses.
Presentation delivered by Avril Edmond, Learning Technologist, Ayrshire College as part of the SMUG (Scottish Moodle User Group) Meet event on the 7th of June, 2019.
Looking after the Open University's MoodleTim Hunt
A talk Sharon Monie and I gave at #MootGlobal19 in Barcelona about some of the people, processes and tools we use to manage the Open University's Moodle sites.
Practical sns marketing for artists, bandsCozy Mizoguchi
Social Media Marketing to create new, reliable and mid-long term revenue streams for Artists / Bands
Under changing business environments for artists/bands,
It is critical issues for us to pave new and reliable revenues schemes for our artists enabling to continue to create new songs.
I would like to share some of actual business accomplishments by leveraging my cultivated skill-sets, insights and networking as senior management positions @ Softbank, MYV, AOL, Real networks, MSN, EMI music and others. I do hope this should be some informative to you.
Atlantis in Java Sea (Conference Paper)Dhani Irwanto
Summary
After thousands of years, so many of us still search for the answer to the mystery of Atlantis. From time to time, archaeologists and historians locate evidence. There have been many locations proposed for the location of Atlantis. Ever since the first recorded history of Atlantis, written by the Greek philosopher Plato over 2,300 years ago, debate has raged as to whether or not Atlantis ever really existed.
The existence of Atlantis is supported by the fact that it is described in great details by Plato. In additions, various conditions, events and goods unknown to Plato are also described in detailed and lengthy words. The recent knowledge of late glacial and postglacial sea level rise and land subsidence that occurred almost precisely at the time described by Plato also becomes strong evidence to the truth of the story.
Plato describes the Atlantis from point of views of geography, climate, plain layout, city layout, river and channel hydraulics, produces, social structure, customs, mythology and its destruction in details including their dimensions and orientations. These become the subjects of the author to hypothesize that the lost city of Atlantis is in Java Sea, as written in a book “Atlantis: The lost city is in Java Sea”, published in April 2015. The works include over 5-year research and analysis of textbooks, papers, internet sites and digital data collected by the author as well as some site observations.
The author has made a serious effort to match Plato’s narrative with his chosen location for Atlantis, namely off the southern coast of the island of Kalimantan in the Java Sea. He also uses his professional expertise to analyse Plato’s many references to the waterways of the Atlantis capital and its extensive plain. He commendably draws attention to the remarkable water transportation and irrigation system in Central Kalimantan. He also includes a number of maps used to support his views.
He found a lot more detailed evidence, summarized in a 60-bullet checklist of agreements between Plato’s Atlantis and Sundaland/Java Sea localization, as proofs that his theory is the most complete and accurate until today.
Preparing Instructors to Teach Online: Two Faculty Development ModelsKathy Keairns
Two directors of online learning, one from a Colorado Community College and one from a private university in Denver, share their faculty development models. Presented at the 2013 eLearning Consortium of Colorado annual conference in Breckenridge, Colorado.
GaETC 2004 - LTTS: Online Professional Development for Technology IntegrationMichael Barbour
Barbour, M. K., Bleich, L., & Orrill C. (2004, February). LTTS: Online professional development for technology integration. Paper presented at the annual Georgia Educational Technology Conference, Macon, GA.
Faculty as students: One model for faculty to develop and teach onlineKathy Keairns
Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course.
Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time.
Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
Evaluating the Quality of Online Teaching D2L Barry
Presentation by Barry Dahl at the 2018 D2L Connection: London Edition.
This session addresses the development of a process that can be used to evaluate the quality of online teaching. The current evaluation processes at many colleges do not specifically address online instruction, and most academic administrators have limited personal experience with online course design and instruction. Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. The rubric could be used as a self-evaluation for faculty, as part of a peer review evaluation, or as part of an academic administrator’s evaluation of faculty. These documents are sharable and editable. Use these documents to start a faculty evaluation process or to build upon your existing process.
I attended the Pittsburgh Summer LearnLab at Carnegie Mellon over the summer (2016). The work that I did over the week of the LearnLab went into this presentation. I conducted two linear regression models, two support vector classification models, a hierarchical clustering analytics, and a Latent Class Analysis.
Visit BobBodily.com for more information about my research.
Student peer assessment( BC Campus Symposium 2018)Isabeau Iqbal
Jason Myers, Bosung Kim and I presented on Student Peer Assessment in higher education. This is our slide deck which we openly share and invite you to use and modify.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
Determining the Effectiveness of Your Faculty Development ProgramTanya Joosten
Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.
Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.
As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.
This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.
Learning Objectives
By actively participating in this seminar, attendees will be able to:
Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...Kaitlin Walsh
This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.
Similar to CA12 Assessing Online Courses (Updated) (20)
2. Workshop Objectives
Upon completing this workshop, you will be able to do
the following:
1. Explain how the assessment of online courses differs
from that of face-to-face courses.
2. List the benefits of assessing online courses.
3. Access an online course on Blackboard.
4. Assess the design of an online course, using the
Quality Matters rubric.
5. Assess course delivery in an online course.
6. Introduce colleagues to CETLA’s resources for online
teaching.
3. Definitions • F2F (face-to-face)
• Hybrid* (30-79% online)
• DL (80-100% online)
• Online (Hybrid* and DL)
• How many of you have
taught an online course?
• How many of you have
taught with Blackboard?
*aka “Blended”
5. How Does Assessment Differ
for F2F vs. Online Courses?
F2F
• Students
– Student evaluations
– Student performance
• Peers
– Review of course materials
– Classroom observation
• Administrators
+ Implementation of policies
Online
• Students
– Student evaluations (online)
– Student performance
• Peers
– Review of course materials
– Course site visit
• Administrators
+ Implementation of policies,
including HU Distance Ed
Policy
6. Why Should Peer Reviewers Visit the
Coursesite?
• The syllabus alone cannot reveal enough
about the course design and delivery.
• Poor course design or delivery can lead to high
student attrition rates and low student
achievement.
• Careful peer reviews of coursesites help
faculty improve their online courses.
7. Who Should
Visit the Course?
IDEALLY
• A team of three reviewers
• All experienced QM-
certified online instructors
• One Master Reviewer
• One subject-matter expert
(SME)
• One external reviewer
REALISTICALLY
• More than one reviewer
• At least one DL-certified
online instructor
• ?
• At least one subject-matter
expert (SME)
• ?
Note: Visitors should request background information
from the instructor (see the QM Instructor’s
Worksheet) prior to the visit.
8. How Can You
Visit a Course?
• Ask the instructor to add you as
a student.
• Ask the instructor to make all
assignments and tests
available—password-protected
if necessary.
• Log into
http://howard.blackboard.com.
• If you can’t log in, contact one
of ISAS’s Blackboard System
Administrators: Umesh Giri
(ugiri@howard.edu , 6-2834) or
Konya Hurt
(khurt@howard.edu , 6-2940).
9. What Affects the Quality of
Online Courses?
• Technology
• Administrative
infrastructure
• Faculty training
• Student readiness
• Course content
• Course design
• Course delivery
10. Why Is Assessing Course Design So
Important in an Online Course?
“When learners can’t find what they need or are
confused about where to go and what to do, it is
harder for them to learn. Being an online learner
is challenging enough without these additional
barriers. Plus, frustrated learners tend to either
drop out or drive the instructor crazy….”
Patti Shank
Watch this video: http://www.youtube.com/watch?v=OG9fnbqmdxA
11. How Can You Assess Course Design?
Use the Quality Matters (QM) rubric!
• Based on research, best practices, and instructional
design principles
• Aligned with national standards (e.g., Sloan
Consortium Pillars)
• Aligned with accreditation standards for distance-
learning (e.g., Middle States)
• Consistent with HU Provost’s syllabus guidelines
12. What Is the QM Rubric?
Rubric Standards
Annotated Rubric
13. How Do You Rate a Course?
• If 2-3 reviewers agree that a course meets a
standard, award full points.
• If 2-3 reviewers agree that a course does not
meet a standard, do not award any points.
• A course must meet all 3-point standards.
• The instructor may make minor changes during
the review.
• An effective course will earn 72 of the 85 points
(85%).
14. Standard 1.1 “Instructions make clear how to get
started and where to find various course components.”
1point
2points
3points
0% 0%0%
1. 1 point
2. 2 points
3. 3 points
15. Standard 5.2 “Learning activities provide opportunities
for interaction that support active learning.”
1point
2points
3points
0% 0%0%
1. 1 point
2. 2 points
3. 3 points
16. Standard 6.3 “Navigation throughout the online
components of the course is logical, consistent, and
efficient.”
1point
2points
3points
0% 0%0%
1. 1 point
2. 2 points
3. 3 points
17. Why Is Assessing Course Delivery So
Important in an Online Course?
Watch this video:
http://www.youtube.com/watch?v=KgdzpIs4uAI&feature=player_embedded
18. How Can You Assess Course Delivery?
• Ask the instructor to generate two Blackboard
course reports:
– “Overall Summary of User Activity” for all
students
– “Overall Summary of User Activity” for the
instructor
• Visit the coursesite.
21. What DL resources does CETLA offer?
• Faculty can upload CETLA’s template to facilitate
course development and assessment.
• Faculty can earn Blackboard certification via
seven workshops, one three-day seminar, a
previous certificate, or a demo.
• Faculty can earn DL certification via a 5-day
online seminar, a certificate, or a demo.
• Faculty can find other resources on CETLA’s
Distance-Learning Resource webpage.