Cathy Snelling And Sophie Karanicolas 2008
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The document discusses using wikis to assess group work in an online environment. It outlines challenges with traditional group assignments, such as difficulty monitoring individual contributions. Wikis allow monitoring edits to track participation and provide feedback. The program implemented wikis for an undergraduate oral health course to engage students, introduce collaborative research methods, and motivate equitable participation in group assessments. Students created wikis on assigned topics and presented posters. Rubrics assessed research skills development. Wikis facilitated accountability, community building, and learning through active participation.
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The document summarizes the agenda and content covered during the second day of an IFP staff development training at the Learning Development Centre. The day included starting activities, a review of homework, presentations on research-based teaching approaches and the university strategy, and sessions on assessment, feedback, and inclusive teaching. Formats for making materials accessible were demonstrated. Participants provided feedback and evaluations of the training.
Australia Professional Standards for Teachers: Teacher Librarian context
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This presentation provided an opportunity to learn about the Standards, discover how the teacher librarian can meet these Standards and identify how to collect and collate evidence to support meeting the Standards in three career stages of Proficient, Highly Accomplished and Lead. Ulberg curriculum enhancement
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Students First 2020 - Creating a comprehensive student support ecosystem
ECU has developed a comprehensive student support ecosystem centered around student success and retention. Key aspects include:
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- Intentional partnerships between academic and professional staff to provide evidence-based learning support.
- Embedded learning support personnel across the university to provide programs like PASS, tutoring, and language support.
- Systematic evaluation of learning support impact on student engagement, success, and retention through a dashboard.
- Data shows learning support programs have a significant positive impact, such as 12.7% higher pass rates for PASS attendees.
Principles as discourse: A Blueprint for transformational change in assessment
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Keynote presentation from David Nicol at sheffield Hallam University's Assessment Exchange conference 2015Faculty Learning Communities: A Model for Faculty Development
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OCW Consortium and Optimum Learning
1. The document discusses how open courseware content like that provided by MIT OpenCourseWare and other universities can be used to improve student learning when instructors focus on applying research-backed guidelines on learning.
2. It proposes that websites providing guidelines on learning can encourage instructors using open courseware to shift their focus from teaching to enhancing the student learning experience.
3. The author is seeking examples of open courseware content being used together with the guidelines to actively engage students and improve learning, such as collaborative projects, to help expand an online "toolkit" for open courseware providers.
Blended by Design: Day 2
This document provides guidance on designing blended courses through modular content organization, learning objectives, instructional strategies, and community building. Key points include:
- Courses should be redesigned into manageable modules with clear learning objectives and a mix of online and classroom activities.
- A variety of instructional techniques can be used within modules, including active learning, assessments, and strategies to encourage interaction and engagement.
- Community building is important and can be facilitated through online discussions and in-class group activities and assignments.
- Effective team-based assignments incorporate accountability, linked tasks, and idea exchange through group roles and peer feedback.
Fostering Professional Partnerships between Universities and Informal Science...
The document discusses a Professional Development for Informal Science Educators (PDISE) model that fosters partnerships between universities and informal science institutions. PDISE involves collaborative workshops and seminars between California State Universities and informal science educators. Surveys found the workshops increased educators' ability to implement new strategies, share knowledge with colleagues, and improve programming. The partnerships also benefited preservice teachers through class sessions and internships at informal institutions. Ongoing efforts aim to strengthen these collaborative relationships.
Teaching Enrichment Series: Incorporating Universal Design
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This document discusses incorporating universal design principles in developing, delivering, and assessing instruction. It emphasizes integrating universal design into curriculum design from the beginning to maximize learning for all students. Key practices include establishing clear learning outcomes, using multiple assessment methods, and designing flexible teaching activities aligned with outcomes. The document provides examples and encourages reflecting on how to apply universal design concepts, such as creating accessible syllabi and course materials and using technology tools, to benefit student learning.Scholarly activity, curriculum development and student involvement
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This document discusses engaging students in research and inquiry within community and further education institutions that provide higher education (CBHE). It reviews literature on integrating research-based learning and scholarly activity into the curriculum. The document presents strategies for involving students in research, such as having them work on research teams, applied research projects, or student-led journals. It also discusses developing students' research skills progressively throughout their studies. Overall, the document argues that engaging students in research and inquiry can enhance their learning experience and help develop skills needed for their future professions.Guide to instituting student partnerships v0 8
This document provides guidance on instituting student partnerships for educational innovation. It identifies four key dimensions for instituting partnerships:
(1) partnership set-up, (2) partnership implementation, (3) capabilities development and accreditation, and (4) evaluation, impact and sustainability. For each
dimension, it outlines several practice points and provides top tips and guides to resources for each point. The overall aim is to help institutions establish
effective partnerships with students to advance curriculum innovation and student experience through collaboration.
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This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
Implementing Inclusive Practice
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A three tier model to promote the institutional adoption of learning analytics
A three tier model to promote the institutional adoption of learning analyticsUniversity of Newcastle, NSW.
The document outlines a three tier model for promoting institutional adoption of learning analytics at universities.
Tier 1 involves small scale pilot projects using various learning analytics tools to provide insights. Tier 2 establishes a community of interest to share practices. Tier 3 develops learning analytics principles, frameworks and governance models for institutional implementation.
The model was applied at Victoria University of Wellington, resulting in learning analytics principles and framework documents, and progress towards an institutional governance model to bring analytics to scale safely while respecting data ethics. Various pilot projects provided lessons about the need for staff capability development and coordination across the university.Wikicentral preso for NECC
The wikicentral presentation powerpoint for NECC 09 poster session. More information at http://wikicentral.wikispaces.com
Ce Lc Portfolio Co P
The University of British Columbia ran a 3-year ePortfolio initiative from 2003-2006 that involved 13 projects across disciplines and engaged 2000 students and 91 instructors. This initiative helped form a strong ePortfolio Community of Practice. However, challenges included varying technology capabilities and increased workload. Now, the Community of Practice is being revived through regular meetings organized by the Centre for Teaching and Academic Growth and Office of Learning Technology, with a focus on sharing examples, collaborating on workshops, and developing new online resources.
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More from Diana Quinn
Timeline of me and et
- Diana Quinn has worked in educational technology since 1989, starting in medical science and using tools like overhead projectors and 35mm slides.
- In the late 1990s, she began providing online education including 50 online case histories for students. The first online diagnostic hematology course was completed.
- Since 2001, Quinn has worked across various disciplines like humanities, engineering, and mathematics, utilizing new technologies for online and blended learning including PowerPoint, video, social media, ePortfolios and more.
- Recent work has focused on developing shared online courses across universities for undergraduate and postgraduate engineering programs.
Associate Degree in Engineering (Defence Systems) e-learning project
This document summarizes the development of an online associate degree in engineering through a strategic national initiative. It outlines converting 4 existing courses to online formats, using a project team structure. Key aspects included observing existing resources, orienting to tools and timelines, carefully planning and deciding on educational design and tools. Lessons learned emphasized planning, simplicity, focus on students, and maximizing existing materials and infrastructure while avoiding perfectionism and allowing for ongoing improvement. The initiative delivered the 4 courses online, under budget and on schedule through a collaborative effort.
Assessment: Achieving improved efficiency, effectiveness, educational integri...
The document discusses assessment in higher education, addressing what assessment is, why it is done, and how to design assessment for greater efficiency, effectiveness, educational integrity, equity and ethical practice. It notes that assessment is subjective and complex, serving purposes like providing feedback and credentialing students. The challenges associated with assessment are also outlined, such as its subjective nature and being time-consuming. Designing high-quality assessment and feedback is discussed as important for fair and meaningful learning.
Caroline Cottman 2008
The Virtual Law Placement unit aims to provide students with a real-world legal workplace experience through a supervised online placement. Students complete assessments including a placement application, workplace project and reflections, online discussions, and an eportfolio. The document discusses feedback on the unit's first offering and proposes revisions to assessments and resources to address challenges in supervising students, training supervisors, and balancing practice and theory.
Margot Mc Neill et al 2008
The document summarizes the findings of an environmental scan conducted as part of a larger study on engaging students with higher order learning. The scan surveyed 482 university course conveners and found that assignments, discussions, essays, and practicals were the most commonly used assessment strategies. Discussion forums and online essay submission were the most used technologies. While some learning outcomes targeted higher order thinking, many assessments aimed to test only understanding. Further qualitative interviews were planned to explore intended learning outcomes, assessment alignment, and examples of good practice in assessing higher order learning.
Nikki Kenney et al 2008
1) The document discusses academic diversity and inclusion of students with disabilities in higher education.
2) It outlines five key issues regarding students with disabilities including understanding disability, identifying course requirements, providing accommodations, maintaining academic integrity, and moving toward greater inclusion.
3) The conclusion is that inclusive teaching practices that accommodate students with disabilities would benefit all students and support diverse learning.
Ursula Mc Gowan 2008
The document proposes an inclusive assessment practice to help students from diverse backgrounds develop evidence-based writing skills. It involves scaffolding research skills using feedback rubrics to guide students. The rubrics provide explicit criteria and expectations before assignments, and are used to provide instant feedback on strengths and areas for improvement. This apprenticeship model integrates skill development into the core curriculum and supports students transitioning into university research and writing.
Margaret Green 2008
1. The document discusses developing effective feedback for students through a case study at UniSA. Student feedback was gathered on what they wanted, disliked, and how the course could improve.
2. Changes were made to feedback based on student input, including providing tutor feedback within 24 hours and using a structured feedback form for consistency. Peer feedback was also incorporated.
3. A feedback sheet is presented that grades hypotheses, questions, learning goals, and group dynamics on a scale from HD to D. It also includes peer ratings to calculate individual contribution to the group.
Kathy Henschke et al 2008
The document discusses establishing a quality framework for assessing work-based learning. It outlines RMIT University's work-integrated learning policy and criteria. Research included literature reviews and surveys of students, academics, and industry. Key findings were that assessments should measure stated objectives, promote reflective learning, and involve collaboration between students and workplaces. A proposed assessment framework called CCARDS considers contextual, capability-driven, action-based, relationship-focused, developmental, and student-centered criteria.
Ieva Stupans 2008
The document calls for evidence-based guidelines for unseen invigilated examinations in higher education. It discusses three objectives for quality student assessment: guiding learning approaches, valid and reliable measurement of learning outcomes including higher-order thinking, and standards that define and protect academic achievement. Research evidence is presented showing higher average marks and fewer failures on modules using only coursework compared to only examinations. The document considers tensions between assessment for learning through coursework versus assessment of learning through examinations, and how to structure exam questions to demonstrate higher-level thinking skills. It proposes strategies for "blueprinting" exams and allowing reference materials to optimize student learning and quality of answers.
Timothy Curnow And Anthony Liddicoat 2008
The document discusses redesigning assessment in applied linguistics courses to better engage students in academic literacy. It proposes a model that conceptualizes what is being assessed, how it will be judged, how judgments will be validated, and how assessments will be elicited. For two courses, it redesigned assessments to have a clear link to learning goals, develop skills cumulatively, and integrate academic literacy with disciplinary content through tasks like analyzing research articles and language data. Initial outcomes suggest students felt more confident dealing with research and understood required writing types better.
Helen Johnston et al 2008
1) The document describes a "Supporting Students at Risk" (SSAR) strategy implemented in first year engineering courses to contact students who showed early signs of struggling and provide advice and support.
2) The results showed that SSAR seemed most effective when contacting new students early in the first stage, with many of these students succeeding in the courses. SSAR was less effective for continuing students who required modified support.
3) The SSAR process provided insights into the student experience and course challenges. It prompted further evaluation of teaching methods and support structures to better meet student and course needs.
Natalie Brown 2008
The document discusses an assessment task where students in groups of 3-5 were asked to plan and produce a three minute video exploring an issue in science. The task was meant to provide hands-on experience in storyboarding, filming, editing and presenting. Students would receive workshops to develop skills in using video making and viewing as teaching strategies. The assessment criteria focused on appropriateness of content for junior secondary students, effectiveness of narrative structure, and quality of filming and editing. After completing the task, students reflected on what they learned and how it might influence their future practice.
David Gillham Et Al 2008
The document describes an online simulation resource called Individualised Client Assessment (ICA) developed at the University of South Australia to promote student engagement and assessment in nursing education. The ICA includes clinical scenarios, videos, and decision pathways. Students used the ICA and were assessed on developing assessment forms, conducting client assessments, and writing reflective papers. Evaluations found students valued the realistic learning opportunities and engagement through the linked assessment. While some found it time-consuming, most felt it was an extensive valuable resource that could be improved by refining transcultural content and addressing technical issues.
Keith Willey & Anne Gardner 2008a
1. The study tested the hypothesis that students in well-functioning teams do not benefit from self and peer assessment because they function well without it. However, the results showed that students in both well-functioning and poorly-functioning teams benefited similarly from self and peer assessment.
2. Approximately 30% of students reported that self and peer assessment did not improve their teamwork experience. However, upon further analysis most of these students were not actually part of well-functioning teams as initially thought.
3. For students to fully benefit from self and peer assessment, the feedback process needs to encourage reflection on professional development and how to improve, rather than just focusing on assessment outcomes and deterring free-riders
Tim Ferris et al 2008
The document summarizes a study on supporting engineering students in developing skills for communicating research plans. It discusses how earlier studies found students needed help with referencing, writing, and using library databases. The intervention provided students with an online resource to help narrow topics, embedded library and writing workshops, and peer review circles. Assessment results showed students significantly improved their research proposals after participating in the scaffolded academic skills program with support from the library, language, and academic specialists.
Steve Cassidy 2008
The document discusses a portfolio assessment approach used for a computing course at Macquarie University. It provides details on the portfolio requirements, including three submission items, opportunities for formative feedback, and summative grading. Feedback from the initial implementation was generally positive, though it placed a heavy workload on staff and some students were confused by the requirements. Refinements for future implementations focused on providing clearer guidance and examples to help balance open-ended tasks with workload.
Barbara De La Harpe 2008
This document discusses assessing graduate attributes and engaging academic staff. It poses questions about graduate attributes and their development. While universities aim to develop graduate attributes, implementation has been patchy. The most significant factor in ensuring graduate attributes are integrated into the curriculum is gaining open hearts and minds of academic staff, as their beliefs hugely impact engagement and embedding attributes, especially with top-down initiatives. Institutional commitment, supportive contexts, and leadership are also important.
Leigh Davis And Moira Cordiner 2008
The document describes the process of designing and implementing the first iteration of an evidence-based practice (EBP) curriculum for undergraduate nursing students. A team developed a major assessment task around a clinical scenario instead of an essay. They evaluated student and teacher feedback which indicated that while most found the subject relevant, only 62% found the difficulty level satisfactory. The main problem was insufficient development of EBP skills before applying them in assessments. Future iterations will provide more scaffolding and practice of EBP skills and remove the policy document requirement from the major task.
Liz Smith et al 2008
The document discusses using wikis and blogs for assessment in a first year engineering course at the University of South Australia. Students were required to maintain an online portfolio using a wiki and blog to document their learning. While some students found the wiki and blog useful for reflecting and collaborating, others saw it as tedious. Based on student feedback, the course coordinators determined the wiki was an effective assessment tool but the blog was less so. For the next year, they planned to use only the wiki and provide more structured tutor feedback.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Cathy Snelling And Sophie Karanicolas 2008
- 1. Why Wikis Work Assessing Group Work in an Online Environment Life Impact The University of Adelaide Cathy Snelling and Sophie Karanicolas School of Dentistry Faculty of Health Sciences
- 8. Our Blog @ http:// bohonecommunity.blogspot.com Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide
- 13. The Changing role of the Teacher and How the Wikis Worked : http://boh08.wikispaces.com/ Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide
- 14. / Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide
- 20. Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide Guiding Principle Chickering & Ehrmann (1996) Application in Wiki Project Encourage increased communication between faculty and student Initially in Blog; consolidated and developed via discussion board on each Wiki site Develop reciprocity and co-operation between students Collaborative group research, Wiki and poster development Use of active learning technologies Social technologies promoted student on-line engagement Provide prompt feedback On-line facilitation which created a tangible social and cognitive teaching presence Make effective use of time ‘ On demand’ on/off campus Respect diverse talents and approaches to learning Learning tasks allocated according to individual talents; constructivist approach Communicate high expectations Explicit levels demonstrated in assessment rubrics; formative peer and facilitator feedback
- 22. We wish to acknowledge the support, guidance and encouragement of Dr John Willison Project Leader Research Skills Development Framework CLPD, The University of Adelaide and and Associate Professor Tracey Winning , Associate Dean Learning & Teaching School of Dentistry. Bachelor of Oral Health: How Wikis Work Life Impact The University of Adelaide
- 23. References Bachelor of Oral Health: How Wikis Work Life Impact The University of Adelaide Chickering A and Ehrmann SC (1996) Implementing the Seven Principles: Technology as a Lever. American Association for Higher Education (AAHE) Bulletin, October, 9 3-6. Fahraeus E, Chamberlain, B, Bridgman N, Rugeli J and Fuller U (1999). Teaching with Electronic Collaborative Learning Groups: Report of the ITiCSE’99 working Group of Electronic Collaborative Groups. ACM SIGCSE Bulletin. 31(4), 121-128. Felder RT (2005) We never said it would be easy. Chemical Engineering Education , 29 (1), 32-33. Oliver R (2001) Assuring the Quality of Online Learning in Australian Higher Education. In Wallace M, Ellis A and Newton D (eds) Proceedings of Moving Online II Conference (9 21) Lismore: Southern Cross University. http://boh08.wikispaces.com/ http:// bohonecommunity.blogspot.com