"Engaging Students in Distance Learning." Presentation given at 7th Drexel e-Learning Conference, March 26th, 2009, by Dr Jim Waters & Dr Susan Gasson.
Rossiter, Biggs and Petrulis (2008), Innovative problem-based learning approa...cilass.slideshare
Presentation by Dr Diane Rossiter, Dr Catherine Biggs and Dr Robert Petrulis (University of Sheffield, Department of Chemical and Process Engineering and CILASS) at the Engineering Education Conference 2008, Loughborough, entitled: 'Innovative problem-based learning approach using off and online resources in 1st year Chemical Engineering'
Use of online quizzes to support inquiry-based learning in chemical engineeringcilass.slideshare
Online quizzes have been developed to help prepare first year undergraduate Chemical Engineering students for participating in group based assignments carried out in an inquiry-based learning (IBL) format. These online quizzes based within WebCT Vista allow the students to test their understanding of the fundamental chemical process principles required for the assignments before they participate in the IBL activity. Currently, the classes size is about 70 students therefore it is important to develop the students’ ability to carry out independent and self- directed learning to acquire these core skills. Using these online quizzes, the students are able to self-assess their strengths and weaknesses in the core chemical engineering principles and practice so that they come to the IBL group work more prepared.
The effectiveness of the online quizzes has been evaluated, using a triangulation approach incorporating a student questionnaire, student focus group and project leaders’ interview. Preliminary analysis of the results suggests that the students have found the online quizzes beneficial for developing their core skills in chemical process principles. The presentation will provide: a showcase for the online quizzes created; feedback from the first cohort of students to use the resources; and lessons learned and future developments.
The future of assessment: five principles, five targets for 2025Jisc
How will assessment change over the next 5-10 years? Will it change to be more accessible? More secure? Will it be more closely aligned to what a learner will experience in their career? Will automation play a role? Will we see more and new forms of continuous or even lifelong assessment?
Jisc has recently launched a report, The future of assessment: five principles, five targets for 2025, that explores these issues and what role Education 4.0 technology might play in changes to assessment.
A presentation by Andy McGregor, director of edtech, Jisc.
Rossiter, Biggs and Petrulis (2008), Innovative problem-based learning approa...cilass.slideshare
Presentation by Dr Diane Rossiter, Dr Catherine Biggs and Dr Robert Petrulis (University of Sheffield, Department of Chemical and Process Engineering and CILASS) at the Engineering Education Conference 2008, Loughborough, entitled: 'Innovative problem-based learning approach using off and online resources in 1st year Chemical Engineering'
Use of online quizzes to support inquiry-based learning in chemical engineeringcilass.slideshare
Online quizzes have been developed to help prepare first year undergraduate Chemical Engineering students for participating in group based assignments carried out in an inquiry-based learning (IBL) format. These online quizzes based within WebCT Vista allow the students to test their understanding of the fundamental chemical process principles required for the assignments before they participate in the IBL activity. Currently, the classes size is about 70 students therefore it is important to develop the students’ ability to carry out independent and self- directed learning to acquire these core skills. Using these online quizzes, the students are able to self-assess their strengths and weaknesses in the core chemical engineering principles and practice so that they come to the IBL group work more prepared.
The effectiveness of the online quizzes has been evaluated, using a triangulation approach incorporating a student questionnaire, student focus group and project leaders’ interview. Preliminary analysis of the results suggests that the students have found the online quizzes beneficial for developing their core skills in chemical process principles. The presentation will provide: a showcase for the online quizzes created; feedback from the first cohort of students to use the resources; and lessons learned and future developments.
The future of assessment: five principles, five targets for 2025Jisc
How will assessment change over the next 5-10 years? Will it change to be more accessible? More secure? Will it be more closely aligned to what a learner will experience in their career? Will automation play a role? Will we see more and new forms of continuous or even lifelong assessment?
Jisc has recently launched a report, The future of assessment: five principles, five targets for 2025, that explores these issues and what role Education 4.0 technology might play in changes to assessment.
A presentation by Andy McGregor, director of edtech, Jisc.
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
In May 2018 I ran an e-Assessment workshop for members of the Griffith University Assessment Committee.
Topics included:
- What do we already understand about digital assessment
- What are our current pain-points
- We will identify where these sit on our assessment lifecycle
- Talk through some of the emerging tools and techniques, such as:
- Contract cheating and some ways to address this
- Digital exams and proctoring some tools now available
- Conditional assessments and Marking tools
- Looking at what’s possible in Office 365 + BB
- Use of voice in assessment
Math OER Review 2015 - Northwest Mathematics ConferenceOSPI OER Project
Open Educational Resources (OER) are FREE teaching materials that may be distributed without restriction and modified without permission. OER are seeing a surge in interest as many districts consider their current instructional materials. For the past three years, the Washington state Office of Superintendent of Public Instruction (OSPI) facilitated a review for full-course OER, evaluating their alignment to the state learning standards. To date, reviewers from across the state have evaluated 24 full-course openly licensed curriculum for middle and secondary schools. Come learn more about OER and the review process.
Learning at Scale: Using Research To Improve Learning Practices and Technolog...Maria H. Andersen
In the last 5 years, there has been a rise in what we might call "large-scale digital learning experiments." These take the form of centralized courses, vendor-created courseware, online homework systems, MOOCs, and free-range learning platforms. If we mine the research, successes, and failures coming out of these experiments, what can we discover about designing better digital learning experiences and technology for the learning of mathematics?
One World: Scientific Solutions to Global IssuesStephen Taylor
A one or two lesson formative assessment task to introduce students to One World.
Students watch one of two videos which introduce a scientific solution to a problem in a global context. They then prepare a mind-map poster which goes through the stages of the One World criterion.
The latest version of this presentation can be found here: https://www.slideshare.net/xqin74/how-to-write-research-papers-version-50/edit?src=slideview
Thriving in Our Digital World — A CS Principles CourseGeorge Veletsianos
Thriving in Our Digital World is a year-long introductory computer science course designed cooperatively by computer science faculty and education researchers at the University of Texas at Austin. The course is designed around the NSF-funded Computer Science: Principles project, and organized into eight topical modules (Innovations, Representation, Computers, Programming, Big Data, Artificial Intelligence, Networks, and Security). The curricular resources include learning materials designed through research-based approaches to engage diverse student populations. Learning is supported with authentic uses of foundational computer science knowledge and skills in a real-world context. All course materials are online and freely accessible under a creative commons license. In this workshop, we introduced the pedagogical principles and materials that encompass the course and modeled their use.
DSD-INT 2021 The choice - A workshop for modelersDeltares
Presentation by Lieke Melsen (Wageningen University), Janneke Remmers (Wageningen University) and Carine Wesselius (Deltares), at the The choice - A workshop for modelers, during Delft Software Days - Edition 2021. Wednesday, 17 November 2021.
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
In May 2018 I ran an e-Assessment workshop for members of the Griffith University Assessment Committee.
Topics included:
- What do we already understand about digital assessment
- What are our current pain-points
- We will identify where these sit on our assessment lifecycle
- Talk through some of the emerging tools and techniques, such as:
- Contract cheating and some ways to address this
- Digital exams and proctoring some tools now available
- Conditional assessments and Marking tools
- Looking at what’s possible in Office 365 + BB
- Use of voice in assessment
Math OER Review 2015 - Northwest Mathematics ConferenceOSPI OER Project
Open Educational Resources (OER) are FREE teaching materials that may be distributed without restriction and modified without permission. OER are seeing a surge in interest as many districts consider their current instructional materials. For the past three years, the Washington state Office of Superintendent of Public Instruction (OSPI) facilitated a review for full-course OER, evaluating their alignment to the state learning standards. To date, reviewers from across the state have evaluated 24 full-course openly licensed curriculum for middle and secondary schools. Come learn more about OER and the review process.
Learning at Scale: Using Research To Improve Learning Practices and Technolog...Maria H. Andersen
In the last 5 years, there has been a rise in what we might call "large-scale digital learning experiments." These take the form of centralized courses, vendor-created courseware, online homework systems, MOOCs, and free-range learning platforms. If we mine the research, successes, and failures coming out of these experiments, what can we discover about designing better digital learning experiences and technology for the learning of mathematics?
One World: Scientific Solutions to Global IssuesStephen Taylor
A one or two lesson formative assessment task to introduce students to One World.
Students watch one of two videos which introduce a scientific solution to a problem in a global context. They then prepare a mind-map poster which goes through the stages of the One World criterion.
The latest version of this presentation can be found here: https://www.slideshare.net/xqin74/how-to-write-research-papers-version-50/edit?src=slideview
Thriving in Our Digital World — A CS Principles CourseGeorge Veletsianos
Thriving in Our Digital World is a year-long introductory computer science course designed cooperatively by computer science faculty and education researchers at the University of Texas at Austin. The course is designed around the NSF-funded Computer Science: Principles project, and organized into eight topical modules (Innovations, Representation, Computers, Programming, Big Data, Artificial Intelligence, Networks, and Security). The curricular resources include learning materials designed through research-based approaches to engage diverse student populations. Learning is supported with authentic uses of foundational computer science knowledge and skills in a real-world context. All course materials are online and freely accessible under a creative commons license. In this workshop, we introduced the pedagogical principles and materials that encompass the course and modeled their use.
DSD-INT 2021 The choice - A workshop for modelersDeltares
Presentation by Lieke Melsen (Wageningen University), Janneke Remmers (Wageningen University) and Carine Wesselius (Deltares), at the The choice - A workshop for modelers, during Delft Software Days - Edition 2021. Wednesday, 17 November 2021.
Interactive prototyping is about - Interaction, flow - a playground to experiment - to show ideas, visualise the concept, verify a user flow.
A prototype is growing with every single iteration, it gets better and better - you see it - you feel it.
I build prototypes to communicate - to collaborate - with the team - with the client.
I would like to take you on my journey of prototyping. I will show you how I build prototypes, how they grow and eventually turn into a playground for my clients.
Sociology SOCI332Statistics for Social ScienceCredit Ho.docxbryanwest16882
Sociology
SOCI332
Statistics for Social Science
Credit Hours 3
Length of Course 8 Weeks
Table of Contents
Course Description
Evaluation Procedures
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Course Materials
Academic Services
Course Description (Catalog)
This course is designed to provide a basic survey of the application, empirical use and interpretation of a variety of statistics methods used in the social sciences. A key objective of the course is the instruction in best statistical practice through the use, exploration and analysis of empirical data. Emphasis will be placed on understanding and interpreting the meaning of statistics. The practical aspects of statistics are emphasized and students are instructed in the use of the standard statistical package for the social sciences (SPSS) which is widely used in the social sciences and the in labor force. This course is part of a series including SOCI 331 Research Methods for the Social Sciences and SOCI 332 Statistics for the Social Sciences.
Course Scope
The student will develop an ability to use sociological concepts, theory, and research to think critically and act intelligently in interactions with (and observations of) individuals, groups, institutions, and societies.
Course Objectives
Upon completion of this course students will be able to:
CO1- Describe and apply the concepts and logic of elementary statistics.
CO2- Conduct statistical analysis in SPSS (Statistical Package for the Social Sciences).
CO3- Compare and contrast different types of data and the statistics that can be used to analyze them
CO4- Examine the differences between descriptive and inferential statistics and their use in the social sciences.
CO5- Form critical interpretations of quantitative research literature in sociology and other social sciences.
CO6- Complete and interpret descriptive and inferential statistical data analysis
CO7- Develop a research project from conceptualizing a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem.
CO8- Critically evaluate the quality of research design and evidence in published social research.
ADDITIONAL RESOURCES:
General Social Survey Dataset
SPSS Software
SOFTWARE REQUIREMENTS:
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SPSS (more details under Welcome Announcements in the Sakai classroom)
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Microsoft Office Applications- Word, Power Point (these can be downloaded free of charge from your student email account)
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Screencast-o-matic or similar program
Evaluation Procedures
Forums:
Participation in classroom dialogue on threaded Forums is required. Forums are scheduled weekly and found in the Forums tab in the classroom. Specific instructions and the grading rubric are located on each Forum.
Assignments
This course includes three Assignments. Instructions and specific grading rubrics are found under the Assignments tab in o.
Rossiter and Biggs (2008) - Development of Online Quizzes to Support Problem-...cilass.slideshare
Presentation given by Dr Diane Rossiter and Dr Catherine Biggs of the Department of Department of Chemical and Process Engineering at the University of Sheffield at the 2008 International Blended Learning Conference (University of Hertfordshire), entitled: "Development of online quizzes to support problem-based learning in chemical engineering"
How to Ask for Technical Help? Evidence-based Guidelines for Writing Question...Fabio Calefato
Slides presenting results from our IST paper (https://arxiv.org/abs/1710.04692) / IEEE Software blog post (http://blog.ieeesoftware.org/2017/11/can-we-trust-stack-overflow-netiquette.html) investigating whether we can trust Stack Overflow netiquette for writing better questions.
We share a potential model for online recitation sessions for MIT residential courses based on our experiences running similar sessions for courses in the MITx MicroMasters Program in Statistics and Data Science.
Presentation at the HEA-funded workshop 'Making undergraduate social science count: engaging sociology and criminology students in quantitative research methods'.
This workshop aimed to encourage pedagogical reflection and debate on the teaching of quantitative methods to sociology/criminology undergraduates and provide delegates with opportunities for the sharing of best practice in this area. The event included dissemination of the outputs of two recent HEA-funded projects on teaching research methods in the social sciences. Delegates were also introduced to some new and existing quantitative datasets and resources and explore the potential for integrating these across the undergraduate curriculum.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1iBrVMR
For further details of the HEA's work on teaching research methods in the Social Sciences, please see: http://bit.ly/15go0mh
Assignment Title Conducting Primary ResearchDeveloping the ab.docxssuser562afc1
Assignment Title: Conducting Primary Research
Developing the ability to conduct primary research can be an invaluable asset to add to your business tool belt. In this assignment, you will engage in developing the following professional competencies related to marketing research:
Analyze qualitative data in decision making.
Marketing researchers conduct primary research to gain human perspective on the problem or opportunity being studied, or to identify problems or opportunities for study.
Directions for completing this assignment:
In this assignment, you will analyze the Student Computer Lab (Click Here) case study. To effectively meet the requirements of this assignment, analyze the qualitative data derived from the primary research found in the case study scenario.
To successfully complete this assignment, write a 2-3 page critical essay covering the following topics:
1. Determine overall student satisfaction with the computer lab.
2. Do you think it was wise to have a group with both graduate and undergraduate students included?
3. Analyze the focus group transcript very thoroughly. Make a list of problems and ideas generated for the student computer lab.
4. What do you see as the benefits and limitations of the focus group findings? Do you think the task force plan for utilizing the focus groups is appropriate?
5. What changes would you make to improve the problems or to capitalize on the opportunities identified in the primary research? Collect and describe student recommendations for improvements.
Directions for Submitting this Assignment:
Review the grading rubric below before beginning this activity. For additional help with your writing and APA citation, please visit the Kaplan University Writing Center. Compose your Assignment as a Microsoft® Word® document and save it as (Example: TAlex-MT355 Assignment-Unit5.docx). Submit your file by selecting the Unit 5: Assignment Dropbox by the end of Unit 5.
Case Scenario
Student Computer Lab
A major university served over 2,000 undergraduate and graduate students majoring in business administration. The large number of students enrolled in the Business School coupled with increasing use of computer technol- ogy by faculty and students created overwhelming demands on the Business School’s computer center. In order to respond, the Business School decided to upgrade its computer facilities.
Rod Stevenson, director of the Student Computer Center (SCC), opened a new computer lab in the fall of 2007. The new lab offered specialized software required by student courses and the latest technology in hardware and software.
Computer Lab Project
After operating for six months, Stevenson recognized some potential problems with the new computer lab. Although the number of computers had doubled, student suggestions and complaints indicated that the demand for computers at times exceeded the available resources. To address this problem, Stevenson established a task force to investigate the ...
An evidence-based model to enhance programme-wide assessment using technology: TESTA to FASTECH . Presented by Tansy Jessop and Yaz El-Hakim (University of Winchester) and Paul Hyland (Bath Spa University). Facilitated by Mark Russell (University of Hertfordshire).
Jisc conference 2011
This Innovative Practice session introduces learners on the PGCert at Edge Hill to notions of technology enhanced learning, and encourages participants to reflect and action plan to enhance their future practice.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Engaging Students in Distance Learning Jim Waters Susan Gasson The iSchool at Drexel
2. If students have already paid us, why should we care if they are engaged ? Altruism – the long view? Pragmatism – they can always leave taking their tuition money with them Student feedback and tenure decisions? Word gets out! – social networks Students can vote with their virtual feet and Their very real wallets
3. Agenda How do I know if students are engaged? What is the effect of: Question design? Course scaffolding? Instructor moderation? Being an entertaining instructor? So what?
4. Research Study Analyzed course interactions via discussion board on Blackboard learning system. 12 online MS courses (info. systems./info. Science) 313 Students, 11,497 messages Posts to discussion board + small group discussions Analyzed Thread depth, thread length, participants Cognitive content of message Interactive intent of message Patterns of message sequences Examined student outcomes related to interaction Pre and Post questionnaires Demographics and Attitudinal data
5. Three modes of learning engagement Individual Participation Active Course Involvement Iterative Social Engagement Fluid: students can move between modes reacting to drivers
7. Mode 2: Active Course Involvement Demonstrates (some) genuine interest Interacts with peers (after a fashion) Translates community knowledge Relates posts to own experience or knowledge Internalizes community knowledge Ego-centric approach Small group or clique interactions
8. Mode 3: Interactive Social Engagement Motivated for interactive learning Committed to greater group learning Interacts freely with peers Looped learning cycles Iterative internalizations/externalizations Social construction of knowledge
10. Mode 1: Course Participation How Do We Know A Project Is On Track? Instructor 10/21/07 2:36 PM RE:How Do We Know A Project Is On Track? S18 10/25/07 12:09 PM RE:How Do We Know A Project Is On Track? S10 10/25/07 6:29 PM RE:How Do We Know A Project Is On Track? S21 10/25/07 8:30 PM RE:How Do We Know A Project Is On Track? S17 10/26/07 7:38 PM RE:How Do We Know A Project Is On Track? S22 10/28/07 6:19 PM RE:How Do We Know A Project Is On Track? S2 10/28/07 7:04 PM RE:How Do We Know A Project Is On Track? S4 10/28/07 10:24 PM RE:How Do We Know A Project Is On Track? S10 10/28/07 10:26 PM RE:How Do We Know A Project Is On Track? S7 10/28/07 10:46 PM RE:How Do We Know A Project Is On Track? S8 10/29/07 12:59 AM RE:How Do We Know A Project Is On Track? S11 12/14/07 11:34 AM
18. Question Design I would like each of you to initially focus on one fact finding technique, your contribution should be a critical (but brief) examination of that technique within the domain of systems analysis. [Fact-finding] Critically evaluate the author's FAST approach. Is it useful? Practical? What are some alternatives? Is this a "real" model that could be used on "real" projects? [Fast or slow] I want you to cook up a systems development project (real or imagined). Describe the goal(s), the objective(s) of the project and the scope of the work the systems analyst for the project. Post your goals, objectives and scope by around Thursday of this week. I'd then like each of you to comment a bit on each other's work. [Cooking up a new project]
19. And the Winner is I want you to cook up a systems development project (real or imagined). Describe the goal(s), the objective(s) of the project and the scope of the work the systems analyst for the project. Post your goals, objectives and scope by around Thursday of this week. I'd then like each of you to comment a bit on each other's work. [Cooking up a new project] I would like each of you to initially focus on one fact finding technique, your contribution should be a critical (but brief) examination of that technique within the domain of systems analysis. [Fact-finding] Critically evaluate the author's FAST approach. Is it useful? Practical? What are some alternatives? Is this a "real" model that could be used on "real" projects? [Fast or slow]
30. Bad questions tended to be Following a highly-interactive question or later in the course Later questions much less interactive and constructive across courses than earlier questions Cognitively complex Containing multiple parts that needed to be considered in turn, or Overly abstract, so students could not draw on their personal experience. Socially isolating Fewer opportunities for interpretation and collaboration in answering the question.
32. Scaffolding Something to hang construction on Solid foundation for task Materials Discussion Support for knowledgeable peers to contribute Task requires an extension of prior abilities Provides a structure on which students can build knowledge Task must be just beyond current unaided skills but doable with help
33. Poor Scaffolding You've been asked to read the ALA Code of Ethics plus two other codes of ethics of your choice. What did you learn from this process? Did any common themes or concerns tend to emerge? What did you relate to in the ALA Code of Ethics? Were there things that seemed problematic, or that you disagreed with? Codes of Ethics Instructor 1/28/08 3:15 PM RE: Codes of Ethics S5 1/31/08 7:00 AM RE: Codes of Ethics S15 1/31/08 5:49 PM RE: Codes of Ethics S13 1/31/08 9:17 PM RE: Codes of Ethics S14 2/1/08 12:05 AM RE: Codes of Ethics S16 2/1/08 12:54 PM RE: Codes of Ethics S9 2/1/08 1:08 PM RE: Codes of Ethics S17 2/3/08 1:20 PM RE: Codes of Ethics S11 2/2/08 3:26 PM RE: Codes of Ethics S18 2/3/08 4:23 PM RE: Codes of Ethics S19 2/4/08 5:33 PM RE: Codes of Ethics S6 2/5/08 6:24 PM RE: Codes of Ethics S1 2/5/08 11:03 PM
34. Better Scaffolding Can ethical behavior really be codified by a professional organization? Can ethical behavior be enforced? How?
35. Unscaffolded Learning materials A long list of codes of ethics web-pages Three abstract ethics articles A body of solid material but this did not directly relate to the posted question or give a framework for answering the question
36. Scaffolded Learning materials A description of ethical models Worksheet for ethical decision making Actions and consequences Responsibilities and obligations A theoretical and pragmatic platform from which discourse could be built Three sparse pages of bullet-points Materials contained less information but provided a structure for thinking.
38. Moderated or leave-alone ? Two sections of an IS course delivered at the same time – same basic syllabus ~Same number of students (23/24) Selected six “identical” questions on each section Different Instructor approach Heavy moderation vs. lightweight moderation
43. Deconstructing the Entertaining Professor Highly knowledgeable industry professional Very Popular Instructor High level of interaction with students Regular internet chat presence Projects personality into discussion High percentage of social interactions Voluntarily discusses hobbies, weather, music, Disneyworld, cooking, children, Dickens, vintage cars, pets, gardening, insects, Star Wars, birds, Nintendo, Scrabble, foreign films, beer …. Injects lots of jokes
45. Never mind the width, feel the quality Threads show evaluation and analysis Some hypothesis formation Fairly advanced cognitive activity Some student-student interaction But,some chaff among the wheat 5% Un-focused Anecdotes 32% fluff posts: “LOL,” “Awesome [dead rock star] story!” “OMG,” “Pictures of gardening implements,” “Lawyer Jokes” 50% contribute to learning 33% student-Instructor messages Still, pretty successful overall High student satisfaction Grades were comparable with Prof. Serious
46. Introducing Professor Serious Same course – Same Syllabus Highly knowledgeable industry professional Very skilled Instructor Low level of direct interaction with students Strong Topic-focus Little social interaction
48. Quality ? More collaborativelearning Messages longer and more detailed Fairly advanced cognitive activity Much stronger student-student interaction Stronger awareness of value of peer interactions So what? High task-Focus 2.5% fluff posts 80% substantive knowledge-building posts 15% student-Instructor messages Successful overall Moderate student satisfaction Grades were comparable with Prof. Entertaining
49. The tale of the tape Instructor participation of Prof. Entertaining inflates thread depth slightly More posts, but smaller % focus on knowledge-building Student-student posts more productive than student-instructor posts Overall productive (knowledge building) activity was about the same for the two Professors Student satisfaction slightly lower for Prof. Serious than Prof. Entertaining Fewer posts, but greater % focus on knowledge-building But Stronger thought leaders for Prof. Serious Explicit kudos for peers in Prof. Serious
50. Conclusions Question design can be crucial to engagement Discussion needs to be framed as collaborative not competitive Relevance to students helps – war stories, company policies and approaches No payoff for frequency of questions Course scaffolding aids engagement Focus and framing of questions Must support task in concrete manner
51. Conclusions Successful course moderation hinges on quality not quantity or frequency Knowing when to intervene Does not mean “being absent” Being entertaining is not essential for success Tradeoff between popularity with students and peer-engagement by students May shift focus from peers to instructor Excessive interaction is a lot of work
52. Students think they are learning more from peer-interaction this was so helpful because often I was struggling with the same thing so I could learn from their errors and gain new information from the answers to their questions I was moved to comment on how refreshing the lack of competition in the communications for the online classes seemed to me. It was a discussion and a sharing of experiences No question that the on line discussion was critical to getting me through the class. There were mostly questions about how to.. I've never done this before. I felt lost and inexperienced most of the time. I have no real full time work experience and I felt I had nothing much to contribute and compared to the rest of the posts mine would feel really insignificant. Honestly, in the second half of the course, I have felt like I must be a pariah. Apart from the professor, I can't get anyone to respond to my posts- a very lonely feeling. I have posted to the the weekly board with little feedback
53. Related References Waters, J. 'Social Network Behavior, Thought-Leaders and Knowledge Building In An Online Learning Community', Proceedings of Hawaii Intl. Conference on System Sciences (HICSS-41), Knowledge Management Track, Jan. 2008. Gasson, S. and Waters, J. “How (not) to construct ALN course questions that encourage student participation in peer collaboration and knowledge construction,” 40th Hawaii International Conference on System Sciences, Hawaii, January 2007. Waters, J., and Gasson, S. "Social Engagement in an Online Community of Inquiry," 27th International Conference on Information Systems (ICIS), Milwaukee WI, 2006. Waters, J. “Determinants of Engagement in an Online Community of Inquiry,” The 12th Sloan-C International Conference on Online Learning, November 2006, http://www.sloanconsortium.org/conference/proceedings/2006/ppt/1162852287092.pot Waters, J., and Gasson, S. "Strategies Employed By Participants In Virtual Learning Communities," Hawaii Intl. Conference on System Sciences (HICSS-38), Collaboration Systems and Technology track, IEEE Software Society, Hawaii, January 2005, p. 3b. A full list of publications, with full copies of articles, is available at http://www.pages.drexel.edu/~jw65/publications.htm
54. Credits Dr. Susan Gasson MBA, PhD from University of Warwick (Warwick Business School), UK. Prior to that, she worked in systems design , IS management, and IS software architecture consultancy. Researches collaborative processes of design, problem-solving, learning. Associate Professor at Drexel University, Philadelphia (USA). Involved in online education since 2000(!). Dr. Jim Waters BA in Psychology from Warwick University, UK (1979), MSc in Occupational Psychology from University of Hertfordshire, UK (1991), MS in Information Systems (2002) and PhD (2009) from the iSchool at Drexel University. Prior to that, he enjoyed a substantial career in systems design, management and IS consultancy. Doctoral Candidate at the iSchool at Drexel University, graduating Summer 2009. Principal research interests lie in Online Collaborative Knowledge Building, Technology-Supported Learning, Student Role-Behavior in Online Learning Communities and HCI. This material is based upon work supported by the National Science Foundation under Grant No. IIS-0347595. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.