Dr Sharon Flynn: Teaching with technology - assessment for learningTLCITC
Keynote address on Teaching with Technology - Digital Week IT Carlow 25/02/16
Watch presentation here: https://youtu.be/eG-iuzNuxRI?list=PLJKpXoDcDqMhZlPuwA86bOKtS7_Kd2RXj
Dr Sharon Flynn: Teaching with technology - assessment for learningTLCITC
Keynote address on Teaching with Technology - Digital Week IT Carlow 25/02/16
Watch presentation here: https://youtu.be/eG-iuzNuxRI?list=PLJKpXoDcDqMhZlPuwA86bOKtS7_Kd2RXj
Presented by E Skinner and M Jenkins at the LTEA Conference 2008 (University of Sheffield), this paper reviews a case study of providing scaffolding and support to Level One students in a group work activity to encourage active engagement.
Feedback to students about academic writing_INTEGRITY ProjectLaura Costelloe
This presentation - delivered to partners on the INTEGRITY project - provides some guidance to academic faculty on the theory and practice of providing feedback to students on academic writing. Prepared and delivered by Dr Laura Costelloe and Dr Mark Glynn, Teaching Enhancement Unit at Dublin City University. Incorporates material from the National Forum for the Enhancement of Teaching and Learning and the Y1 Feedback Project.
Students talk back: Opportunities for growth lie in student perceptionsLearning Forward
Some states and districts are finding new ways to ask, what do students know about their teachers? Research shows that students’ perceptions of teachers are highly correlated to student performance on standardized tests. Discover several tips that help teachers capture and use student input to improve practice.
Presented at AABIG, June 10, 2016. Designing an Instruction Program is a big task, but one of the most important, and often neglected, components is a robust assessment plan. In this short presentation, I will share how librarians at Jack Tarver Library, Mercer University, designed an assessment cycle that includes multiple methods to collect feedback from faculty and students alike, and which covers both session-level and program-level assessment. I’ll take a look back at where we were four years ago, share how we got to our current plan, and speculate on what might happen in the future. Along the way attendees will learn about some of our mistakes and successes, and why we think an intentional assessment plan is an essential part of any instruction program.
Perspectives on Sustainability in Higher Education: Inviting and Leveraging C...BCcampus
Vivian Neal, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Janet Pivnick, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
5 principles to assess blended learning environments through a 'blended surveying' approach. Some examples from my own practice as well. This is linked to my "When Student Confidence Clicks" project.
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...BCcampus
Ranga Venkatachary, Program Director, Centre for Online and Distance Education, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
Presented by E Skinner and M Jenkins at the LTEA Conference 2008 (University of Sheffield), this paper reviews a case study of providing scaffolding and support to Level One students in a group work activity to encourage active engagement.
Feedback to students about academic writing_INTEGRITY ProjectLaura Costelloe
This presentation - delivered to partners on the INTEGRITY project - provides some guidance to academic faculty on the theory and practice of providing feedback to students on academic writing. Prepared and delivered by Dr Laura Costelloe and Dr Mark Glynn, Teaching Enhancement Unit at Dublin City University. Incorporates material from the National Forum for the Enhancement of Teaching and Learning and the Y1 Feedback Project.
Students talk back: Opportunities for growth lie in student perceptionsLearning Forward
Some states and districts are finding new ways to ask, what do students know about their teachers? Research shows that students’ perceptions of teachers are highly correlated to student performance on standardized tests. Discover several tips that help teachers capture and use student input to improve practice.
Presented at AABIG, June 10, 2016. Designing an Instruction Program is a big task, but one of the most important, and often neglected, components is a robust assessment plan. In this short presentation, I will share how librarians at Jack Tarver Library, Mercer University, designed an assessment cycle that includes multiple methods to collect feedback from faculty and students alike, and which covers both session-level and program-level assessment. I’ll take a look back at where we were four years ago, share how we got to our current plan, and speculate on what might happen in the future. Along the way attendees will learn about some of our mistakes and successes, and why we think an intentional assessment plan is an essential part of any instruction program.
Perspectives on Sustainability in Higher Education: Inviting and Leveraging C...BCcampus
Vivian Neal, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Janet Pivnick, Educational Consultant, Teaching and Learning Centre, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
5 principles to assess blended learning environments through a 'blended surveying' approach. Some examples from my own practice as well. This is linked to my "When Student Confidence Clicks" project.
Peer Evaluation as a Learning & Assessment Strategy: Enhancing Student Engage...BCcampus
Ranga Venkatachary, Program Director, Centre for Online and Distance Education, Simon Fraser University
Festival of Learning in Burnaby, B.C. - June 6-9, 2016
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
Benefits of Online Developmental MathematicsSara Revesz
Incorporating online active learning components into your developmental mathematics courses creates value for your students and your school. Student success leads to student retention. Here's a short presentation that will help get educators and schools up to speed on measurable advantages.
How Tutoring Enhances Academic Success Advantages and Impact on Students.pptxTutors India
Tutoring plays a major role in augmenting cognitive, social and academic success and Tutors India is just about the right place for finding best qualified tutors in every discipline
Transition Pedagogy and the PostGraduate Student ExperienceSally Kift
Presentation at National Postgraduate Student Experience Symposium https://postgraduatestudentexperience.com/
Kift, S. (2016). The First Year Postgraduate Experience. In National Postgraduate Student Experience Symposium, Bond University, Gold Coast. 7-8 April 2016.
An Introduction to Formative Assessment for School Teachers.pptAbdelmoneim Abusin
To review and reflect on formative assessment practice for School Teachers. As a focus for professional development in formative assessment for secondary schools.
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
Building Canada’s Zed Cred: Challenges and OpportunitiesBCcampus
Slides from the panel session with Amanda Coolidge, Krista Lambert, and Rajiv Jhangiani from the 15th Annual, Open Education Conference held on October 10 – 12, 2018 in Niagara Falls, New York
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Presentation by Ian Linkletter, Learning Technology Specialist, UBC
Presenting about UBC’s efforts to implement and evaluate team chat as a learning technology for online and blended courses. Team chat (like Slack) is a transformative communication and collaboration technology, combining threaded discussions with real-time chat in an intuitive and flexible way. Features like persistent history, advanced search capability, file sharing, typing status, mobile apps, and emoji reactions add up to a versatile tool that is still easy to use.
Research shows how timely interactions with instructors, collaboration with classmates, and a sense of community can enhance teaching and learning. This is particularly important in an online learning environment. Team chat has given our students a direct communication channel to their instructor and each other, helping them connect, ask questions, seek clarification, collaborate, and build community.
Since 2016, the Faculty of Education has been piloting an open source team chat application called Mattermost on a UBC-hosted server. Unlike Slack or Microsoft Teams, which are both cloud-hosted outside of Canada, Mattermost allows us to keep student data secure in compliance with BC’s Freedom of Information and Protection of Privacy Act (FIPPA). Mattermost has been used in over 20 course sections across the faculties of Education, Arts, and Science. As of December 2017, the UBC Mattermost pilot consists of 100 daily active users, 300 monthly active users, and almost 70,000 posts.
Attendees will learn (and chat) about:
• Ways team chat can enhance learning
• How team chat has been applied in real use cases including online program cohorts, learning communities, and research teams
• The relationship between secure, safe, transparent platforms and academic freedom
Mattermost will be blended into the session, allowing attendees to choose the conversation(s) they wish to join, participate in real-time, network with colleagues, and carry on chatting after the Festival of Learning concludes.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Cultivating trust and Emotional Safety in Educational EnvironmentsBCcampus
Presentation by: Steven Bishop, Learning Designer, Douglas College, Ross Laird, Educational Consultant, Laird Associates, Leva Lee, Manager, BCcampus, Kathryn McNaughton, Hope Miller, Online Learning Designer/Trainer, Douglas College, Sandra Polushin, Coordinator / Faculty, Douglas College
Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
Over the past year, a small group of practitioners at several local institutions (BCcampus, Douglas College, Vancouver Community College) has been working on projects designed to encourage emotional care and wellness. In this interactive session on the theme of "Mental Health for all within and across our organizations", these practitioners will each share the hurdles and rewards of their process. The purpose of the session will be to provide participants with perspectives and tools to use in approaching themes of care and wellness at their own institutions -- with colleagues, students, and community partners.
The experiential session will be informed by the practice, theory, and research currently being conducted at the partner institutions involved in these projects. Participants will hear about common hurdles involved in promoting the care and wellness of people, will hear perspectives about navigating the complex terrain of human relationships, and will practice tools and ideas for moving forward with their own initiatives.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Encouraging Folio-Thinking: Capturing the Learning with e-PortfolioBCcampus
Presentation by Claire Hay, Associate Professor of Geography, University of the Fraser Valley, Michelle Johnson, Educational Developer, University of the Fraser Valley and Mary Gene Saudelli, Faculty, Teaching and Learning, University of the Fraser Valley
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Presentation by Shauna Jones, Senior Lecturer, Simon Fraser University
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Scholarly Teaching to SoTL: Exploring the Shared "S" BCcampus
Symposium 2017 Keynote - Dr. Nancy Chick,
University Chair in Teaching and Learning, University of Calgary
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Fostering Student Learning through Formative Assessment-Based Participation Grades
1. Fostering Student Learning
through Formative Assessment-
Based Participation Grades
Carolyn Ives, Coordinator, Learning and Faculty Development
Centre for Excellence in Learning and Teaching (CELT)
Thompson Rivers University
2. My Challenge
•Beginning place: A first year writing course on
MWF from 8-9, with no final exam
•Standard practice in my department was class
discussion with a percentage of the term grade
tied to participation
3. My Challenge
•How do I keep students engaged and attending
throughout the term in cold, dark Edmonton?
AND
•How essential is assigning a student participation
grade for student success in this course?
4. Participation and Engagement
• Why is participation
important?
• What’s the difference
between participation and
engagement?
• What does good
participation or
engagement look like?
• Which of these students is
engaged?
https://staffslive.co.uk/wp-content/uploads/students-at-university-pic-under-
creative-commons-by-Tulane-Public-Relations.jpg (pic under creative commons by
Tulane Public Relations)
6. Challenges in Evaluating Participation
•What challenges do faculty face in trying to
evaluate class participation?
•With all these challenges, why do faculty assign
grades to participation at all?
7. Motivating Students to Participate?
• So, then, what can we do
to both encourage and
grade helpful
participation and
engagement?
(pic under Creative Commons)
8. My Options?
•Return to my course’s learning outcomes
•Co-create and use a rubric
•Create equivalent alternatives
•Use formative assessment strategies instead
to measure engagement instead of observe
student participation
9. My Choice: Using Formative Assessment
• I allocated a certain number of grades for
“participation” in the term and a certain number
to each activity
• I opted to give full marks for completion for some
activities and to grade others
• I renamed the assessment in my course outline
“in-class work” rather than “participation”
(Ives 2014)
10. Why Use Formative Assessment to Grade Participation?
• Not as subjective as strict observation
• It includes all of the benefits of formative assessment
generally
• It encourages attendance
• It allows even very shy students to earn participation
grades
• When it scaffolds into summative evaluation,
students see the value of it and are likely to
participate in a meaningful way
11. Why Use Formative Assessment to Grade Participation?
• It allows learners to demonstrate knowledge in
multiple ways
• It provides tangible evidence of student engagement
(or not) and learning (or not)
• It encourages students to reflect on their own
learning, especially if you use formative assessment
techniques that require self-evaluation
• You can also use the formative assessment activities
as feedback for how the course is progressing
12. So What Happened?
•Near perfect attendance—even on the last day
of class!
•Improved student writing skills
•Improved quality of class discussion
•Increased student focus on learning
13. Summary
• Participation can be a challenge to grade
• Formative assessment is a good option for assessing
engagement instead of participation, as it can help to
create a culture of self-reflection and assessment
that is focused on learning rather than on only
grades
• EXIT TICKET: Please write any question(s) or
suggestion(s) on an index card, and if you’ve
provided an e-mail address on the sign-in sheet, I’ll
respond to all questions via e-mail.
14. Resources
• Auster, C. J., and MacRone, M. (1994). The classroom as a negotiated social setting: An empirical study of the effects of faculty member’s
behaviors on students’ participation. Teaching Sociology, 22 (4), 289-300.
• Czekanski, Kathleen E. and Zane Robinson Wolf. (2013). Encouraging and evaluating class participation. Journal of University Teaching & Learning
Practice, 10 (1). Retrieved 7 July 2013 from ERIC database.
• Dallimore, E. J., Hertenstein, J. H., and Platt, M. B. (2004). Classroom participation and discussion effectiveness: Student-generated strategies.
Communication Education, 53 (1), 103-115.
• Fluckiger, J., Tixier y Virgil, Y., Pasco, R., and Danielson, K. (2010). Formative feedback: Involving students as partners in assessment to enhance
learning. College Teaching, 58, 136-140.
• Freeman, S., Hauk, D., and Wenderoth, M.P. (2011). Increased course structure improves performance in introductory biology. Cell Biology
Education—Life Sciences Education, 10 (Summer), 175-186.
• Ives, C. (2014). Daydreaming or deep in thought? Using formative assessment to evaluate student participation. Faculty Focus, March 24th.
Available online at http://www.facultyfocus.com/articles/effective-teaching-strategies/daydreaming-deep-thought-using-formative-assessment-
evaluate-student-participation/.
• Katz, S. N. (2010). Beyond crude measurement and consumerism. Academe, 96 (5). Available online at www.aaup.org
• Mainkar, A.V. (2008). A student-empowered system for measuring and weighing participation in class discussion. Journal of Management
Education, 32 (1), 23-37.
• Robertson, K. (2012). A journal club workshop that teaches undergraduates a systematic method for reading, interpreting and presenting primary
literature. Journal of College Science Teaching, 41 (6), 20-26.
• Rogers, Susan L. (2013). Calling the question: Do college instructors actually grade participation? College Teaching, 61, 11-22. Retrieved 7 July
2013 from ERIC database.
• Wagner, T. (2010). The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need & and What
We Can Do About It. New York: Basic Books.
• Weimer, M. (2013). The assessment movement: Revisiting faculty resistance. Faculty Focus, January 18th. Available online at
http://www.facultyfocus.com/articles/educational-assessment/the-assessment-movement-revisiting-faculty-resistance
• Weimer, M. and Walvoord, B. (2013). Grading Strategies for the College Classroom. Madison, WI: Magna. (several articles)
• www.facultyfocus.com/articles (several articles, most by Maryellen Weimer and one by Katherine Robertson)