Course revision is a reality of daily life in higher education. Each semester, faculty review their courses to ensure that they are presenting current concepts and providing proper methods of assessment and interaction for their students. Unfortunately, most review and revision is done during periods of frantic activity just before or during the beginning of the semester. This methodology does not allow for deep consideration of issues and can negatively affect learning for students.
Focused revision is a methodology of review that tasks faculty to review a course over a longer period of time and focus on one pedagogical aspect, such as interaction, content presentation, rubric development, etc. Focusing on a specific aspect of a course, to the exclusion of others, increases the efficacy of that aspect of the course while maintaining the current level of quality on the other aspects. This methodology also changes course revision from a summative process to a formative process and allows for the effective inclusion of student feedback into course design. The process also allows faculty to create efficiencies in their process to maximize time and minimize work. Multiple focused revisions may build on each other to create a synergy between course components, thus creating a more effective learning environment in both the physical and the digital classrooms, leading to increased student engagement and learning.
Richard Lai 2014 - An assessment ePortfoilo for developing the reflective thi...ePortfolios Australia
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Deep approaches to learning by students are encouraged by teaching that fosters engagement with learning and assessment tasks and clearly stated learning outcomes and expectations. Students learn deeper if they are required to reflect on what they have learned. Reflective thinking by students is not only a description of 'what they have seen or done', but rather it is a process of their drawing comparisons with what happened, what they already know, how they relate this experience to the theories that they have been introduced to and how they modify their own ideas in light of this reflection. In this paper, we present our experiences in using the 4 R (Report, Relate, Reason and Reconstruct) principle developed by John Bain (2002) in teaching a software engineering subject. Students are required to submit the 4R ePortfolios on the major topics of the subject as a part of their overall assessment.
Richard Lai 2014 - An assessment ePortfoilo for developing the reflective thi...ePortfolios Australia
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Deep approaches to learning by students are encouraged by teaching that fosters engagement with learning and assessment tasks and clearly stated learning outcomes and expectations. Students learn deeper if they are required to reflect on what they have learned. Reflective thinking by students is not only a description of 'what they have seen or done', but rather it is a process of their drawing comparisons with what happened, what they already know, how they relate this experience to the theories that they have been introduced to and how they modify their own ideas in light of this reflection. In this paper, we present our experiences in using the 4 R (Report, Relate, Reason and Reconstruct) principle developed by John Bain (2002) in teaching a software engineering subject. Students are required to submit the 4R ePortfolios on the major topics of the subject as a part of their overall assessment.
Retiring Exam Questions? How to Use These Items in Formative AssessmentsExamSoft
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Presented by: Dan Thompson, Manager of Instructional Design and Educational Technology, Oklahoma State University Center for Health Sciences
As semesters come and go, new exams are created and used items are retired, never to be used again. While moving on to new exam items due to poor performing statistics or to ensure exam security are sound practices, these retired items can still positively impact student learning. Retired summative assessment items can serve new purposes as formative assessment items that engage students with course content while preparing them for course exams. This presentation addresses the process of using retired exam items in creative ways to develop formative assessments to increase student self-awareness of their content knowledge and improve student retention.
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
EL7003-8 Assignment 1: Instructional Design and Engaging E-Learning Activitieseckchela
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This is a North Central University course (EL 7003-8) Assignment 1: Instructional Design and Engaging E-Learning Activities. It is written in APA format, has been graded by Dr. Brian Oddi (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
The path of learning requires that students demonstrate the mastery of both skills and concepts in any class. In the traditional model of mastery in higher education, both formative and summative assessments are conducted via a rigid set of assignments, activities, and tests that require all students to perform the same set of skills for each concept mastery demonstration. The idea of choice in the classroom is a concept of Universal Design for Learning (UDL), and while choice can be easily produced for content delivery (text, audio, video, interactive materials), assessment of both skills and concept mastery is not addressed in most classrooms. This leads to the development of homogenous courses and assignments where many students show objective mastery via exams and subjective mastery via writing. Students can be given choice on their demonstration of mastery without undue burden on the faculty member while also creating increased mastery of skills important to their respective fields. In business, a fungible asset is one that is mutually interchangeable. In this case, I am applying the concept of fungibility to learning assessment. Faculty can give students choice; but, in order to create fungible assignments that do not, faculty must ensure that proper design of instruction and assessment is used. In order to facilitate the assessment of fungible assignments, faculty must be able to create clear and concise criteria for assessment that tie directly to objectives for learning. Allowing students to choose how they show their knowledge of concepts and mastery of skills gives them control over their learning and ultimately improving educational outcomes.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
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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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
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Increasing Course Revision Efficacy
1. Via Focused Pedagogical Topics
Steven McGahan, M.S.Ed., Associate Director
University of Nebraska at Kearney, eCampus
2. This presentation is
informed by practice in
instructional design. It
integrates experience with
best practices in course
design/redesign. The
focused revision concept is a
subset of the full revision
process and will modify a
step in this process.
3. ī§ Course updating is:
ī§ Updating dates/times for
content/assignments.
ī§ Checking for dead links and images.
ī§ Basic structural issues.
ī§ Course revision is:
ī§ Redeveloping the course for quality.
ī§ Evaluating course objectives and
aligning with content and
assignments.
ī§ Fundamental changes in pedagogy.
4. ī§ Set Revision Goals
ī§ Review Course Content and
Assignments
ī§ Integrate Student Feedback
ī§ Record Reflections, Findings and
Observations
ī§ Implement Revisions
5.
6. ī§ The first step in setting goals is to
identify the specific criteria for
evaluation.
ī§ If your institution has or has
identified a course quality
instrument, use this as the basis for
your course revision.
ī§ These provide faculty guidance
regarding what elements must be
present for a well-designed online
course.
7. ī§ Quality Matters
ī§ OLC Quality Scorecard (Online
Learning Consortium)
ī§ OSCQR, Open SUNY Course Quality
Review (State University New York)
ī§ QOLT, Quality Online Learning and
Teaching (California State
University System)
ī§ QOCI, Quality Online Course
Initiative (Illinois Online Network)
ī§ LMS Instruments
8. ī§ Information overload.
ī§ Most revisions cover all course
materials in a short time.
ī§ Focused revision reverses this
process to cover a small amount of
the course in a long review process.
ī§ It is a deep dive in to a singular facet
of the course to identify issues.
ī§ Pedagogy is the primary concern of
this process, with some consideration
for structural issues.
9. ī§ Removes extraneous information.
ī§ Increases time on specific issues
instead of multiple issues.
ī§ Allows for completion of specific,
institution specific mandates.
ī§ Increases professional development
of learning skills.
ī§ When performed during an ongoing
course, it highlights specific issues
that may have been forgotten.
11. ī§ Timeline (how long will you take to
evaluate your course?).
ī§ Weeks, months, semesterâĻ
ī§ Reviewing an active course is
preferable.
ī§ Schedule (at what times will you
evaluate your course?).
ī§ Best practice shows that course work
time should be scheduled.
ī§ Evaluation and review time should
also be scheduled.
ī§ Build this in to your schedule.
12.
13. ī§ Personal reflection
ī§ Start with a reflection of issues from
previous semesters.
ī§ Try to identify past âpain points.â
ī§ If you keep a folder of emails, this can
be a useful tool in reflection.
ī§ Active review
ī§ Evaluate your course using the
identified criteria/instrument.
ī§ Identify areas of the course where it
takes extra time (grading, answering
questions, etc.)
14. ī§ Most modern Learning Management
Systems have data analytics.
ī§ Use any advanced analytics to which
you have access.
ī§ Deep analysis is not the only way.
ī§ Quick assessment of data:
ī§ Students are consistently achieving
low scores on a test, quiz, assignment,
etc.
ī§ Students are consistently achieving
high scores on a test, quiz,
assignment, etc.
15.
16. ī§ Unsolicited feedback.
ī§ Perform formative student feedback
2-4 times during a semester.
ī§ Questions:
ī§ What is the most important
(significant, useful, meaningful, etc.)
thing you learned?
ī§ What was the central point of this
(module, chapter, unit, etc.)?
ī§ What question(s) still remain?
ī§ Is there anything you did not
understand?
17.
18. ī§ These notes will be your blueprint
for your implementation of revisions.
ī§ How to use them in the future.
ī§ A change log that shows what you
modified.
ī§ A blueprint for issues that exist in
other courses.
ī§ To identify areas to avoid when
developing future courses.
ī§ Record observations in an easily
accessible place.
ī§ LMS Notes.
19. Ahlin, K. M., P. (2017). Using Formative Student Feedback: A ContinuousQuality Improvement Approach for Online CourseDevelopment.
Baldwin, S., Ching, Y.-H., & Hsu, Y.-C. (2018). Online course design in higher education: A review of national and statewide evaluation instruments. TechTrends, 62(1),
46-57.
Bezuidenhout, A. (2015). Implications for academic workload of the changing role of distance educators. Distance Education, 36(2), 246-262.
doi:10.1080/01587919.2015.1055055
Czerkawski, B., & Lyman, E. (2016). An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments. TechTrends: Linking
Research & Practice to Improve Learning, 60(6), 532-539. doi:10.1007/s11528-016-0110-z
Debattista, M. (2018). A comprehensive rubric for instructional design in e-learning. International Journal of Information & Learning Technology, 35(2), 93-104.
doi:10.1108/IJILT-09-2017-0092
Dunlap, J., Verma, G., & Johnson, H. (2016). Presence+Experience: A Framework for the Purposeful Design of Presence in Online Courses (87563894). Retrieved from
https://unk.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=113838346&site=ehost-
livehttps://link.springer.com/content/pdf/10.1007%2Fs11528-016-0029-4.pdf
Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95, 270-284.
doi:10.1016/j.compedu.2016.01.014
Margolis, A. R., Porter, A. L., & Pitterle, M. E. (2017). Best Practices for Use of Blended Learning. American Journal of Pharmaceutical Education, 81(3), 1-8.
McCarthy, J. (2017). Enhancing feedback in higher education: Studentsâ attitudes towards online and in-class formative assessment feedback models. Active Learning
in Higher Education, 18(2), 127-141. doi:10.1177/1469787417707615
PÃĄstor, D., JimÊnez, J., GÃŗmez, O. S., & Isotani, S. (2018). New Perspectives in Instructional Design using Semantic Web Technologies: A Systematic Literature Review.
Nuevas perspectivas en diseÃąo instruccional usando tecnologÃas de la web semÃĄntica: Una revisiÃŗn sistemÃĄtica de literatura., 36(1), 215-239.
Shaver, D. (2017). The Added Value of Conducting Learning Design Meeting to the Online Course Development Process. TechTrends: Linking Research & Practice to
Improve Learning, 61(5), 438-443. doi:10.1007/s11528-017-0205-1
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doi:10.1016/j.stueduc.2016.10.001
20.
21. ī§ With the prep and evaluation
completed, this should be the easier.
ī§ Remember to use your campus
resources for difficult revisions:
ī§ Instructional Designers
ī§ Instructional Technologists
ī§ Content Developers
ī§ Colleagues
ī§ Revision is an ongoing process.
ī§ Keep your notes.