Learning Outcomes Assessment
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Presentation given at D2L's Fusion conference in 2014 around the work that our university is doing on Learning Outcomes Assessment.
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K-12 Virtual Schools Share their Research Needs (Pt. 1 of 4)
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As part of the MVLRI Research Webinar Series, we will be hosting a series of webinars dedicated specifically to K-12 virtual schools and their research needs. This series devoted to introducing the K-12 online and blended learning research community to a variety of virtual schools and their research needs. The first installment was presented by Ryan Gravette and Jeff Simmons of Idaho Digital Learning Academy, Cindy Hamblin of Illinois Virtual School, and Dr. Joe Cozart from Georgia Virtual School.The DeL peer mentoring scheme for 2021-2022
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Modelling openness: Developing the Digital Fluency course at OUT
It is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision.
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The University of Wisconsin Flexible Option competency-based programs enable students to earn their degrees by demonstrating knowledge and concrete skills at their own pace. As part of the enrollment process, a student is assigned to an Academic Success Coach, and both will work together to develop an Academic Plan of Study (APS) that determines the number of competency-based projects in which the student will enroll over the span of three months to one year. The APS also serves as a foundation for the registration process for a 3-month subscription period within that year. Explore how the University of Wisconsin-Extension Registrar's Office works with Academic Success Coaches and their students using an extended Salesforce HEDA model, Opportunities, and Course Connections for the academic planning and registration process.
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Universities with existing IEPs are being targeted by corporate educational services providers for partnerships, resulting in credit-bearing matriculation pathway programs for international students who still require ESL support. In this colloquium, directors of various university-based IEPs in the United States share perspectives vis-à-vis their university-developed alternatives to corporate partnership models.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Learning Outcomes Assessment
- 1. Learning Outcomes at McMaster University Lavinia Oltean, McMaster University Jon Kruithof, McMaster University
- 2. Background Story • Gov’t of Ontario was giving money to various projects around productivity and innovation • University of Guelph and four other D2L clients (McMaster, Mohawk College, Waterloo, Wilfred Laurier) part of the project to work with D2L to improve Analytics/Insights
- 3. Timeline • September 2013 – submit proposal for funding • November 2013 – proposal accepted • November 2013 – budget for spending from April 2013, write a mid term report • March 2014 – budget for spending up until March • June 2014 – start doing the work
- 4. Life Sciences • Looking for alignment between course & program outcomes • Fall 2014 – one course, one outcome • Winter 2015 – three courses, five outcomes • Spring/Summer 2015 – five courses, all outcomes • Fall 2015 – full program
- 5. Geography and Earth Sciences • Looking for alignment between course & program outcomes • Fall 2014 – four course, two outcomes • Winter 2015 – six courses, three outcomes • Fall 2015 – all courses, all outcomes
- 7. Org Structure • Create “shadow” structure to the Org – In our case Program • Add competencies at the Org level • Add competencies at the Program level • Add objectives at the Template level • Add activities at the Course Offering level • Connect Offering > Template > Program
- 8. Report
- 9. Lessons Learned • Logic of Competencies are too rigid • Year over year? How to manage? • Introduced/Practiced/Mastered classification • Global reporting was slow – Fixed by D2L • Structure of D2L system can be flexible – Using the DOME/OrgUnit Editor to connect courses allows for multiple levels of reporting
- 10. What’s Next - Engineering • 140 external standards that need to be assessed per student • 4 levels of achievement – will be assessed with different competencies… – Problematic as reporting will not recognize two “distinct” competencies are related (eg. Level 1 – Numeric Literacy and Level 2 – Numeric Literacy)
- 11. What’s Next - Continuing Education • Fall 2014 will compare/contrast same course delivered in a blended approach and a face-to- face approach
- 12. Beyond “Next” • Extending to Nursing, MedRadSci – Both programs have external accreditation that must be reported to – Both have unique challenges in the types of information they require • Reporting back to D2L