A CAUDIT Webinar investigating the findings of the ACODE sector scan on online proctoring tools being used in Australasia for online exams. It looks at the issues risks and affordances
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Presentation of Simon Paul Atkinson for EDEN's Education in time of pandemic webinar series on 'How to engage and support students online' - 27 April 2020, 17:00 CEST
More info:
https://www.eden-online.org/how-to-engage-and-support-students-online/
Presentation of Inge de Waard for EDEN's NAP webinar on 'Student Evaluation during & after COVID19' - 22 April 2020, 15:30 CEST
More info:
https://www.eden-online.org/student-evaluation-during-and-after-covid-19/
Bridging the Accessibility Gap: Improving Communication and Collaboration wit...Patrick Loftus
When it comes to accessibility at your institution, how confident are you that administration, faculty, and disability services are all on the same page?
Utah Valley University's (UVU) Accessibility Services Department is working to promote universal access for all students by tying accessibility for students with disabilities to the university's Inclusion Initiative action plan.
Based on a campus-wide faculty survey at UVU, this session will strategize ways to get buy-in from the top down by getting familiar with institutional and departmental goals, clearly demonstrating the close connection between accessibility and fulfillment of those goals, and understanding it’s not always what we say but how we say it that matters most.
Covered in this session:
How to alleviate faculty concerns regarding accessible curriculum
How to tie accessibility to institutional and departmental goals
What to say and how to say it to get buy-in from the top down
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
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Presentation of Simon Paul Atkinson for EDEN's Education in time of pandemic webinar series on 'How to engage and support students online' - 27 April 2020, 17:00 CEST
More info:
https://www.eden-online.org/how-to-engage-and-support-students-online/
Presentation of Inge de Waard for EDEN's NAP webinar on 'Student Evaluation during & after COVID19' - 22 April 2020, 15:30 CEST
More info:
https://www.eden-online.org/student-evaluation-during-and-after-covid-19/
Bridging the Accessibility Gap: Improving Communication and Collaboration wit...Patrick Loftus
When it comes to accessibility at your institution, how confident are you that administration, faculty, and disability services are all on the same page?
Utah Valley University's (UVU) Accessibility Services Department is working to promote universal access for all students by tying accessibility for students with disabilities to the university's Inclusion Initiative action plan.
Based on a campus-wide faculty survey at UVU, this session will strategize ways to get buy-in from the top down by getting familiar with institutional and departmental goals, clearly demonstrating the close connection between accessibility and fulfillment of those goals, and understanding it’s not always what we say but how we say it that matters most.
Covered in this session:
How to alleviate faculty concerns regarding accessible curriculum
How to tie accessibility to institutional and departmental goals
What to say and how to say it to get buy-in from the top down
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
Project Red: 9 Technology Practices That Improve Education the Mostsocrato
Schools are in a technology implementation crisis. While education technology best practices have a significant positive impact, they are not widely and consistently practiced. The Project Red Research documents nine key implemntation factors are linked most strongly to education success.
• Very few schools implement technology properly despite knowing that technology improves learning only when deployed frequently in appropriate learning environments.
• Very few schools implement most of the key implementation factors (KIFs) despite previous large investments in infrastructure and hardware.
Online Student Engagement and PlatformsLeneka Rhoden
Due to COVID-19, Student Engagement has been rather difficult especially virtually. This presentation will walk you through platforms that are easy to use and will allow you to improve your student engagement strategies once incorporated. The key features and capabilities of each platform are outlined with tips to best use them.
Our journey: representing, reflecting on and learning from student journeysJisc
A presentation from Connect More by Tim Coughlan and Kate Lister from The Open University
Every student has unique circumstances, experiences, challenges and goals, and these are often invisible to educators and staff working to support them. Our Journey is a creative and flexible tool for students to map, log, plan and represent their study journey. This enables students to reflect on their experiences, celebrate their achievements and identify skills gained through overcoming challenges, all of which contribute to positive mental wellbeing and growth mindset.
Meanwhile, educators can learn from representations of student journeys, meaning the design of programmes, classes and study support can be informed by student voice and experience.
Finally, when student journey representations are shared by students and educators as a co-owned artefact, this can build a powerful, reciprocal learning relationship in which students are supported to succeed.
Here is Alex Thrower's presentation from the National Learning Platforms Conference
Alex spoke in the Adopt session titled 'The impact of good parental involvement'
In their own words: Understanding and Enhancing Our Students’ Experience of B...linzii
Presentation at the Blackboard T&L Conference, 2012. Antwerp. Examines local and national drivers of VLE adoption and the importance of understanding the student (and staff) user experience. Reflects on how evaluation of technology and innovation has changed over time and focuses on the annual EHU student elearning survey which is now providing longitudinal data of use adn expectations. Describes how the survey data is used to inform change.
Presentation of Orna Farrell for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/
The State of Closed Captioning in Higher Education3Play Media
How are schools handling captions? How do captions improve learning for college students? Where does the budget come from? To what extent is captioning motivated by fear of litigation?
Presenting on the results from two national research studies and a survey on closed captioning in higher education, Katie Linder from Oregon State University Ecampus Research Unit and Lily Bond from 3Play Media will look at the current state of closed captioning in 2017 at colleges and universities across the US.
Together, these surveys provide a clearer picture of the benefits, solutions, complications, and direction of closed captioning in higher education.
This presentation will cover:
How and why students are using closed captioning
Perceived benefits of captioning beyond accessibility
How colleges and universities are handling closed captioning
Current successes and limitations of captioning in higher ed
Comparison of captioning practices for face-to-face, online, and institutional marketing content
How colleges & universities perceive and react to legal requirements for captioning
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
A presentation delivered on the Learn Live Stage at BETT 2017 on Learning Spaces in Higher Education, the Challenges, Benefits and meaning to Educational Development
Innovative approaches to cross-campus delivery of learningJisc
Speaker: Dan Pearson, principal and chief executive, USP College
USP College was formed in 2017 following the merger of Seevic College in Benfleet and Palmers College in Grays. The college provides career focussed learning giving students the skills employers need, with students not only gaining formal qualifications but developing professional skills desired by businesses.
Dan Pearson, principal and chief executive, explains how the merger has given rise to new opportunities to create a network of expert teachers. Using cutting edge technology, the college crafted a strategy to provide group learning over distance, providing solutions to teacher shortages and small class sizes.
Project Red: 9 Technology Practices That Improve Education the Mostsocrato
Schools are in a technology implementation crisis. While education technology best practices have a significant positive impact, they are not widely and consistently practiced. The Project Red Research documents nine key implemntation factors are linked most strongly to education success.
• Very few schools implement technology properly despite knowing that technology improves learning only when deployed frequently in appropriate learning environments.
• Very few schools implement most of the key implementation factors (KIFs) despite previous large investments in infrastructure and hardware.
Online Student Engagement and PlatformsLeneka Rhoden
Due to COVID-19, Student Engagement has been rather difficult especially virtually. This presentation will walk you through platforms that are easy to use and will allow you to improve your student engagement strategies once incorporated. The key features and capabilities of each platform are outlined with tips to best use them.
Our journey: representing, reflecting on and learning from student journeysJisc
A presentation from Connect More by Tim Coughlan and Kate Lister from The Open University
Every student has unique circumstances, experiences, challenges and goals, and these are often invisible to educators and staff working to support them. Our Journey is a creative and flexible tool for students to map, log, plan and represent their study journey. This enables students to reflect on their experiences, celebrate their achievements and identify skills gained through overcoming challenges, all of which contribute to positive mental wellbeing and growth mindset.
Meanwhile, educators can learn from representations of student journeys, meaning the design of programmes, classes and study support can be informed by student voice and experience.
Finally, when student journey representations are shared by students and educators as a co-owned artefact, this can build a powerful, reciprocal learning relationship in which students are supported to succeed.
Here is Alex Thrower's presentation from the National Learning Platforms Conference
Alex spoke in the Adopt session titled 'The impact of good parental involvement'
In their own words: Understanding and Enhancing Our Students’ Experience of B...linzii
Presentation at the Blackboard T&L Conference, 2012. Antwerp. Examines local and national drivers of VLE adoption and the importance of understanding the student (and staff) user experience. Reflects on how evaluation of technology and innovation has changed over time and focuses on the annual EHU student elearning survey which is now providing longitudinal data of use adn expectations. Describes how the survey data is used to inform change.
Presentation of Orna Farrell for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/
The State of Closed Captioning in Higher Education3Play Media
How are schools handling captions? How do captions improve learning for college students? Where does the budget come from? To what extent is captioning motivated by fear of litigation?
Presenting on the results from two national research studies and a survey on closed captioning in higher education, Katie Linder from Oregon State University Ecampus Research Unit and Lily Bond from 3Play Media will look at the current state of closed captioning in 2017 at colleges and universities across the US.
Together, these surveys provide a clearer picture of the benefits, solutions, complications, and direction of closed captioning in higher education.
This presentation will cover:
How and why students are using closed captioning
Perceived benefits of captioning beyond accessibility
How colleges and universities are handling closed captioning
Current successes and limitations of captioning in higher ed
Comparison of captioning practices for face-to-face, online, and institutional marketing content
How colleges & universities perceive and react to legal requirements for captioning
Learning Spaces - the Final Frontier in Educational DevelopmentSantanu Vasant
A presentation delivered on the Learn Live Stage at BETT 2017 on Learning Spaces in Higher Education, the Challenges, Benefits and meaning to Educational Development
Innovative approaches to cross-campus delivery of learningJisc
Speaker: Dan Pearson, principal and chief executive, USP College
USP College was formed in 2017 following the merger of Seevic College in Benfleet and Palmers College in Grays. The college provides career focussed learning giving students the skills employers need, with students not only gaining formal qualifications but developing professional skills desired by businesses.
Dan Pearson, principal and chief executive, explains how the merger has given rise to new opportunities to create a network of expert teachers. Using cutting edge technology, the college crafted a strategy to provide group learning over distance, providing solutions to teacher shortages and small class sizes.
Interestingly, what was conceived as being good online learning pedagogy, say 5 years ago, is now being challenged by newer student-centred approaches that have evolved in learning and teaching, linked with the new technologies that have advanced to help us do this. These technologies now allow students to work more collaboratively in more authentic ways. That is, how they might work collaboratively in the workplace. What has also changed is the emphasis on the student and how providing them with a greater level of agency in their learning presents more traditional educators with new challenges. This presentation looks at some options for those looking to understand and meet those challenges head-on. We will consider how changing just one or two assessments to be more authentic, in the first instance, may help you recreate your practice over time. Who knows, some of the student-centred learning approaches suggested may even make your assessments more robust, with students less likely to want to cheat. Either way, engaging with more contemporary learning technologies may allow students to experience a range of authentic solutions that you might also benefit from in the future.
A TOUR OF THE STUDENT’S E-LEARNING PUDDLEacijjournal
E-learning has revolutionized our realm in more than just a listable number of ways. But it took a
paradigm shift when it entered the threshold of the varsity system. With the prevailing spoon-feeding era,
are the students really industry ready? We answer that by confirming afact: web-based learning has
become the oxygen of freshers in the IT Industry instead of the traditionallearning done through
graduation. Furthermore, are university enforced e-learning assessment systems a true representation of a
student's proficiency? This paper is a peep into what web-based e-learning systems are to a student of
today's world, by giving an overview of university-level e-learning in India deploying an example from
SRM University's organizational framework. It assesses a key e-learning trend, the implementation of
which bridges the gap between universities and the industry. It is proposed to provide constructive
feedback to the e-learning community and shine some light on areas of scope for future developments.
THE WEB-BASED EDUCATION JOURNEY: A CONSTANT LIFELINEcscpconf
E-learning has revolutionized our realm in more than just a listable number of ways. But it took
a paradigm shift when it entered the threshold of the varsity system. With the prevailing spoonfeeding
era, are the students really ¬industry ready? We answer that by confirming a fact: webbased
learning has become the oxygen of freshers in the IT Industry instead of the traditional
learning done through graduation. Furthermore, are university enforced e-learning assessment
systems a true representation of a student's proficiency? This paper is a peep into what webbased
e-learning systems are to a student of today's world, by giving an overview of universitylevel
e-learning in India deploying an example from SRM University's organizational
framework. It assesses a key e-learning trend, the implementation of which bridges the gap
between universities and the industry. It is proposed to provide constructive feedback to the elearning
community and shine some light on areas of scope for future developments.
11 Challenges in Education Industry (With Solutions)Kavika Roy
Stats report that 65% of educators across the globe are looking for ways to make their lectures more engaging and employ modern digital solutions for teaching. The reason is the competition to leave a mark amongst the top players providing the best education services.
Furthermore, the EdTech software market is projected to register a (CAGR) of 19.9% from 2021 to 2028. Further, if the projections are realized, the revenues would show year-on-year growth of more than 200 million dollars.
While stats and the popularity of EdTech are painting an interesting picture, the ground reality is still in stark contrast. Educators across the globe are still stuck with the age-old syllabi, traditional evaluation methods, and effort-hogging paper generation routines that are loaded with redundancy.
https://prepai.in/blog/challenges-in-education-industry/
This session will raise awareness of what inspectors will be looking for in regard to effective use of technology.Delegates will gain a greater understanding of: Where technology fits within the Common Inspection Framework (CIF) in England;Questions inspectors might ask;Effective use of Virtual Learning Environments (VLEs) to support teaching learning and assessment;Use of social media, mobile technologies in teaching and learning;Examples of good practice.
A presentation to the Learning Technologies Advisory Group at Edith Cowan University, that considers some recent innovations and the what allowed those innovations, AI generated teaching content, The metaverse,
Assessment now and the next big ideas
Tools and Method to Implement an Effective Hybrid CourseDr. Walter López
This presentation proposes six steps to design an effective distance education course in the hybrid modality. During this presentation we will describes the characteristics of Millennial students, define Distance Education, show you the steps of how to implement the hybrid course effectively and recommend some tools available online.
Based on data form a range of ACODE Surveys over the last 12 months, and other industry data, there have been some distinct trends emerge that suggest that institutions are taking a fresh look at how they conduct teaching and assessment, longer term. Much of this has been predicated on what was necessary to deal with lock-down situations due to COVID-19, but more recently this has allowed institutions to consider the longer-term advantages in accommodating different forms of assessment, those that have traditionally fallen out of what was considered ‘normal’, most notably the ‘exam’. This shift in thinking has also extended to what institutions considering different forms of delivery of their core content, with there being a distinct shift away from what has been the mainstay for centuries, the ‘Lecture’. This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. This presentation with provide a summary of some of the key data and share some examples of how some institutions are approaching the next few years, as uncertainty around the short-term future of in-person learning and teaching persists.
Feedback to students on their work and attainment is at the centre of successful learning in higher education. However many top rated universities find it hard to match high levels of student satisfaction with teaching and learning in general with levels of satisfaction in assessment and feedback. There are many factors which impact the quality of the feedback, and at UEA we are keen that the opportunities to enrich through digitisation are not constrained to the replication of previously paper based practices. For this reason we have initiated a project to harness all of Blackboardäó»s interactive tools to raise the quality of feedback. The overall aim of the project is to embed assessment and feedback in teaching and learning, so that feedback becomes a dialogic process and not a product in itself. This presentation is a report on our progress so far and looks at a range of interventions and their results, as we scale up to campus wide integration of Blackboard assessment and feedback tools. The evidence of impact comes from the academic community and students. We welcome interaction from fellow delegates during the presentation, as we discuss how Blackboard supports us to move forward with feedback.
Sankey, M. 2023. Creating a new culture around authenticity and generative AI. Research Bazaar Northern Territory. Charles Darwin University. Darwin. 25-26 October.
Sankey, M. 2023. Reimagining authentic curriculum in the age of AI. Exploring AI in Education: Leveraging AI to transform teaching and learning outcomes. The Sydney Boulevard Hotel. 24-25 November.
Sankey, M. 2023. Embracing student innovation in the age of Generative AI (Keynote Presentations). The 2023 WATTLE forum: InspirEd Horizons: Embracing Educational Innovation and Generative AI. University of Wollongong. 25 September.
Presented at the Anthology – Innovate & Educate Australia – 2023. In this presentation I’ll lay foundation of the role academic integrity plays in relation to Generative AI and what this means for authentic assessment.
It will then provide examples of some contemporary approaches to the use of Generative AI in Assessment, from across the sector and,
in this particular case, we will consider what this might look in the Ultra platform.
I’ll provide a sector perspective as to what 34 of our Australian Uni’s are doing in relation to this. Based on the findings of a very recent sector-wide survey of Directors of TEL, conducted under the auspices of ACODE.
This presentation considers some recent innovations and what has allowed them to work in education thanks to technology. It then discusses key technologies and practices and assessment integrity & AI generated content. Lastly it looks at what’s the next big thing for technology enhanced learning.
Technology & Social Inclusion: Enhancing the First Year Experience
• Overview of current technology trends in higher education and their impact on student social inclusion
• Examples of successful technology-based initiatives aimed at improving the first-year experience for students
• Potential challenges and ethical considerations related to the use of technology for social inclusion
• Strategies for integrating technology into existing programs and resources to promote social inclusion
• Future directions for technology-based initiatives in promoting social inclusion in first year experience.
Presented at: ENHANCING STUDENT RETENTION & SUCCESS THROUGH FIRST YEAR EXPERIENCE, ORIENTATION AND SOCIAL INCLUSION: 2023. SkillingSA
Prof Michael Sankey, Director: Charles Darwin University
A presentation on what authentic assessment may look like in a post ChatGPT world. Presented on the 26 July to an Educational Design Workshop held at Charles Darwin University. His ten priorities for assessment include:
- Reduce emphasis on final high-stakes exams
- Reduce propensity for wide-spread quizzes for key assessments
- Look for opportunities for program-wide assessments (alignment across units)
- Weight assessment aligned with level of learning
- Increase emphasis on formative feedback for learning (feedback literacy)
- Designing active, collaborative, authentic assessment
- Increase the use of WIL, group and peer assessment
- Increase ‘assessment for inclusion’
Increased use of multimodal assessment
- Reduce essays and long form text that can be easily cheated
A presentation to the Academic staff of SISTC (Sydney International School of Technology and Commerce) on different techniques to adopt to work with Generative AI, such as ChatGPT and to consider different forms of assessment.
Slides from my ACODE Presidential Address at the THETA Conference in Brisbane.
Sankey, M. 2023. ACODE Presidential Address. HETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April.
Sankey, M. 2023. Embracing AI for student and staff productivity. THETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April.
Abstract: ChatGPT, and more broadly AI Transformers, has put the cat among the pigeons over recent months. Institutions are looking at different ways to provide the best possible advice to our staff and students. There is now consistent agreement, there can potentially be very positive outcomes for both students and staff, but we first need to understand this as a community. The theme of the ACODE 88 Meeting 2 March 2023 was ‘Embracing AI for student and staff productivity’. As this workshop we had some 200 participants; Director of TEL, Managers and Educational Designers, all bringing perspectives from their own institutions, to benchmark and understand were we stand on this complex, but exciting issue. As an output from this workshop, ACODE have developed a White paper, to help provide the sector with a way forward, one developed together.
A presentation to the The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March
The presentation considers:
- The rise of the skills economy in Australia and the Universities Accord
- The role Microcredentials will play in this
- The Governments Microcredentials Framework
- Development of the national MicroCredSeeker portal
- Grants and funding availabl from the government to build new industry-linked credentials
- and some future directions.
please cite: Sankey, M. (2023). Slowly moving from strength to strength: Micro-Credentials Downunder. The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March
Rethinking (higher) education ideas to stimulate challenging conversations.Charles Darwin University
Please cite: Sankey, M. (2023) Rethinking (higher) education ideas to stimulate challenging conversations. Education for the digital world: Transformation accelerator - learning session 3. University of Adelaide. 17 March.
A presentation to the University of Adelaide Leadership team.
The University has embarked on a Transformation Accelerator journey to design a future-fit Education for a Digital World strategy. The accelerator process involves five intensive co-design sessions that bring together more than 30 design participants from across the University, including Academic and Professional staff and Students. Participants have been challenged to be bold to formulate a distinctive and future-fit learning experience for future University of Adelaide learners, staff and stakeholders.
Three design sessions have now taken place, which have focussed on the future of education and the perspective of future learners. Inputs have included the CSIRO megatrends that might alter the landscape of higher education, drawing on a variety of experts and hearing from current and future students and prospective industry employers. Future learner profiles also provided an understanding of how our future learners will consume education.
A series of guest speaker sessions have been arranged for participants and wider University colleagues, covering a diverse range of relevant topics.
This presentation focuses on 6 trends in Australia:
- The rise of the skills economy
- The real possibilities of Microcredentials
- The challenge of AI – Learning tools, Analytics & Cheating
- The true hybridization of learning opportunities
- Getting real about First Nations Knowledges and diversity
- The work readiness of our graduates
Providing examples and considerations.
This presentation was delivered to the James Cook University Scholarship of Teaching and Learning Community of Practice (COP) on the 13 October 2022. It talks though what SoTL is, the benefit to Academic staff from different disciplines and the definite this can have to the University. It provides examples and anecdotes of practice and how this could be applied in and across academic discipline practices. A video of slightly a different version of this presentation can be accessed from https://youtu.be/qy6E57CyAOM
Slide 12 citation: Pienaar, J., & Clifton, D. (2018). Scholarly activity and the scholarship of learning and teaching. Central Queensland University (this may not be the exact title, description supplied by author).
A contribution to the 'Higher education microcredentials in Australia and India: Challenges, opportunities and change'. Hosted by the Australia India Institute at the University of Melbourne and the Australian Government Department of Education. 20 September 2022. https://aii.unimelb.edu.au/webinar-higher-education-microcredentials-in-australia-and-india-challenges-opportunities-and-change/
Re-discovering authentic, collaborative and active learning within a TEL ecologyCharles Darwin University
Presented at the Blackboard/Anthology Annual Teaching and Learning Conference 24 & 25 August 2022.
Abstract: It’s not easy to rethink teaching and assessment, particularly when not trained to do so. Or what you’ve been doing still seems to work OK. But contemporary education has been quietly moving on in most disciplines. Not the least reason being, academic integrity, preparing students for the world of work and a push to provide constructively aligned curriculum to help students position themselves for this. This shift involves new technologies, that provide new options for users that didn’t exist in the past. This presentation will highlight a range of approaches to teaching and assessment that have been used for decades in traditional classrooms, but post-COVID we now look at them through a new set of glasses that highlight their value in the virtual classroom. The aim is to stand on the shoulders of those who have gone before, to learn from them, and not consigning what they did to the history books, just because ‘we now teach online’.
Advancing Hybrid Delivery: Viewing Lessons From the Past ButSeeing Them Thro...Charles Darwin University
A presentation at the 3rd APAC Virtual Campus Forum on July 26th-28th, 2022.
This presentation: The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
Academic integrity, cheating vs authentic assessment
Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
We will look at some things that were old but are now new again.
Advancing knowledge by learning from the past, but by seeing this through TEL...Charles Darwin University
This was a presentation at the Exploring Boundaries of Global Citizenship conference being run by Swinburne Vietnam.
In this presentation I look at:
The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
1) Academic integrity, cheating vs authentic assessment
2) Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
We will look at some things that were old but are now new again
Strategies for trusting online assessment in the age of artificial intelligen...Charles Darwin University
Sankey, M. (2022) Strategies for trusting online assessment in the age of artificial intelligence (AI). University of Divinity professional development webinar. 1 July.
The necessity for us to rethinking assessment in the light of current trends. We’ve been slowly shifting the goal posts for a number of years now. But why? Academic integrity, cheating vs authentic assessment. Preparing students for the world of work. This shift has partly occurred due to the advent of new technologies and AI. Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past. We will look at some things that were old but are now new again.
Viewing assessment through different coloured glasses: Authentic, collaborati...Charles Darwin University
ankey, M. 2022. Viewing assessment through different coloured glasses: Authentic, collaborative and active. inspirED 2022: Evidence-based practices for the new era of student-centered learning. Virtual Conference. 24-25 May.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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.
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.
1. CAUDIT Webinar | ACODE
Online Proctoring
Professor Michael Sankey
Director, Learning Transformations
President, Australasian Council on Open,
Distance and eLearning (ACODE)
2. Overview
• Fortunately, we all have pretty robust LMS’s that double as online classrooms
• The one where people put up PDFs and PowerPoints and call it online learning
• The last 10 years have seen quite an improvement in how we use these spaces
• Despite this we have 1000’s of staff in the
sector that engage very little in ‘teaching’
online, as distinct from supporting teaching
in an online space
• Last 3 w’ks we have had 100’s of staff trained
https://arthistory.umd.edu/eventinfo/collaboratory-presents-online-teaching-best-practices-and-how-tos
michael_sankey
3. ACODE sector scan Oct/Nov
• 27 Uni’s
• 14 tools examined in trial (most) or in production
• Common Issues:
• Infrastructure for scaling up to support BYOD, eg
sufficient power points in rooms
• Networked PC labs only – wireless use for BYOD
has caused problems not yet solved
• Struggling to find system that can support diagrams,
annotation, maths formulae, etc
• Students not having appropriate equipment
• Strong preference for more authentic assessment
michael_sankey
• Inspera
• Safe Exam Browser
• ProctorU
• ExamSoft
• RPNow
• Tao
• Cadmus
• Respondus lockdown
• Exam4
• QMoD
• Home grown tool
• GradeScope
• Examity
• Proctoria
5. Summary
• Over recent weeks there has been quite the fracas on how we are scrambling to get
exams on-line quickly, with various proctoring solutions being hastily looked at.
• Some getting over 100 queries a day from potential new customers.
• Most solutions need a webcam (not a tablet),
a stable internet connection (increasingly
problematic) and to do this in isolation.
• No one size fits all solution, but one thing
we can’t allow is for the technology cart
to be put in front of the pedagogical horse.
michael_sankey
6. Summary continued
• We know proctoring solutions work; we’ve been trialling them for a while
• But not run-out at scale (except of UNE). And their students are well informed
that this is what they are signing-up for.
• Not so our on-campus student some of whom do not have a computer with a
webcam or a stable internet connection (just watch the news).
• They are already stressed out, now we are asking them to participate in a largely
foreign form of assessment (an on-line proctored exam).
• Sure, there is professional accreditations at stake, but only a minority
• So, we can look to provide alternative assessment opportunities for our students.
• Yes, it will take a bit more time but our students are the ones we need to be really
concerned about here.
michael_sankey
7.
8. One ACODE Rep wrote
• Don't. Just don't. We are in the midst of a global pandemic the like of which we have
never seen. People are dying, people are seriously ill. As academics and employees of
universities we are extremely privileged. We will nearly all have a safe place to live, a
roof over our heads, a space to work, a continuing income and food to eat. The same is
not true for many students. Some are still in a flat with 6 others all trying to use the
same internet to watch hours of recorded lectures. Some are back home, maybe
looking after siblings while parents do essential work, maybe back in a small bedroom
trying to organise study. Some will end up dealing with family or friends falling ill and
possibly dying. At 18, 19, 20 years old. I could go on. I shouldn't need to.
michael_sankey
• A survey 12 days ago in a computing science school found that more than 5% of
students were unable to successfully participate in online activities with the access
they had at home.
9. From the Uni that does a lot of this
Hi Michael, Our experience at UNE over the last 2-3 years of our Online Exams project
can be summed up with just one thing - be very careful not to treat the
implementation of online exams just as a technology procurement project. It is
primarily a communications and change management exercise. This isn't just about
"buying the car", rather staff and particularly students must "learn to drive it". If they
aren't given opportunities to do that, the best remote proctoring service in the world
won't avoid the conflation of exam anxiety with 'new technology' anxiety, and you'll
have a group of very stressed and very angry students headed for a very bad
experience. I think it will help the teams implementing online exams hugely if
CTOs/CIOs understand that.
michael_sankey
10. • Consider the students who have a disability and AIP and require accessible
technologies. There may be students who rely on the university provisioning
this technology during exams.
Some other concerns
michael_sankey
• Are there any technologies already available within the digital ecosystem at
the institution that support students with hand-written worked
examples? Students may be required to submit workings, calculations,
proofs or justifications for their answers. If this is required, there will need to
be a process provided for the online submission of the drawing or
handwriting of any diagrams/symbols.
11. • Could you provide a clear list of any technologies likely to be required that will (or
will not) operate in China
• Are there any existing technologies in your stacks (other than online proctoring)
that might be useful as short term fixes for lightly invigilated remote virtual
exams. e.g. are their monitoring and/or screen/desktop observation tools that an
invigilator might use to spot check student activity during the exam conducted via
Zoom or another conferencing technology?
Are there other tools CAUDIT?
michael_sankey
12. • The use of proctoring tools is problematic at scale for both the service
itself and for the university. We recommend caution. As many
universities will be moving to this option over the next few weeks, it
would be unlikely that proctoring solutions will be able to meet demand
globally
Proctoring tools (from ACODE 81)
michael_sankey
13. Exams
• Instead of in person exams, or employing expensive proctoring
software solutions, you could use the quiz tool in the LMS in
conjunction with Zoom (or its equivalent) so tutors/teachers can at least
watch the face of the students undertaking these quizzes. Realistically,
this could be done with classes of up to 16, or if multiple staff were
watching, up to 30 at one time
michael_sankey
14. • Run alternate assessments meeting the same learning outcomes, of
smaller multiple stakes assessments, to meet the same ends. For
example, where they might be a 60% exam these could become three
assessments of 20% each run over successive weeks
Breaking exams up
michael_sankey
• Randomise and tightly time questions in the LMS quiz tool, limiting the
opportunity for students to refer to other students or resources. One
would need to be realistic in the timings and warn students beforehand
16. WIL it work or WIL it not work
• Alternate assessments for work integrated learning (WIL) could consider
freely available simulation labs that can be downloaded and run from
their own sites or through the LMS. Asking students to reflect on the
activities in these simulations could provide an adequate approach in
the short term
michael_sankey
17. Use of more audio based assessments
• All students have mobile devices, where they may not all have laptops
with cameras in them. A possible solution to this is to use the audio
capability of their mobile devices, in relation to assessment. For example,
students could be asked to respond to long-form answers via audio or
video recording that could then be submit through the institutions LMS
michael_sankey
18. Using multiple scenarios
• With many professional bodies relaxing their strict requirements for
proctored exams, take home, or open book exams could be considered. If
this is the case it would be suggested that instead of providing just one
scenario, multiple scenarios could be deployed
michael_sankey