This document discusses assessment in higher education. It begins by listing some of the purposes of assessment, such as motivating students and providing feedback. It then discusses what makes a good assessment, including validity, reliability, practicality, and ensuring assessments are accessible and inclusive. The document also covers topics like grading criteria, plagiarism, and the importance of feedback. It provides references from other authors on issues and principles related to assessment in higher education.
As a Team-Based Learning educator and entrepreneur, I present workshops for educators to make their classes more engaging. Here is the content for a half day workshop I did at Melaka-Manipal Medical College which takes you through the benefits of TBL as well as the process of implementation. If you would like more information or would like to schedule a workshop email me at brian@intedashboard.com.
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
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
5R Open Course Design Framework, Fall 2015 versionDavid Wiley
A drastically simplified course design framework for use with faculty as they transition from using commercial textbooks in their courses to using open educational resources (OER).
Becoming a Change Agent: Ushering in a New Approach to LearningKarl Kapp
This document discusses how to effectively introduce and promote the adoption of new technologies and innovations. It outlines Rogers' diffusion of innovations theory, including the attributes that make an innovation attractive like relative advantage and compatibility. It also discusses the different types of adopters according to the innovation adoption curve and how to target each group. The technology hype cycle is also explained to show how expectations for a new technology typically follow a pattern from peak to productivity. Overall, the key is to understand what drives adoption, recognize different attitudes towards change, and serve as a role model for the new innovation.
As a Team-Based Learning educator and entrepreneur, I present workshops for educators to make their classes more engaging. Here is the content for a half day workshop I did at Melaka-Manipal Medical College which takes you through the benefits of TBL as well as the process of implementation. If you would like more information or would like to schedule a workshop email me at brian@intedashboard.com.
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
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
5R Open Course Design Framework, Fall 2015 versionDavid Wiley
A drastically simplified course design framework for use with faculty as they transition from using commercial textbooks in their courses to using open educational resources (OER).
Becoming a Change Agent: Ushering in a New Approach to LearningKarl Kapp
This document discusses how to effectively introduce and promote the adoption of new technologies and innovations. It outlines Rogers' diffusion of innovations theory, including the attributes that make an innovation attractive like relative advantage and compatibility. It also discusses the different types of adopters according to the innovation adoption curve and how to target each group. The technology hype cycle is also explained to show how expectations for a new technology typically follow a pattern from peak to productivity. Overall, the key is to understand what drives adoption, recognize different attitudes towards change, and serve as a role model for the new innovation.
L&D Needs to Build Ecosystems for the Future of WorkLearningCafe
Work is becoming more interconnected as the pace of business increases. The Future of work promises to be one that is very different from today. LearningCafe considers that the simple view of organisational learning needs to evolve from a stand alone and linear view to one that recognises this interconnectedness and complexity involved in designing and implementing Learning/HR solutions.
Taking an ecosystem view removes the siloed thinking and recognises the connections, constraints and trade offs involved in designing effective Learning solutions.
In this webinar we discuss with an experienced panel about the Learning ecosystems and how it practically manifests itself in our day to day work.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
Why Should You Offer an OER-based Degree Program?David Wiley
The document outlines reasons why institutions should offer degree programs using open educational resources (OER), including improved student success and savings, increased academic freedom for faculty, and potential increased revenue for the institution. It then provides a framework for developing a sustainable OER degree program, covering goals, leadership, curriculum selection, policies, implementation plans, support structures, and infrastructure needs.
The document discusses different models for technology integration in education based on learning theories. It describes directed technology integration strategies based on behaviorist and cognitive learning theories. It also describes inquiry-based strategies based on constructivist theories from thinkers like Dewey and Vygotsky. Finally, it outlines a Technology Integration Planning (TIP) model with five phases: determining relative advantage, deciding objectives and assessments, designing integration strategies, preparing the instructional environment, and evaluating and revising integration.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 2
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Slides presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U) to Future Ed 2: Making Global Lawyers for the 21st Century, Harvard Law School, October 2010.
This document discusses the early implementation of Achieving the Dream's OER Degree Initiative. It provides an overview of the initiative's goals of launching OER degree programs at community colleges and conducting research on their outcomes. Key points include that the initiative aims to offer at least one OER degree pathway at each college, share educational materials publicly, and ensure support for low-income and minority students. The document also discusses timelines, participating colleges and faculty, approaches to course development and sustainability considerations.
The Innovation Portal is an online platform that connects businesses with a university's faculty to solve problems through various solutions like student projects, research, and consulting. Businesses can post problems on the portal and the faculty works to match problems with appropriate solutions based on the scope and resources required. This provides opportunities for both students and faculty to engage with real-world issues while helping businesses.
1. The document discusses technology enhanced learning (TEL) and online pedagogy, highlighting various models for developing online curricula, including the SOLSTICE model and Salmon's 5 stage model of online participation.
2. It also addresses student expectations of higher education and technology use, noting both opportunities and challenges in connecting with digital native students.
3. Guidelines are provided for effective online discussion, emphasizing the importance of structure, reflection, and facilitating meaningful discourse among students.
The document summarizes a panel discussion from the BIO-LINK SUMMIT on April 18-20, 2012 about bioscience business and education models. The panelists described various models of collaboration between community colleges and businesses, including a contract research organization located within a community college incubator space, a student-run contract manufacturing organization, and a life science business incubator co-located with workforce training programs. The models provided hands-on learning opportunities for students and services for businesses. Overall, the panel explored how these partnerships can stimulate both economic and educational impacts through job creation, workforce development, and experiential learning.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
This document discusses the iLEGALL project which aims to investigate the use of mobile devices like iPads in legal education. It is a collaboration between universities in the UK and Ireland.
The project uses iPads in legal courses to compare their functionality to traditional learning systems and create mobile educational resources. Challenges include existing IT infrastructure and app selection. Benefits are speed, usability, and portability of iPads.
The document describes two implementations. One at Northumbria University uses iPads on a law course with student ownership. Another at the Law Society of Ireland uses iPads in continuing professional development courses. Evaluations found students engaged with paperless options but needed IT support
Keynote presentation for Open Apereo 2015 describing the components of the Open Education Infrastructure. Connects Frischmann's work on intellectual infrastructure, Von Hippel's work on democratizing innovation, and Thierer's work on permissionless innovation to learning outcomes, activities and assessments, and other educational resources as the intellectual infrastructure of education necessary to facilitate innovation in education. Defines "open" and discusses the relationship between open and infrastructure.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
MOOCs (Massively Open Online Courses) can be a mainstream employee learning option. It offers cost effective learning with the benefits far outweighing the challenges. L&D/HR need to be proactive in exploring and including MOOCs in learning strategies. This document summarizes an agenda for a meeting of a working group on MOOCs at Work. The agenda includes updates on MOOCs, developing impact challenges for evaluating MOOCs, an example of how one organization (NBNCo) uses MOOCs, and a proposed learner questionnaire.
Using Dashboards to Enhance Authentic Professional Learning Capabilities Dr M...ePortfolios Australia
A key challenge facing commerce students on graduation is the ability to demonstrate industry ready capabilities such as critical analysis, and problem solving (Bolton 2018). To prepare for this challenge, higher education needs to design assessments that prepare students for corporate expectations. However, many students struggle with the presenting the critical analysis needed for commerce assessments. Dashboards are widely used within industry as tools to draw together volumes of information from diverse sources, track performance and make strategic decisions (Grewal, Motyka & Levy 2018; Schlee & Karns 2017). Adapting this idea, we have developed assessment tasks that utilise a dashboard design to help students structure their research, present analysis and develop insight as a way to articulate their professional capabilities. The dashboards are embedded in an early assessment in a first year University commerce course and provide visual layouts that guide students to manage the research and analysis.
1. Ian Gibson discusses the Centre for Advanced Design and Engineering Training (CADET) at Deakin University, which aims to provide a new approach to engineering education through project oriented, design-based learning.
2. CADET will address issues like the shortage of engineers in Australia and lack of hands-on learning in current programs by developing industry partnerships and highly flexible, technology-rich learning environments.
3. Key aspects of CADET include the PODBL (Project Oriented Design Based Learning) framework, integration of prototyping technologies like 3D printing, and facilities that support innovative, student-centered learning and collaboration with industry.
Learning Excellence in Australia - Are we in the race ? Learning Cafe Online ...LearningCafe
Online panel discussion on Learning Excellence in Australia - Are we in the race ? Learning Cafe Online Discussion was held on 5 July 2013. This is the slide pack for the webinar. recording can be viewed here.
https://www1.gotomeeting.com/register/601941520
So where does Australian organisational learning stand on the world stage. Are we aspiring for excellence or just cruising? Is the tall poppy syndrome at work? The Australian academic sector (Universities and Schools) has a structured and focused approach to defining what excellence in learning means and how to achieve it. This approach seems to be missing in organisational and corporate learning. Maybe we are running so fast that we may never stop to improve our running technique. We talk to an experienced panel that architect and manage Learning in their organisations to deliver business results. We will ask what Learning excellence means to them and how they plan to get there
The document outlines the steps in a multimedia instructional design process, including needs assessment, front-end analysis, and instructional design phases. Needs assessment determines goals, priorities, and discrepancies. Front-end analysis provides detailed information through audience analysis, technology analysis, task analysis, and other methods. Instructional design phases include analysis of learners, content, and delivery methods to develop effective multimedia instruction.
Technology, especially IT has affected our lives. Various activities are getting streamlined due to IT. The world today is characterized by powerful IT, forces of collaboration and digitization.
One of the important objective of any manager is
“Building maintaining and creating a feeling of togetherness among group members so that they become capable of accomplishing things that individuals can not accomplish a lone”
Presentation Communication Dos And Donts Lori Nguyen Slides 1(2)Tom Mueller
The document provides guidance on proper communication and cultural etiquette in a diverse workplace. It discusses best practices for exchanging business cards respectfully according to different cultural norms. It emphasizes the importance of listening without judgment, asking clarifying questions, and paraphrasing to ensure understanding when working with people from other cultures. The document also offers tips for making a good first impression through punctuality and conservative dress, as well as guidelines for effective communication through open channels and quality personal interactions.
L&D Needs to Build Ecosystems for the Future of WorkLearningCafe
Work is becoming more interconnected as the pace of business increases. The Future of work promises to be one that is very different from today. LearningCafe considers that the simple view of organisational learning needs to evolve from a stand alone and linear view to one that recognises this interconnectedness and complexity involved in designing and implementing Learning/HR solutions.
Taking an ecosystem view removes the siloed thinking and recognises the connections, constraints and trade offs involved in designing effective Learning solutions.
In this webinar we discuss with an experienced panel about the Learning ecosystems and how it practically manifests itself in our day to day work.
Zagami, J. (2016, October). Digital Solutions Response. Presentation at the accessIT - ACS Qld State Conference 2016, Brisbane, Australia. Retrieved from http://www.slideshare.net/j.zagami/digital-solutions-response
Why Should You Offer an OER-based Degree Program?David Wiley
The document outlines reasons why institutions should offer degree programs using open educational resources (OER), including improved student success and savings, increased academic freedom for faculty, and potential increased revenue for the institution. It then provides a framework for developing a sustainable OER degree program, covering goals, leadership, curriculum selection, policies, implementation plans, support structures, and infrastructure needs.
The document discusses different models for technology integration in education based on learning theories. It describes directed technology integration strategies based on behaviorist and cognitive learning theories. It also describes inquiry-based strategies based on constructivist theories from thinkers like Dewey and Vygotsky. Finally, it outlines a Technology Integration Planning (TIP) model with five phases: determining relative advantage, deciding objectives and assessments, designing integration strategies, preparing the instructional environment, and evaluating and revising integration.
ELIG-Pearson Interactive Learnshop: How to Guide Innovation in a Changing Education Ecosystem?
HoTEL OEP ELIG Pearson Learnshop - part 2
Online Educa Berlin 2013; Friday 6th December 2013: 11:45 - 13:30
Facilitators: Kelwyn Looi, Vaithegi Vasanthakumar, Fadi Khalek, Dr. Adam Black, Dr. Andreas Meiszner, Elmar Husmann
Slides presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U) to Future Ed 2: Making Global Lawyers for the 21st Century, Harvard Law School, October 2010.
This document discusses the early implementation of Achieving the Dream's OER Degree Initiative. It provides an overview of the initiative's goals of launching OER degree programs at community colleges and conducting research on their outcomes. Key points include that the initiative aims to offer at least one OER degree pathway at each college, share educational materials publicly, and ensure support for low-income and minority students. The document also discusses timelines, participating colleges and faculty, approaches to course development and sustainability considerations.
The Innovation Portal is an online platform that connects businesses with a university's faculty to solve problems through various solutions like student projects, research, and consulting. Businesses can post problems on the portal and the faculty works to match problems with appropriate solutions based on the scope and resources required. This provides opportunities for both students and faculty to engage with real-world issues while helping businesses.
1. The document discusses technology enhanced learning (TEL) and online pedagogy, highlighting various models for developing online curricula, including the SOLSTICE model and Salmon's 5 stage model of online participation.
2. It also addresses student expectations of higher education and technology use, noting both opportunities and challenges in connecting with digital native students.
3. Guidelines are provided for effective online discussion, emphasizing the importance of structure, reflection, and facilitating meaningful discourse among students.
The document summarizes a panel discussion from the BIO-LINK SUMMIT on April 18-20, 2012 about bioscience business and education models. The panelists described various models of collaboration between community colleges and businesses, including a contract research organization located within a community college incubator space, a student-run contract manufacturing organization, and a life science business incubator co-located with workforce training programs. The models provided hands-on learning opportunities for students and services for businesses. Overall, the panel explored how these partnerships can stimulate both economic and educational impacts through job creation, workforce development, and experiential learning.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
This document discusses the iLEGALL project which aims to investigate the use of mobile devices like iPads in legal education. It is a collaboration between universities in the UK and Ireland.
The project uses iPads in legal courses to compare their functionality to traditional learning systems and create mobile educational resources. Challenges include existing IT infrastructure and app selection. Benefits are speed, usability, and portability of iPads.
The document describes two implementations. One at Northumbria University uses iPads on a law course with student ownership. Another at the Law Society of Ireland uses iPads in continuing professional development courses. Evaluations found students engaged with paperless options but needed IT support
Keynote presentation for Open Apereo 2015 describing the components of the Open Education Infrastructure. Connects Frischmann's work on intellectual infrastructure, Von Hippel's work on democratizing innovation, and Thierer's work on permissionless innovation to learning outcomes, activities and assessments, and other educational resources as the intellectual infrastructure of education necessary to facilitate innovation in education. Defines "open" and discusses the relationship between open and infrastructure.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
MOOCs (Massively Open Online Courses) can be a mainstream employee learning option. It offers cost effective learning with the benefits far outweighing the challenges. L&D/HR need to be proactive in exploring and including MOOCs in learning strategies. This document summarizes an agenda for a meeting of a working group on MOOCs at Work. The agenda includes updates on MOOCs, developing impact challenges for evaluating MOOCs, an example of how one organization (NBNCo) uses MOOCs, and a proposed learner questionnaire.
Using Dashboards to Enhance Authentic Professional Learning Capabilities Dr M...ePortfolios Australia
A key challenge facing commerce students on graduation is the ability to demonstrate industry ready capabilities such as critical analysis, and problem solving (Bolton 2018). To prepare for this challenge, higher education needs to design assessments that prepare students for corporate expectations. However, many students struggle with the presenting the critical analysis needed for commerce assessments. Dashboards are widely used within industry as tools to draw together volumes of information from diverse sources, track performance and make strategic decisions (Grewal, Motyka & Levy 2018; Schlee & Karns 2017). Adapting this idea, we have developed assessment tasks that utilise a dashboard design to help students structure their research, present analysis and develop insight as a way to articulate their professional capabilities. The dashboards are embedded in an early assessment in a first year University commerce course and provide visual layouts that guide students to manage the research and analysis.
1. Ian Gibson discusses the Centre for Advanced Design and Engineering Training (CADET) at Deakin University, which aims to provide a new approach to engineering education through project oriented, design-based learning.
2. CADET will address issues like the shortage of engineers in Australia and lack of hands-on learning in current programs by developing industry partnerships and highly flexible, technology-rich learning environments.
3. Key aspects of CADET include the PODBL (Project Oriented Design Based Learning) framework, integration of prototyping technologies like 3D printing, and facilities that support innovative, student-centered learning and collaboration with industry.
Learning Excellence in Australia - Are we in the race ? Learning Cafe Online ...LearningCafe
Online panel discussion on Learning Excellence in Australia - Are we in the race ? Learning Cafe Online Discussion was held on 5 July 2013. This is the slide pack for the webinar. recording can be viewed here.
https://www1.gotomeeting.com/register/601941520
So where does Australian organisational learning stand on the world stage. Are we aspiring for excellence or just cruising? Is the tall poppy syndrome at work? The Australian academic sector (Universities and Schools) has a structured and focused approach to defining what excellence in learning means and how to achieve it. This approach seems to be missing in organisational and corporate learning. Maybe we are running so fast that we may never stop to improve our running technique. We talk to an experienced panel that architect and manage Learning in their organisations to deliver business results. We will ask what Learning excellence means to them and how they plan to get there
The document outlines the steps in a multimedia instructional design process, including needs assessment, front-end analysis, and instructional design phases. Needs assessment determines goals, priorities, and discrepancies. Front-end analysis provides detailed information through audience analysis, technology analysis, task analysis, and other methods. Instructional design phases include analysis of learners, content, and delivery methods to develop effective multimedia instruction.
Technology, especially IT has affected our lives. Various activities are getting streamlined due to IT. The world today is characterized by powerful IT, forces of collaboration and digitization.
One of the important objective of any manager is
“Building maintaining and creating a feeling of togetherness among group members so that they become capable of accomplishing things that individuals can not accomplish a lone”
Presentation Communication Dos And Donts Lori Nguyen Slides 1(2)Tom Mueller
The document provides guidance on proper communication and cultural etiquette in a diverse workplace. It discusses best practices for exchanging business cards respectfully according to different cultural norms. It emphasizes the importance of listening without judgment, asking clarifying questions, and paraphrasing to ensure understanding when working with people from other cultures. The document also offers tips for making a good first impression through punctuality and conservative dress, as well as guidelines for effective communication through open channels and quality personal interactions.
Dealing With Cultural Diversity Issues At The Workplacemlw0624
This document discusses cultural diversity issues that employers may face in the workplace and provides recommendations for policies and training. It recommends that employers review personnel policies and forms to ensure they are understood by all employees. Employers should consider policies for translation services and modifying dress codes for cultural norms. Training is also important to educate all employees on expected behaviors and cultural sensitivity. Developing inclusive policies and training can help employers address legal risks from a diverse workforce.
Cultural Diversity & Cultural Competence is an annual training for school employees presented by Loudon County Schools. The training discusses the importance of cultural competence in schools. It notes that the student population is becoming increasingly diverse and many students come from families in poverty. The training defines culture and cultural competence, explaining that culture gives meaning and context to people's experiences. It emphasizes that teachers should learn about their students' cultural backgrounds to help validate their identities. The training also provides strategies for teachers to incorporate students' cultures, such as using culturally relevant materials and inviting families to participate. It stresses that achieving cultural competence requires understanding differences in values and changing policies and practices to support diversity.
Cultural Diversity in the Workplace by The Cultural Diversity CommitteeAtlantic Training, LLC.
This document discusses cultural diversity in the workplace. It defines culture as the cumulative knowledge, experiences, beliefs, and values held by a group. It emphasizes that cultural competence, understanding and appreciation of differences and similarities, is an ongoing process. Diversity in the workplace provides strength but also challenges individuals to respond effectively to a diverse environment. Valuing individual and group cultural differences is critical to achieving organizational goals. Forming diverse teams with different skill sets and backgrounds enhances creativity and decreases conflicts.
Workforce diversity refers to a mix of workers from different backgrounds including race, ethnicity, age, gender, culture and sexual orientation. The goals of workforce diversity include maximizing productivity and creativity, increasing employee loyalty, gaining competitive advantage, and improving decision making. Dimensions of diversity include primary dimensions like age, race and gender which are inborn, and secondary dimensions like education, religion and work culture. Managing diversity brings benefits like strengthening culture, enhancing reputation, attracting talent, and improving motivation, efficiency, and customer satisfaction. Approaches to manage diversity include individual approaches like learning and empathy, and organizational approaches like testing, training, and mentoring.
The document discusses strategies for effective classroom management and interactive teaching methods for large groups. It aims to help educators design interactive sessions that minimize disruptive behavior and encourage deep learning. Some key strategies discussed include using interactive techniques that allow students to learn by doing, receive feedback, and teach or assess each other in order to improve motivation and learning outcomes.
Online teaching and learning resource guidepabraham8064
The document provides an overview of resources for online teaching and learning from Virginia Commonwealth University. It addresses topics such as faculty readiness for online teaching, course design, online pedagogy, community building, and copyright/academic integrity considerations. Technical support, library services, and assistive technologies for students are also covered. The goal is to equip instructors with knowledge on best practices and tools for delivering high-quality online instruction.
This document discusses small group teaching in higher education. It provides an overview of the session which aims to identify characteristics of small group teaching, common problems, and potential solutions. Small group teaching refers to tutorials, seminars, and other contexts involving small numbers of students intended to foster interaction and engagement. Challenges can include some students dominating, lack of preparation, and discussion not moving beyond superficial responses. Facilitating critical discussion and establishing group norms are recommended to enhance small group learning.
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
This document summarizes principles of multimedia design for instruction. It discusses cognitive theory, including separate channels for auditory and visual processing and limits on channel capacity. Key principles covered are the multimedia, contiguity, modality, and redundancy principles. Formative and summative assessment examples are provided to evaluate student learning throughout and after instruction.
The document discusses tiers of technology-based support within response to intervention (RTI) frameworks. It describes three tiers of increasingly intensive intervention, with examples of graphic organizers, talking books, and text-to-speech software for Tier 1 and 2 supports, and specialized individualized systems like MEville and Kurzweil for Tier 3. It also provides resources for progress monitoring and evaluating evidence-based practices across intervention tiers.
This document provides an outline for a session on teaching large group lectures. It discusses expectations for the session, definitions of key terms, delivery techniques, student perspectives, ideas for starting, maintaining engagement during, and finishing lectures. Practical activities, resources, theories of learning, and ways to push boundaries are also presented. The overall message is that engaging students through interactive delivery and activities is important for large group lectures.
This document discusses field-based teaching and learning. It defines field-based learning as supervised learning outside the classroom through first-hand experiences. Examples of field-based learning discussed include site visits, exhibitions, and campus-based projects. Benefits highlighted are enhanced student engagement, understanding of course content, and opportunities to apply knowledge in real-world situations. Challenges covered are the complex organization, health and safety risks, issues of accessibility and inclusivity, and costs associated with field-based learning.
This document discusses innovations in assessment and feedback in higher education. It provides examples of using audio and video feedback, student response systems, and adaptive learning systems. It also discusses integrating assessment systems and mobile applications. The document advocates for feedback-embedded curriculum design and program-based assessment approaches. It summarizes research findings that formative assessment and oral feedback lead to students better understanding assessment standards.
This document discusses innovations in assessment and feedback in higher education. It provides examples of using audio and video feedback, student response systems, and adaptive learning systems. It also discusses integrating assessment systems and mobile applications. The document advocates for feedback-embedded curriculum design and program-based assessment approaches. It summarizes research findings regarding the impact of assessment environments and the relationship between assessment and student identity.
This document discusses evaluation and synthesis for the UK OER 2 program. It introduces the evaluation and synthesis framework developed in the pilot phase and discusses identifying evaluation questions and gathering evidence to answer those questions. Key focus areas for evaluation are identified such as approaches to OER release, expertise, cultural issues, and pedagogy/end-use issues. The roles of the evaluation team in supporting projects and collating cross-project evidence are also outlined.
Understanding Millennials and Neo-Millennials: Making the Most of Course Mate...ED MAP
“Making the Most of Course Materials” will examine the notion and sources of content, and how transparency, economics, relevancy, collaboration, and technology impact content strategies. We will also discuss advantages and challenges to integrating multiple content channels, best practices and factors to consider in adopting new content strategies.
QA in e-Learning and Open Educational Resources (OER)Jon Rosewell
Introductory slides for a workshop on updating the e-learning quality assurance benchmarks of the E-xcellence NEXT project http://www.eadtu.nl/e-xcellencelabel
Grad Cert Tertiary Learning and Teaching, my APL presentationSamuel Mann
Presentation for Grad Cert Tertiary Learning and Teaching (Level 7), Otago Polytechnic. A reflection on 10 years of teaching software engineering, capstone projects, Simpa and Sustainability.
· Assignment 3 Creating a Compelling VisionLeaders today must be .docxgerardkortney
· Assignment 3: Creating a Compelling Vision
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
To learn more about organizational vision statements, do an Internet search and review various vision statements.
In this assignment, you will consider yourself as a leader of an organization and write a vision statement and supporting values statement.
Select an organization of choice. This could be an organization that you are familiar with, or a fictitious organization. Then, respond to the following:
· Provide the name and description of the organization. In the description, be sure to include the purpose of the organization, the products or services it provides, and the description of its customer base.
· Describe the core values of the organization. Why are these specific values important to the organization?
· Describe the benefits and purpose for an organizational vision statement.
· Develop a vision statement for this organization. When developing a vision statement, be mindful of the module readings and lecture materials.
· In the vision statement, be sure to communicate the future goals and aspirations of the organization.
· Once you have developed the vision statement, describe how you would communicate the statement to the organizational stakeholders, that is, the owners, employees, vendors, and customers.
· How would you incorporate the communication of the vision into the new employee on-boarding and ongoing training?
Write your response in approximately 3–5 pages in Microsoft Word. Apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 3 Grading Criteria
Maximum Points
Chose and described the organization. The description included the purpose of the organization, the products or services the organization provides, and the description of its customer base.
16
Developed a vision statement for the organization. Ensured to accurately communicate the goals and aspirations of the organization in the vision statement.
24
Ensured that the incorporation and communication strategy for the vision statement is clear, detailed, well thought out and realistic.
28
Evaluated and explained which values are most important to the organization.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate r.
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Ch. 11 designing and conducting formative evaluationsEzraGray1
The document discusses formative evaluation, which involves collecting data during instructional development to improve effectiveness. It describes the purposes and stages of formative evaluation, including collecting data from individual learners to identify errors and get feedback. The summary focuses on selecting representative learners, collecting data on clarity, impact and feasibility, and establishing rapport to get useful feedback from learners on instructional materials.
This portfolio contains artifacts that demonstrate Shelby Simmons' abilities across 5 AECT technology standards. Standard 1 artifacts show design of materials for different audiences. Standard 2 artifacts include an online cyberbullying lesson and accessible newsletter. Standard 3 artifacts address technology policies and copyright lessons. Standard 4 artifacts demonstrate experiences with group projects of varying success. Standard 5 artifacts incorporate assessments and process analysis to improve instruction.
The document discusses learning design, which is the process of designing learning activities, units, and environments. It involves establishing pedagogy, developing learning activities and supports, and sequencing resources in a meaningful way. Learning design considers different levels of learning outcomes, guidance, and learner freedom. It provides examples of task-directed, task-guided, and task-autonomous learning designs.
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The document discusses different approaches and theories of university teaching. It introduces the Approaches to Teaching Inventory (ATI) developed by Prosser and Trigwell, which categorizes teaching approaches as either conceptually focused on student learning or information transmission focused on the teacher. The document also discusses Lindblom-Ylanne's learning versus content focused approaches and Ramsden's three theories of teaching as transmission, organizing student activity, or helping students learn.
Next year's conference will likely focus on the student experience and the impact of recent initiatives to enhance it. The conference will also aim to identify the major challenges facing the university over the next three years to further improve the student experience, as a better experience leads to a happier campus community and greater university success.
The University will reward staff excellence in Learning and Teaching through specific rewards like the Baroness Lockwood Distinguished Teaching Award and designating staff as University Learning and Teaching Fellows. Over the next five years, the corporate strategy will show that Learning and Teaching can lead to promotion and additional payments based on quality and excellence. The University will also support staff through research into pedagogy, technology enhanced learning, and curriculum and professional development.
The University will reward staff excellence in teaching through a three stage professional development process. For new and occasional teachers, support includes classroom preparation modules and a postgraduate certificate in teaching practices. For existing staff, professional development and scholarly targets in teaching are set through annual performance reviews.
The document discusses new opportunities for graduate internships and employability within the university. It proposes creating internships within the university for specific projects and working with local employers to provide internships within different firms to gain valuable work experience. It also considers creating a digital work academy where computing, informatics and media students can gain work experience through tasks like website design for the university's own company.
The economic climate will negatively impact students in 2009-2010 and 2010-2011 through reduced public spending. Some graduates will struggle to find employment. To address this, the university is promoting additional post-graduate study to allow students to delay entering the job market and gain skills that improve employability. A new entrepreneurship program aims to enhance skills while reduced fees and bursaries will help students afford further education to prepare better for future career opportunities.
Preparing for change involves focusing on using new facilities to enhance formative assessment, formative feedback and the overall student experience in the next few months. This will be done with a big push on these areas and an expectation that people will support focusing on them in the coming time period.
The document discusses preparing for changes coming to the academic year structure and utilizing a new graduate teaching assistant (GTA). Lecturers should prepare for a discussion moving away from semesters to year-long modules to develop deeper learning. All need to understand how the new GTA works and the university aims to expose different people to the new system. Being creative with timetabling and new spaces will help maximize benefits from the new GTA.
Technology can be used to enhance student learning through virtual environments and online tools. Significant consultation is needed to determine how to move forward with technology enhanced learning and what options may be available in the new year. A decision on the path ahead will come after wider discussion.
The Dean of Students will advocate for students, promote student welfare, and work closely with the Student Union. The Dean of Graduate Studies will increase research degrees, ensure quality assurance, and enhance the student experience in research programs. The Dean of Learning and Teaching will focus on quality improvement through School targets and strategies as well as learning environments and facilities.
The university aims to enhance the student experience by empowering students and putting them at the heart of what the institution does. It also plans a major project to upgrade teaching facilities across the university to state-of-the-art standards to better support students. Additionally, the academic strategy is focused on becoming a more entrepreneurial, innovative, and creative university that is well known globally for its high quality work.
The document discusses recent developments with the LTA since January. Two conferences helped inform a new academic strategy that will integrate research, knowledge sharing, learning, teaching, and the student experience. This strategy will be presented to the Senate at the end of June and allow for open meetings for comments.
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Assessment and Feedback - ORHEP
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Assessment and Feedback
John Dermo
Centre for Educational
Development
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In pairs/groups, discuss
(5 minutes)
Why do we have
assessment in Higher Education?
Can you list at least
three reasons?
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Purposes of Assessment
Gibbs (1999):
• capturing student time and attention (e.g. through
motivation);
• generating appropriate learning activity in students;
• providing feedback which students pay attention to;
• helping students to internalise a discipline’s standards
and notions of quality;
• marking to enable pass/fail decisions to be made;
• quality assurance through providing evidence to
outsiders enabling judgements about appropriateness of
standards to be made.
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Some words used to discuss
assessment
4
test quiz
exam
formative
summative
high-stakeslow-stakes
norm-referenced
criterion-referenced
diagnostic constructed response
selected response
objective
subjective
assignment
peer assessment
peer review
self-assessment
group assessment
evaluation
assessed coursework
moderation
item analysis
marking criteria
assessment of learning
assessment for learning
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What makes a
good assessment?
What do you think are
the main features of a
“good” assessment?
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Fundamental Principles of
assessment
• Validity
• Reliability
• Practicality
• Accessibility, Inclusivity, Authenticity
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Validity - Bloom’s Taxonomy
Synthesis
Analysis
Application
Comprehension
Knowledge
7
Making decisions and
supporting views:
required
understanding and
values.
Identifying
components:
determining
arrangement, logic
and semantics.
Restating in your own
words: paraphrasing,
summarising,
translating.
Combining information to
form a unique product:
requires creativity and
originality.
Using information to solve
problems: transferring
abstract or theoretical ideas
to practical situations.
Identifying connections and
relationships and how they
apply.
Memorizing verbatim
information. Being able to
remember but not necessarily
fully understanding the
material.
Evaluation
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Test and item
Reliability
Rater (inter and intra)
Practicality
Resources
“Real world” issues
Accessibility, Inclusivity, Authenticity
cf University’s Core Values
Reflective / Adaptable / Inclusive
Supportive / Ethical / Sustainable
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“It is now thirty years since serious doubts were
raised about examinations, yet despite the fact
that there has been no serious shortage of
critics since then, very little has changed.” Cox
(1967: 352)
“For many years I taught in universities. . .
. I marked thousands of scripts without
examining what the scripts could teach
me about my capacity as a teacher and
examiner.” Ashby (1985: v)
“Something like 90% of a typical university degree depends
on unseen time-constrained written examinations, and
tutor-marked essays and/or reports.” Race (2001: 5)
Some quotations on
assessment in HE:
Are they true
today?
“Students can avoid
bad teaching but they
can’t avoid bad
assessment” (Boud
1994)
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“...institutional assessment efforts should not be concerned about valuing
what can be measured but, instead, about measuring that which is valued.”
Banta et al (1996: 5)
“Description of a grade: An inadequate report of an
inaccurate judgment by a biased and variable judge of
the extent to which a student has attained an undefined
level of mastery of an unknown proportion of an
indefinite material.” Dressel (1983:12)
“assessment plays a critical role in
determining the quality of student
learning” and “a conception of
assessment for learning first and grading
second implies the use of a spectrum of
methods” Ramsden (1992:177 and 185)
Some quotations on
assessment in HE
Are they true
today?
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National Union of Students’ Principles of Effective
Assessment (2009)
1. Should be for learning, not simply of learning.
2. Should be reliable, valid, fair and consistent.
3. Should consist of effective and constructive feedback.
4. Should be innovative and have the capacity to inspire and motivate.
5. Should measure understanding and application, rather than technique and
memory.
6. Should be conducted throughout the course, rather than being positioned
as a final event.
7. Should develop key skills such as peer and reflective assessment.
8. Should be central to staff development and teaching strategies, and
frequently reviewed.
9. Should be of a manageable amount for both tutors and students.
10. Should encourage dialogue between students and their tutors and
students and their peers.
11
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NSS: Assessment and feedback
5. The criteria used in marking have been clear in advance.
6. Assessment arrangements and marking have been fair.
7. Feedback on my work has been prompt.
8. I have received detailed comments on my work.
9. Feedback on my work has helped me clarify things I did
not understand.
Since 2005 NSS evidence suggests that students nationally find
assessment and feedback among the least satisfactory
elements of their experience of higher education.
We also know that assessment takes up ever more of our time
and energy.
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Grading, Marking Criteria, Moderation
What are marking criteria?
How can they help tutors?
How can they help students?
What about moderation/standardisation?
Can grading ever be “objective”?
Look at the
example criteria
from this module
Consider this:
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Plagiarism
14
• “...work which is
not undertaken in
an examination
room under
supervision but
which is submitted
by a student for
formal assessment
must be written by
the student and in
the student’s own
words...” (UoB
2003)
Cheating or weak
study skills?
• Misunderstanding
of or not
understanding –
Academic Integrity
• Greater
heterogeneity of
student body
requires new
consistent
approach to
detailing what
required and what
acceptable
Why does it
happen?
• Pandora’s box
(Sutherland-Smith
2005)
• Reluctance to
discuss plagiarism
openly
• Application and
understanding of
University policy on
plagiarism
• Integrity, honesty
and
trustworthiness
How to prevent it
and deal with it?
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Feedback
• National Student Survey
• NUS Principles
• What is feedback?
Student views on feedback
(10 minute video)
http://vimeo.com/channels/154640
What would your
students say on
the subject?
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References 1
Ashby, E. (1985), preface to Brewer, I. Learning more and Teaching
less. Guildford: Society for Research into Higher Education &
NFER-Nelson.
Atkins, M.J., Beattie, J. and Dockerell, W.B. (1993) Assessment
Issues in Higher Education, Department of Employment.
Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W. (1996)
Assessment in practice: Putting principles to work on college
campuses. San Francisco: Jossey-Bass.
Boud, D (1995) Enhancing learning through self-assessment London,
Routledge.
Cox, R. (1967) “Resistance to Change in Examining”, Universities
Quarterly, 21, pp. 352–358.
Dichtl J. (2003) Teaching Integrity The History Teacher 36: 3, 367-
373 Society for History Education
Dressel, P. (1983) "Grades: One more tilt at the windmill." in A.W.
Chickering (Ed.), Bulletin. Memphis: Memphis State U. Center for
the Study of Higher Education.
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References 2
Gibbs, G. (1999) Using assessment strategically to change the way
students learn. In: Assessment matters in Higher Education (eds
Brown, S. & Glasner, A.), pp. 41-53, Society for Research in
Higher Education and Open University Press, Buckingham.
Race, P. (2001) The Lecturer's Toolkit. (2nd ed) London: Kogan
Page
Ramsden, P. (1992) Learning to Teach in Higher Education.
London: Routledge.
Sutherland-Smith W. (2005) Pandora’s box: academic perceptions
of student plagiarism in writing. Journal of English for Academic
Purposes 4 (2005) 83–95
UoB (2003) Statement on Academic Integrity. Academic Standards
and Support Unit University of Bradford
http://www.brad.ac.uk/admin/acsec/assu/statement_on_academi
c_integrity.htm accessed 20/1/10
Editor's Notes
assessment shapes students’ perceptions of learning in higher education (Ramsden, 1992)
key element of the recent drive to make assessment more transparent to both students and tutors has been the articulation of assessment frameworks (Rust
et al., 2003), such as assessment criteria and grade descriptors, so that students are provided with written information regarding what is required of them and what
standards must be obtained to achieve different grades.
a mismatch between the content which is taught and the content which is assessed, failure to use appropriate assessment tasks for the type of learning required (such as using multiple choice questions to assess bedside manner among doctors), Assessment & Evaluation in Higher Education, Vol. 23, No 4, 1998 351
Using Marks to Assess Student Performance, some problems and alternatives
JAMES DALZIEL, Department of Psychology, University of Sydney, Australia
Rust et al. (2003) stress the tacit nature of assessment criteria and the difficulty of transferring such tacit knowledge to others.
in work on ‘academic literacy’ by Lea and Stierer (2000), which views academic writing as a ‘contexualised social practice’ where the ground rules are not made explicit to students.