The document evaluates and compares potential software options for a school's 1:1 initiative and math department. For communication software, Schoology is recommended over Edmodo as it has more robust discussion capabilities, is more compatible with iOS, and will integrate better with the school's existing student information system. For math software, Geometer's Sketchpad is recommended over Math Success Deluxe as it is more interactive, aligned to standards, compatible with iPads, and has available curriculum, within the school's budget.
TLC2016 - Taking assessments and examinations to the next level: AlephQBlackboardEMEA
Presenter: Christine Lippens
Organisation: Universiteit Antwerpen
Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.
Communication skills workshop 26 (CSW26) 14.09.2013 Helsinki
University students in Finland attend language courses to gain professional and academic
language proficiency. Currently, across all Aalto University disciplines, English is the most
popular language chosen by students. This case study focuses mainly on the experiences
in commenting and feedback given during writing courses offered by the Language Centre
at Aalto University to participants from various fields of engineering, arts and economics.
Feedback rich blended courses have been running since 2008. During these years
valuable information has been collected on the benefits and drawbacks of the various
commenting methods used for providing students with feedback on their writing.
Students produce several reports, essays and other written documents, as a part of their
studies. In language and communication courses, the students often engage in a process
writing approach by creating reports or essays in smaller steps to better support the
learning of writing. Currently, these documents are submitted into multiple electronic
platforms and commented by the teacher either using contemporary tools (pen and paper),
or electronically (word processor and/or commenting/annotation tool). Each of these
systems has their strengths and weaknesses.
Our assumption was that students benefit from personal, detailed and rich feedback and
clear explanations for improvement. This has led to systematic use and development of a
text commenting protocol. The writing teachers using these methods conducted a series of
surveys 2010-2013 given to the students in the course using the commenting tools. The
questionnaires were used to gather students’ perceptions of commenting software for
providing feedback on writing and rich feedback in general. The surveys also indicated that
students had not previously received extensive feedback in their other classes. To address
this need, we participated in designing a new, more flexible and user-friendly tool, known
as KungFu Writing (KFW), for giving feedback on student writing. Since the survey results
also suggest students were overall pleased with the feedback they received and felt it
helped them to improve their writing, feedback has been adopted as a method of teacher -
student communication several other languages.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Sotf final handout for participants may 2010wahinescholar
The document provides information about the LoTi Digital Age Survey tool and the College Work Readiness Assessment (CWRA). It includes steps to access demonstration versions of each tool and questions for users to consider about the tools' engagement level, value in assessing teachers/students, and preparation of current classes. Benefits outlined are the LoTi Survey's national validation, alignment to standards, and customized feedback and the CWRA's ability to measure change between freshman and senior years and compare results to other schools.
A presentation on the use of online Assessment Diaries at Glamorgan. The presentation will enable the viewer to understand the logistical process of gathering assessment deadlines and feedback dates and how these are brought together for a student and staff overview of the Assessment Diaries. Participants will be invited to discuss the feasibility of transferring this approach into their institution.
Applying Gamification Principles to Online Faculty Professional DevelopmentMichael Wilder
This document discusses applying gamification principles to online faculty professional development. It describes challenges with the completion rate of an existing online professional development course for faculty. Gamification elements from games could be used to encourage higher completion rates and build flexibility. These include allowing a non-linear format where modules can be completed in any order, issuing digital badges for achievements, and adding optional "mini-quests". The goal is to make online professional development more engaging for busy faculty by applying principles from game design.
TLC2016 - Using badges to motivate and engage studentsBlackboardEMEA
Presenter: Inger-Marie Falgren Christensen
Organisation: University of Southern Denmark
Description: The gap between educational institutions and students is widening. Many institutions maintain traditional methods and adopt new at a slow pace. Some educators and developers are looking to gamification to bridge the gap. This workshop will help participants’ explore the potential of badges in education.
An introduction to badges and the purposes of using these in education will be provided. Ways of integrating badges into courses will be explained. Furthermore, the process of designing and issuing badges in Blackboard Learn will be demonstrated.
Participants will get the opportunity to discuss how badges can be integrated in their context, share examples and design badges for their own students.
The document evaluates and compares potential software options for a school's 1:1 initiative and math department. For communication software, Schoology is recommended over Edmodo as it has more robust discussion capabilities, is more compatible with iOS, and will integrate better with the school's existing student information system. For math software, Geometer's Sketchpad is recommended over Math Success Deluxe as it is more interactive, aligned to standards, compatible with iPads, and has available curriculum, within the school's budget.
TLC2016 - Taking assessments and examinations to the next level: AlephQBlackboardEMEA
Presenter: Christine Lippens
Organisation: Universiteit Antwerpen
Description: It is often a challenge to educators to offer high quality assignments and quizzes in the context of blended learning. As a rule, intra-term assigments do not generate a lot of student engagement or enthusiasm, unless they match what students can expect on their actual final exam. And even if this is the case, additional incentives are often needed to ensure student participation. Over the past 5 years, Antwerp University has been succesfull in implementing technology driven solutions to achieve this, with degrees of participation exceeding 90% and significant improvement in exam results, without having to compromise on academic content.
Communication skills workshop 26 (CSW26) 14.09.2013 Helsinki
University students in Finland attend language courses to gain professional and academic
language proficiency. Currently, across all Aalto University disciplines, English is the most
popular language chosen by students. This case study focuses mainly on the experiences
in commenting and feedback given during writing courses offered by the Language Centre
at Aalto University to participants from various fields of engineering, arts and economics.
Feedback rich blended courses have been running since 2008. During these years
valuable information has been collected on the benefits and drawbacks of the various
commenting methods used for providing students with feedback on their writing.
Students produce several reports, essays and other written documents, as a part of their
studies. In language and communication courses, the students often engage in a process
writing approach by creating reports or essays in smaller steps to better support the
learning of writing. Currently, these documents are submitted into multiple electronic
platforms and commented by the teacher either using contemporary tools (pen and paper),
or electronically (word processor and/or commenting/annotation tool). Each of these
systems has their strengths and weaknesses.
Our assumption was that students benefit from personal, detailed and rich feedback and
clear explanations for improvement. This has led to systematic use and development of a
text commenting protocol. The writing teachers using these methods conducted a series of
surveys 2010-2013 given to the students in the course using the commenting tools. The
questionnaires were used to gather students’ perceptions of commenting software for
providing feedback on writing and rich feedback in general. The surveys also indicated that
students had not previously received extensive feedback in their other classes. To address
this need, we participated in designing a new, more flexible and user-friendly tool, known
as KungFu Writing (KFW), for giving feedback on student writing. Since the survey results
also suggest students were overall pleased with the feedback they received and felt it
helped them to improve their writing, feedback has been adopted as a method of teacher -
student communication several other languages.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Sotf final handout for participants may 2010wahinescholar
The document provides information about the LoTi Digital Age Survey tool and the College Work Readiness Assessment (CWRA). It includes steps to access demonstration versions of each tool and questions for users to consider about the tools' engagement level, value in assessing teachers/students, and preparation of current classes. Benefits outlined are the LoTi Survey's national validation, alignment to standards, and customized feedback and the CWRA's ability to measure change between freshman and senior years and compare results to other schools.
A presentation on the use of online Assessment Diaries at Glamorgan. The presentation will enable the viewer to understand the logistical process of gathering assessment deadlines and feedback dates and how these are brought together for a student and staff overview of the Assessment Diaries. Participants will be invited to discuss the feasibility of transferring this approach into their institution.
Applying Gamification Principles to Online Faculty Professional DevelopmentMichael Wilder
This document discusses applying gamification principles to online faculty professional development. It describes challenges with the completion rate of an existing online professional development course for faculty. Gamification elements from games could be used to encourage higher completion rates and build flexibility. These include allowing a non-linear format where modules can be completed in any order, issuing digital badges for achievements, and adding optional "mini-quests". The goal is to make online professional development more engaging for busy faculty by applying principles from game design.
TLC2016 - Using badges to motivate and engage studentsBlackboardEMEA
Presenter: Inger-Marie Falgren Christensen
Organisation: University of Southern Denmark
Description: The gap between educational institutions and students is widening. Many institutions maintain traditional methods and adopt new at a slow pace. Some educators and developers are looking to gamification to bridge the gap. This workshop will help participants’ explore the potential of badges in education.
An introduction to badges and the purposes of using these in education will be provided. Ways of integrating badges into courses will be explained. Furthermore, the process of designing and issuing badges in Blackboard Learn will be demonstrated.
Participants will get the opportunity to discuss how badges can be integrated in their context, share examples and design badges for their own students.
TLC2016 - Inspiring a Sense of Educational CommunityBlackboardEMEA
Presenter: Barbara Becker
Organisation: Leeds Beckett University
Description: Functionality in Blackboard Communities has been utilised to tailor a unique Communities view for identified groups of distinct University students. Leeds Beckett University provides courses for a vast array of learning perspectives: Distance Learners, global Franchise partners, Researchers and specialised CPD courses.
Over the past five years, students have been given their own customised view of the MyBeckett portal, utilising Institutional Roles to tailor Brands, Tabs & Modules so that specific, purposeful content is delivered to each group, creating unique student portal views.
Rob Howe - The honest journey to full e-submission and feedback using blackboardRob Howe
1. The University of Northampton has been working to transition fully to electronic submission and feedback using Blackboard since 2007, starting with small pilots and moving to institution-wide adoption between 2010-2012.
2. Surveys found that most students appreciate the convenience of electronic submission and feedback, though some miss aspects of paper-based feedback. Staff also generally adapted to providing feedback electronically.
3. The university provides training and resources to support effective assessment practices using technology, and continues refining processes based on survey feedback. Tips include piloting widely, having consistent policies, mandatory training, and clear instructions for students.
This document describes KnowledgeZoom, a concept-based exam study tool with zoomable open student modeling to help students efficiently prepare for final exams. It integrates fine-grained concept-based guidance, an open student model that progressively zooms between topics and sub-topics, and adaptive problem sequencing. The tool includes a Knowledge Explorer that visualizes students' knowledge gaps through a zoomable treemap, and a Knowledge Maximizer that sequences practice problems based on students' knowledge levels and impact. An evaluation with 14 students found the tool helped identify knowledge weaknesses and generated quizzes covering multiple concepts, though better integration between its components could further improve the student experience.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
ACCUPLACER is a computer-based placement testing program used by over 1,300 secondary and post-secondary institutions to assess students' academic readiness in reading, writing, and math. It provides rigorous tests as well as diagnostic assessments and remediation resources. Tests are computer adaptive and can be administered online anytime with flexible proctoring options. ACCUPLACER scores can be used alongside other measures for multi-factor course placement. The program also aims to support student success through individualized learning pathways and remediation tools based on diagnostic results.
The document outlines an agenda for an advanced academics information session at West Potomac High School. It includes an introduction and student panel from 7:15-7:45pm, followed by a move to another building for breakout course sessions from 7:50-9:00pm. The document also provides information on the school's advanced academic programs, eligibility, benefits, support structures, course offerings, registration process, and contacts.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
NIU Blackboard Portfolio Pilot InformationJason Rhode
The document discusses plans to pilot the use of Blackboard Portfolios at Northern Illinois University. It provides background on the portfolio tool available through the university's existing Blackboard Content System. An initial summer 2010 pilot will have faculty review capabilities and provide suggestions. A fall 2010 open pilot will gather additional feedback to inform template development and full implementation. The portfolio tool allows users to create, manage, and share collections of work through a series of customizable pages.
The document discusses the three C's of online course design: clarity, consistency, and community. It emphasizes that online courses should have clear objectives, explanations of assignments, and timely responses to student questions. Consistency is important, with master designs ensuring similar structure, navigation, and elements across courses. Building community is also key, through introductions, group assignments, and encouraging peer support. The goal is to design each course with consistent tools and elements to provide a clear and supportive online learning experience for students.
Acadly helps professors boost participation and communication with students inside and outside the classroom. Watch Acadly's presentation at the Reimagine Education 2017 conference at Philadelphia. The videos in the presentation are available here:
1. Structure: https://twitter.com/Acadlydotcom/status/937797507152863233
2. Instant one-tap roll calls: https://twitter.com/Acadlydotcom/status/937797784576589825
3. Typing math expressions using TeX in the Acadly messenger: https://twitter.com/Acadlydotcom/status/937798225175687180
4. Analytics: https://twitter.com/Acadlydotcom/status/937798721126969345
5. Context aware chat: https://twitter.com/Acadlydotcom/status/937799368366796800
ACCUPLACER is a computer adaptive placement testing program used by over 1300 secondary and post-secondary institutions worldwide. It provides rigorous academic assessments to assist with determining if students are prepared for college-level coursework or would benefit from developmental courses. Tests cover reading, writing, math, and ESL skills. ACCUPLACER offers diagnostic data to help schools develop tailored remediation plans for students. While cut scores vary by institution, ACCUPLACER aims to facilitate proper course placement based on each school's unique student population and programs.
This document summarizes interviews with faculty about managing expectations in online courses. Faculty noted that expectations around communication, the course, technology, and students' environments need to be clearly established upfront. Instructors should also provide consistent feedback and find ways to build relationships with students despite the online format. While challenges exist in meeting all students' needs online, setting shared understandings between students and faculty can help enhance the learning experience.
The document summarizes notes from a General Education department meeting covering the following topics in 3 sentences or less:
End of course surveys, at risk student lists, contracts, rubrics on the general education wiki, classroom expectations including substantive feedback and grade inflation, an upcoming ACICS visit, faculty development plans, and responses that may be given if auditors ask questions during the visit.
It also briefly outlines instructional evaluations, the online library, and recommendations faculty could provide if asked about best/worst features and improvements during the ACICS visit.
Presenter: Ciara Duffy
Organisation: South West College
Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7.
The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
Learning from failure: The Blackboard PerspectiveBlackboardEMEA
This document discusses the shared journey of Blackboard and its university customers over the past 15+ years. It examines the key transitions institutions go through in adopting and maturing their use of learning management systems from initial exploratory use to achieving mission critical status and enabling support of the wider organization. The document also looks at trends in how Blackboard is supporting customers beyond core course delivery and expanding integrations and use of features to enhance learner services, inform innovation, and drive organizational efficiencies.
This document summarizes a presentation about using web 2.0 tools to teach science inquiry from primary to tertiary education. It describes a new science education unit that uses authentic projects around sustainability and web 2.0 tools like discussion boards and collaborative documents. Student assessments include project plans, reports, and a final exhibition. Surveys found the approach improved students' confidence with web 2.0 tools and understanding of science concepts and inquiry. Comments from students said it helped develop opinions and challenge views through personalized teaching methods like small group work.
KnowledgeZoom for Java: A Concept-Based Exam Study Tool Michelle Liang
KnowledgeZoom is a concept-based exam study tool that integrates fine-grained concept guidance, zoomable open student modeling, and adaptive problem sequencing to help students efficiently prepare for final exams. It includes the Knowledge Explorer, which visualizes students' knowledge of Java concepts in a zoomable treemap, and the Knowledge Maximizer, which sequences practice problems based on students' knowledge levels. An evaluation with 14 students found they attempted more questions and achieved higher success rates with KnowledgeZoom than other tools, and most found its identification of weak concepts and coverage of multiple concepts to be helpful for exam preparation. Future work will improve the integration between the tools and further investigate their effects on student learning.
This document discusses a "clockworks approach" to lawyer development based on the Cravath System from the 1920s. The key elements of this approach are finding talented candidates, providing training in substantive legal knowledge and skills like delegation, supervision, and client relations through a rotation system, demanding and rewarding teamwork, and an "up or out" policy with low attrition and no lateral hiring. It also lists topics that could be covered in a modern clockworks approach to legal training, including contracts, torts, collaboration skills, project management, and decision-making.
TLC2016 - Inspiring a Sense of Educational CommunityBlackboardEMEA
Presenter: Barbara Becker
Organisation: Leeds Beckett University
Description: Functionality in Blackboard Communities has been utilised to tailor a unique Communities view for identified groups of distinct University students. Leeds Beckett University provides courses for a vast array of learning perspectives: Distance Learners, global Franchise partners, Researchers and specialised CPD courses.
Over the past five years, students have been given their own customised view of the MyBeckett portal, utilising Institutional Roles to tailor Brands, Tabs & Modules so that specific, purposeful content is delivered to each group, creating unique student portal views.
Rob Howe - The honest journey to full e-submission and feedback using blackboardRob Howe
1. The University of Northampton has been working to transition fully to electronic submission and feedback using Blackboard since 2007, starting with small pilots and moving to institution-wide adoption between 2010-2012.
2. Surveys found that most students appreciate the convenience of electronic submission and feedback, though some miss aspects of paper-based feedback. Staff also generally adapted to providing feedback electronically.
3. The university provides training and resources to support effective assessment practices using technology, and continues refining processes based on survey feedback. Tips include piloting widely, having consistent policies, mandatory training, and clear instructions for students.
This document describes KnowledgeZoom, a concept-based exam study tool with zoomable open student modeling to help students efficiently prepare for final exams. It integrates fine-grained concept-based guidance, an open student model that progressively zooms between topics and sub-topics, and adaptive problem sequencing. The tool includes a Knowledge Explorer that visualizes students' knowledge gaps through a zoomable treemap, and a Knowledge Maximizer that sequences practice problems based on students' knowledge levels and impact. An evaluation with 14 students found the tool helped identify knowledge weaknesses and generated quizzes covering multiple concepts, though better integration between its components could further improve the student experience.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
ACCUPLACER is a computer-based placement testing program used by over 1,300 secondary and post-secondary institutions to assess students' academic readiness in reading, writing, and math. It provides rigorous tests as well as diagnostic assessments and remediation resources. Tests are computer adaptive and can be administered online anytime with flexible proctoring options. ACCUPLACER scores can be used alongside other measures for multi-factor course placement. The program also aims to support student success through individualized learning pathways and remediation tools based on diagnostic results.
The document outlines an agenda for an advanced academics information session at West Potomac High School. It includes an introduction and student panel from 7:15-7:45pm, followed by a move to another building for breakout course sessions from 7:50-9:00pm. The document also provides information on the school's advanced academic programs, eligibility, benefits, support structures, course offerings, registration process, and contacts.
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
NIU Blackboard Portfolio Pilot InformationJason Rhode
The document discusses plans to pilot the use of Blackboard Portfolios at Northern Illinois University. It provides background on the portfolio tool available through the university's existing Blackboard Content System. An initial summer 2010 pilot will have faculty review capabilities and provide suggestions. A fall 2010 open pilot will gather additional feedback to inform template development and full implementation. The portfolio tool allows users to create, manage, and share collections of work through a series of customizable pages.
The document discusses the three C's of online course design: clarity, consistency, and community. It emphasizes that online courses should have clear objectives, explanations of assignments, and timely responses to student questions. Consistency is important, with master designs ensuring similar structure, navigation, and elements across courses. Building community is also key, through introductions, group assignments, and encouraging peer support. The goal is to design each course with consistent tools and elements to provide a clear and supportive online learning experience for students.
Acadly helps professors boost participation and communication with students inside and outside the classroom. Watch Acadly's presentation at the Reimagine Education 2017 conference at Philadelphia. The videos in the presentation are available here:
1. Structure: https://twitter.com/Acadlydotcom/status/937797507152863233
2. Instant one-tap roll calls: https://twitter.com/Acadlydotcom/status/937797784576589825
3. Typing math expressions using TeX in the Acadly messenger: https://twitter.com/Acadlydotcom/status/937798225175687180
4. Analytics: https://twitter.com/Acadlydotcom/status/937798721126969345
5. Context aware chat: https://twitter.com/Acadlydotcom/status/937799368366796800
ACCUPLACER is a computer adaptive placement testing program used by over 1300 secondary and post-secondary institutions worldwide. It provides rigorous academic assessments to assist with determining if students are prepared for college-level coursework or would benefit from developmental courses. Tests cover reading, writing, math, and ESL skills. ACCUPLACER offers diagnostic data to help schools develop tailored remediation plans for students. While cut scores vary by institution, ACCUPLACER aims to facilitate proper course placement based on each school's unique student population and programs.
This document summarizes interviews with faculty about managing expectations in online courses. Faculty noted that expectations around communication, the course, technology, and students' environments need to be clearly established upfront. Instructors should also provide consistent feedback and find ways to build relationships with students despite the online format. While challenges exist in meeting all students' needs online, setting shared understandings between students and faculty can help enhance the learning experience.
The document summarizes notes from a General Education department meeting covering the following topics in 3 sentences or less:
End of course surveys, at risk student lists, contracts, rubrics on the general education wiki, classroom expectations including substantive feedback and grade inflation, an upcoming ACICS visit, faculty development plans, and responses that may be given if auditors ask questions during the visit.
It also briefly outlines instructional evaluations, the online library, and recommendations faculty could provide if asked about best/worst features and improvements during the ACICS visit.
Presenter: Ciara Duffy
Organisation: South West College
Description: South West College have introduced a new student enhancement initiative called the “SWC Virtual Academy” which is student-centered, interactive, engaging and available 24/7.
The Academy, which is hosted on Blackboard Learn, provides a series of online programmes designed to prepare students for future employment by building their expertise in core skills using today’s most popular technologies. Students can choose from a wide variety of fully online or blended programmes including: Employability, Entrepreneurship, Business Start-up, Digital Skills and Study Skills. Over 10,000 digital badges have been awarded to students for the successful completion of individual courses/programs since September 2015. This session will encourage educators to reflect on how the student delivery models are evolving.
What does good course design look like to you - Alex Wu, BlackboardBlackboard APAC
Course design is undoubtedly a critical element of any online or blended learning environment. As academics and instructional designers, we often associate course design with teaching and learning outcomes that are course- and program-specific and are aligned specifically to graduate attributes or goals. In this session, we will instead take a deconstructive approach to analyse each of the main tool groups within Blackboard Learn and Collaborate, and showcase some unique tool deployment use-cases from clients around the globe. We will also touch on using the same tools in research and grant management to discuss how both teaching and research departments could cross benefit from using the same platform within an institution.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
Learning from failure: The Blackboard PerspectiveBlackboardEMEA
This document discusses the shared journey of Blackboard and its university customers over the past 15+ years. It examines the key transitions institutions go through in adopting and maturing their use of learning management systems from initial exploratory use to achieving mission critical status and enabling support of the wider organization. The document also looks at trends in how Blackboard is supporting customers beyond core course delivery and expanding integrations and use of features to enhance learner services, inform innovation, and drive organizational efficiencies.
This document summarizes a presentation about using web 2.0 tools to teach science inquiry from primary to tertiary education. It describes a new science education unit that uses authentic projects around sustainability and web 2.0 tools like discussion boards and collaborative documents. Student assessments include project plans, reports, and a final exhibition. Surveys found the approach improved students' confidence with web 2.0 tools and understanding of science concepts and inquiry. Comments from students said it helped develop opinions and challenge views through personalized teaching methods like small group work.
KnowledgeZoom for Java: A Concept-Based Exam Study Tool Michelle Liang
KnowledgeZoom is a concept-based exam study tool that integrates fine-grained concept guidance, zoomable open student modeling, and adaptive problem sequencing to help students efficiently prepare for final exams. It includes the Knowledge Explorer, which visualizes students' knowledge of Java concepts in a zoomable treemap, and the Knowledge Maximizer, which sequences practice problems based on students' knowledge levels. An evaluation with 14 students found they attempted more questions and achieved higher success rates with KnowledgeZoom than other tools, and most found its identification of weak concepts and coverage of multiple concepts to be helpful for exam preparation. Future work will improve the integration between the tools and further investigate their effects on student learning.
This document discusses a "clockworks approach" to lawyer development based on the Cravath System from the 1920s. The key elements of this approach are finding talented candidates, providing training in substantive legal knowledge and skills like delegation, supervision, and client relations through a rotation system, demanding and rewarding teamwork, and an "up or out" policy with low attrition and no lateral hiring. It also lists topics that could be covered in a modern clockworks approach to legal training, including contracts, torts, collaboration skills, project management, and decision-making.
La zona de confort se refiere a la zona donde las personas se sienten cómodas y seguras debido a hábitos y rutinas establecidas. Sin embargo, permanecer en la zona de confort impide aprovechar nuevas oportunidades y puede evitar que las personas alcancen sus sueños. Para trascender, es necesario superar los miedos, ser perseverante y positivo, y salir de la zona de confort para entrar en la zona de aprendizaje donde se enfrentan nuevos retos y se promueve el crecimiento personal.
Please send catalogers : metadata staffing in the 21st centuryJennifer Liss
This presentation addresses the ways in which traditional catalogers are uniquely positioned to make valuable contributions to the linked library data future and outlines competencies for performing metadata work.
This document provides a notification to @PaulBradshaw about a video on an online journalism blog discussing students protesting for free education. It includes a link to the video and encourages PaulBradshaw to watch, listen, learn, see and meet regarding the topic.
Este documento describe varias herramientas web 2.0 como Blogger que permite crear bitácoras en línea sin código, About.me que centraliza enlaces de redes sociales, Wordle que genera palabras con diversos formatos a partir de texto, y Educaplay, Story Bird, Fotofunia, Flash-Gear, Photo Peach y SlideShare que permiten crear y compartir actividades educativas, cuentos, imágenes con efectos, rompecabezas y presentaciones multimedia.
Kim Jesteśmy? Czym się zajmujemy? W czym możemy Ci pomóc? Tu znajdziesz odpowiedzi na wszystkie te pytania. Zapraszamy do zapoznania się z prezentacją naszej firmy!
Teachers are supposed to teach how to study new ones.
Students are supposed to learn how to study new ones.
But,
teachers do not teach how to study new ones; and students do not learn how to study new ones.
This is the basis of all academic problems and raise of educational cost.
By reading this document, you will learn how to study new ones.
Microblogging services like Twitter have changed the world by (1) becoming valuable platforms for sharing information, as seen during events like the US presidential election, (2) replacing many websites by integrating microblogging functions, and (3) evolving into social networking platforms. To maximize their impact, users should post thoughtful, meaningful content rather than complaints or daily updates, and focus on groups, direct messages, and replies rather than all tweets. Microblogging can be a good learning tool if used intentionally for sharing valuable retweets and influencing others positively rather than solely for entertainment.
The document discusses various techniques used in documentary films to present real events and their impact on spectators. It describes common documentary conventions like using natural lighting, interviews, voiceovers, and reconstructions to appear more authentic. However, it notes that these are just conventions and the selection and construction of footage can manipulate viewers just as fiction films do. Viewers must examine how 'real' events are presented and how that might influence their perspective.
Este documento describe la seguridad, privacidad y medidas de prevención de la información digital. Explica que la seguridad de la información busca minimizar riesgos a la infraestructura y datos mediante herramientas y leyes. También cubre objetivos como proteger archivos y asegurar acceso oportuno a la información. Además, analiza conceptos como privacidad en Internet, problemas comunes como virus y hackers, y recomienda medidas de prevención como usar contraseñas seguras y actualizar software.
El documento habla sobre la importancia de llorar y expresar emociones. Reconoce que todas las personas, independientemente de edad o situación, necesitan llorar para aliviar el alma y sentirse mejor. Aconseja no contener las lágrimas y pedir consuelo a otros cuando sea necesario, ya que llorar limpia el alma y ayuda a enfrentar nuevos retos.
In recent years, we have seen an overwhelming number of TV commercials that promise that the Cloud can help with many problems, including some family issues. What stands behind the terms “Cloud” and “Cloud Computing,” and what we can actually expect from this phenomenon? A group of students of the Computer Systems Technology department and Dr. T. Malyuta, whom has been working with the Cloud technologies since its early days, will provide an overview of the business and technological aspects of the Cloud.
The Brontosaurus was a large, gray, plant-eating dinosaur that lived long ago. It had a big tail and laid eggs like other dinosaurs. Now, all that remains of dinosaurs are their bones.
Abd El-monem Mohamed Masood is seeking a UI Developer position where he can use his knowledge of HTML, CSS, JavaScript, jQuery, and other technologies. He has over 5 years of experience in UI development and quality control roles. His experience includes building book templates, creating interactive objects, integrating data, and ensuring cross-browser compatibility. He is proficient in languages like HTML, CSS, JavaScript and has experience with tools like Photoshop, Dreamweaver, and Sublime Text.
This presentation helps you to address the key challenges in remote teaching through various teaching platforms & tools for specific purpose, Effective use of technology using SAMR model. Educators can use this content to manage their own professional growth and well-being.
The document discusses online assessment in education. It defines formative and summative assessment and their purposes. It describes various formative assessment techniques that can be used online like polls, discussions, blogs, e-portfolios, and rubrics. It also discusses principles of effective online assessment and types of assessments like tests and quizzes that can be created using tools like Hot Potatoes and Google Forms. Summative assessment is used to evaluate learning while formative assessment provides feedback to improve learning.
Evaluating teaching and learning in MOOCsJanine Kiers
This document discusses evaluating teaching and learning in MOOCs. It outlines the quality assurance cycle of designing, developing, running, and evaluating MOOCs. It describes using tools like student surveys, forum analysis, and platform data to gather feedback on aspects like student satisfaction, design, and activity. The document provides an example of evaluating student expectations, workload, and performance. It notes challenges in interpreting evaluation results due to issues like low response rates and student heterogeneity. Suggestions are made to standardize the implementation and interpretation of evaluations and to dedicate more time and resources to the evaluation process to improve courses and support.
This document provides an overview of custom reporting in Schoolnet. It discusses defining student sets ("the who") and report parameters and data selections ("the what") to build custom reports. Key points include:
- The "who" is the student set, defined by applying filters to select specific students.
- The "what" includes report parameters like formatting, rows and columns, and data constraints to select assessment data.
- Custom reports and analysis spreadsheets allow defining the "who" and "what" separately. Pre-formatted reports have limited options.
- Reports can be saved, published to share, and tagged as "key reports" for easy access by others.
This document outlines the agenda and content for a webinar on e-assessment. The webinar will include presentations on understanding e-assessment, using e-assessment in practice, and assessment features in ScaffoldLMS. It will involve polls, discussions, and demonstrations of assessment tools in ScaffoldLMS. The goal is for participants to learn about the benefits and challenges of e-assessment, considerations for online assessment design and delivery, and how ScaffoldLMS can support assessment activities.
Presentation from eAssessment & Originality hands-on session for PGRs (PTT co...Laurenunirdg_tel
Presentation from the hands-on session around eAssessment and Turnitin's Similarity reporting feature for PGRs with teaching responsibility on the PTT course.
This document discusses assessment, accreditation, and compliance from the Higher Learning Commission. It provides an overview of the HLC criteria that institutions must meet, including having a clear mission, operating with integrity, and providing quality education. It notes areas that the institution met with conditions, including operating with integrity, commitment to assessment, and commitment to retention/completion. It outlines recommendations from an accreditation team visit, including following up on restructuring co-requisite programs, improving faculty credentialing and assessment systems, and shared governance. It also discusses the institution's co-requisite model, assessment systems, and shared governance plans.
This document provides an overview of a webinar on assessments and rubrics for transforming undergraduate STEM education. The webinar goals are to define typical terminology related to outcomes, assessments and rubrics, propose assessments for different outcomes and levels, and access and use a materials design rubric. The rubric links learning goals and processes through seven sections including guiding principles, learning goals and outcomes, assessments and measurements, resources and materials, instructional strategies, alignment, and GETSI-specific instructional strategies. The webinar discusses writing learning outcomes, formative and summative assessments, examples of current rubrics, and designing effective rubrics.
Assessment Trough Technology in Education munsif123
This document discusses assessment of student learning. It defines assessment and explains that the purpose of assessment is to understand what students know, can do, and how they feel. There are different types of assessment including placement, formative, diagnostic, and summative. Common assessment techniques include classroom assessment techniques, paper/pencil tests, presentations, portfolios and projects. The document also discusses various digital tools that can be used for assessment, such as Google Forms, Kahoot, and Edpuzzle. It highlights benefits and limitations of using technology for student assessment.
The document discusses best practices for assessing students in a virtual learning environment. It covers topics such as the importance of formative assessment, using technology to conduct assessments, aligning assessments with learning objectives, examples of student self-assessment tools, and challenges of implementing assessment for learning online. Testing procedures during the pandemic, such as ensuring test security and standard administration, are also addressed. Overall, the document emphasizes that assessment should focus on learning over knowledge and provide meaningful feedback to students.
Quality assurance of MOOCs: The OpenupEd quality labelEADTU
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The document discusses the role of an instructional designer at the University of Illinois College of Medicine in Chicago. It describes how the instructional designer helps improve the medical school curriculum through evidence-based best practices, feedback loops, and future planning. The designer analyzes course evaluations, observes teaching, and collaborates with faculty to enhance learning materials and instructional methods using frameworks like ADDIE and backward design. Evaluation data is used to identify areas for improvement and gauge the impact of changes made. The goal is to continually refine the curriculum and help faculty develop as effective educators.
Quality assurance of MOOCs: The OpenupEd quality labelJon Rosewell
The OpenupEd quality label is a quality enhancement approach to e-learning, tailored specifically to MOOCs. I will briefly introduce the OpenupEd quality label, show how it relates to other e-learning quality frameworks, and outline the ways in which it can be used, ranging from informal self-assessment to a full external review. Which of the benchmarks could contribute to enhanced design of MOOCs? Are the benchmarks sufficiently detailed? Do they capture all important aspects?
Step 1 Project Initiation and get organized Rev1_print.pptxARNELUSMAN2
The document provides an introduction to quality concepts, principles, and evolution. It defines quality, discusses total quality management and continuous improvement methodology. It outlines how to evaluate school performance, select continuous improvement projects, and challenges that can lead CI projects to fail. It also describes the assess stage of continuous improvement and setting up an organizational structure to support a school-based CI program.
Presentation at 2014 Brightspace (by D2L) Ignite forum at Oklahoma City University. Oct 24, 2014. "Creating Faculty Evaluation and Mentoring Programs Using Brightspace" by Stacy Southerland, Bucky Dodd and Tracy Fairless, all of the University of Central Oklahoma
Killer Online Design and Teaching TechniquesRaymond Rose
The document outlines techniques for effectively designing and teaching online courses. It discusses common myths about online learning and the challenges both instructors and learners face. It provides recommendations in several areas: course design with clear standards and organization; using content to guide learning rather than extensive discussion facilitation; providing detailed expectations, rubrics and answers to reduce questions; designing purposeful asynchronous discussions and assignments; and strategies for efficient feedback and assessment. The overall message is that with proper planning and structure, both instructors and learners can have a more positive experience with online education.
The document summarizes the development of a program to recognize excellence in online course design through a peer review process. It describes the goals of improving online courses and helping institutions achieve recognition. Details include establishing submission guidelines, assembling review teams, providing feedback to applicants, and recognizing the benefits to instructors and students. In the first two years, the program reviewed 13 courses total and recognized 4 as exemplary.
Similar to Preparing to Teach for PGRs: eAssessment, Nov 2016 (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
3. TEL STAFF (CQSD)
Vicki Holmes
Head of TEL
v.holmes@reading.ac.uk
Adam Bailey
Senior TEL Advisor
a.r.g.bailey@reading.ac.uk
Lauren McCann
TEL Advisor
l.j.mccann@reading.ac.uk
Shirin Irvine
TEL Advisor
s.irvine@reading.ac.uk
Maria Papaefthimiou
Senior TEL Advisor
m.c.papaefthimiou@reading.ac.uk
Andy Turner
TEL Applications Manager
a.r.turner@reading.ac.uk
3
Technology Enhanced Learning
7. OBJECTIVES
Post-graduate students with teaching responsibility to be aware of:
Where UoR stands currently in terms of online submission,
marking & feedback, and what this means for PGRs
Tools used for online submission, eMarking, eFeedback &
similarity (originality) checking of work
Where to access relevant resources & support
7
8. OVERVIEW
8
• Chalk & talk
• LIVE demo of the eAssessment tools on Blackboard
• QUIZ (with prizes!)
• Any Questions?
• What Next?
10. WHERE IS THE UNIVERSITY RE
ONLINE SUBMISSION, MARKING
& FEEDBACK?
10
• Schools are at different stages with regard to using
online submission tools, eMarking / eFeedback & use
of Turnitin’s Similarity checking feature
• Check with your teaching colleagues about which tool/s
you are using – settings & arrangements. (15 day
turnaround)
• EMA Project – Electronic Management of Assessment
12. 12
Specify
Settings
Supporting
Submitting
Marking
&
Feedback
Recording
Marks
Returning
Marks &
Feedback
Reflecting
• Identify assignments
• Decide on process
• Select suitable tool
• Submission point set up
• Instructions to students
• Feedback Plan
• Marking criteria (Rubric)
1
2
3
4
5
6
7
8
• Prepare students for the
assignment
• Provide guidance
• Help guides
• Submission point availability
• Drafts
• Originality Reports (Turnitin only)
• Monitoring late and extensions
• Mark the assignment
• Use your chosen method of
providing feedback
• Moderation / second marking
• Enter Marks
• Grade Centre calculation
• RISIS
• Release marks and feedback
via Grade Centre
• Post Date (Turnitin only)
• Ask students to reflect on
performance
• Review assignment analytics
Assessment Life Cycle for
Assignment tool
15. WHEN TO USE WHICH TOOL?
15
Turnitin
• Individual submission only
• Similarity Report
• Text based assignments
• Single file
Advantages
• Re-usable comments
• Integrated voice comment
• Submit on behalf of a student
• Email non-submitters
Bb Assignment
• Group Assignments too
• Multiple file submission
• Assign multiple markers
Advantages
• Attach feedback file
16. MARKING RUBRICS
What are they?
• A marking tool that uses a set of identified criteria, against which
students’ assignments can be evaluated
• Usually represented as a grid or table with a scale
• Linked to learning outcomes
• Measureable & observable performance
16
17. IPAD APP
• Turnitin for iPad
• Off- line marking
• Video https://vimeo.com/71294058
17
19. TURNTIN SIMILARITY REPORT
21% of
this
paper
matches
other
sources
Highlights any
text that
matches
sources in the
Turnitin
databases, and
provides links to
them.
20. WHAT IS A SIMILARITY REPORT?
It displays the results of the text matches to internet sources
Checks:
• Websites (& archived)
• Student paper repository (Institutional & UK)
• Some journals & publications
So it can:
• Assist tutors in their professional academic judgment
• Be used as a learning tool to help students check their work
• Be used as part of academic integrity teaching strategy
22. HOW DOES IT HELP?
• Assists in validation of the originality of students’ work
• Provides equality of provision
• Helps maintain standards and quality of awarded marks
• Students can check poor paraphrasing and missing
citations and improve their academic writing
23
23. SIMILARITY REPORT:
LIMITATIONS
It does NOT detect:
• Older print sources & books
• Some electronic journals
• Password-protected website content
• Translated foreign language sources
• Mathematical equations
• Graphs, diagrams and images
• If someone else has written it
24
24. WHAT IS TURNITIN NOT?
It’s NOT a plagiarism detector
It’s NOT a substitute for an
academic’s professional
judgement
25
25. E-ASSESSMENT AT UOR –
WHAT DO YOU KNOW?
• Let’s play Kahoot!
• Go to kahoot.it on your mobile device
& get ready for the quiz!
26
26. CHALLENGES
Tools are mechanisms for marking & giving
feedback – they don’t solve the challenge of
getting students to engage with their feedback…
27
27. KEY MESSAGES
Check arrangements in your School for
online submission, marking & feedback –
which tool & settings are you using?
Avail yourself of resources & support to
enable you to use the tools effectively
Ask for help if you need it!
28
29. HELP & SUPPORT
• Person-to-person:
• Colleagues & SDTL
• IT Service Desk – email: it@reading.ac.uk
• Online:
• Blackboard > Graduate Organisation > Preparing to Teach
• Support for Staff tab on Blackboard
• Support for Students tab on Blackboard
• TEL blog (http://blogs.reading.ac.uk/tel/)
• Blackboard Help website (https://en-us.help.blackboard.com/)
• Technical:
• IT Service Desk – email: it@reading.ac.uk
30
Here to put the ‘e’s in to (e)Marking & (e)Feedback!
Hello!
The members of CQSD Technology Enhanced Learning (TEL) cluster – here & happy to support in all things TEL, including eAssessment.
Here to put the ‘e’s in to (e)Marking & (e)Feedback!
Can’t talk about Assessment – marking & feedback – without talking about eAssessment – online submission, online marking and giving feedback online.
Assure PGRs that all materials from today’s session are available online – PowerPoint & relevant guides
Show where materials can be found on Bb > Graduate School Organisation > Preparing to Teach
Assure PGRs that all materials from today’s session are available online – PowerPoint & relevant guides
Show where materials can be found on Bb > Graduate School Organisation > Preparing to Teach
Objectives of the session
Objectives of the session
A favourite assessment cartoon – teaching & learning can be very different things! Assessment helps to check what learning has taken place. Teaching is only as good as the learning that has occurred.
OFSTED – look a the learning that is taking place rather than the ‘teaching’.
There are 2 supported tools available for online submission, eMarking & eFeedback:
Turnitin
Blackboard Assignment
BOTH available through Blackboard
Assignment life cycle developed by Manchester Metropolitan University.
ASK:
1. Has anyone done any online marking yet?
2. Does anyone know if / when they’ll be marking online submissions?
3. Which tools will you be using? Blackboard? Turnitin?
LIVE Demo on Blackboard:
Blackboard Assignment
Show BB Assignment – EDIT settings to show how a BB Assignment is set up
Show how to access submissions to MARK ONLINE & MARKING FEATURES
2. Turnitin Assignment
Show Tii Assignment – EDIT settings to show how a Tii Assignment is set up
Show how to access submissions to MARK ONLINE & MARKING FEATURES
Web-based e-assessment management tool
Primarily for written assignments
Integrated into Blackboard
Key feature:
Text matching system (Similarity Reporting)
Compares text and highlights similarities
Finds unoriginal text from a variety of internet sources
No, the similarity index identifies matching text only
Within the database
Cannot check against new web-content, password protected websites, books and journals not available electronically
Need to use your professional judgement to prove plagiarism
Educational/ developmental tool
A web-based text matching system that checks for potential unoriginal content by comparing text in a student assignment against a database of sources. The database contains copies of electronic text on the internet, in published works, on commercial databases, and in assignments previously submitted to Turnitin by students in universities all over the world, including assignments obtained from internet sites that sell student papers.
It doesn’t determine if plagiarism has taken place
Does not replace an academic’s professional judgment
Instructor goes to getkahoot.com & logs in:
Log-in: unirdgtel
Password: unirdgtel
Open PGR eAssessment Quiz
Students pair up & go to kahoot.it & enter the PIN then follow the on-screen instructions
Discuss answers & reinforce key points
Objectives of the session
As well as EMA and formal summative assessments, technology can help with assessment in other ways. With a creative approach to assessment, for example, Blackboard has a range of tools – blogs, journals, wikis, discussion boards – that can be set up as graded activities. As well as assignments, there are self-marking tests/quizzes that can be deployed too.
Assure PGRs that all materials from today’s session are available online – PowerPoint & relevant guides
Show where materials can be found on Bb > Graduate School Organisation > Preparing to Teach
Follow unirdg_TEL on Twitter for all the latest from the TEL CQSD team!