Replacing computer market assessment and Part A exams with Moodle Quiz
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A presentation at MoodleMoot AU 2015 in July at Monash University in Melbourne. The presentation outlines changes made to USQs Moodle environment to facilitate computer marked assessments and part A exam (multiple choice) questions.
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LanSchool - Managing the computer classroom environment
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Student tech 10_12
The survey found that students use technologies like social media, smartphones, and laptops extensively in their personal lives. While some tools like email and the LMS are widely used for studying, students expressed more interest in using additional technologies like online document sharing, virtual worlds, and mobile devices for learning in the future. The results indicate a shift toward more online and mobile technologies for learning, communication, and administration, though traditional tools also remain important.
Implementing a new Flexi Format, the how’s and whyfor’s
As institutions learn more about how to sustainably tweak (customise) their Moodle environments to better service their unique needs, we are starting to see some very interesting examples of practice emerge; one’s that will not necessarily be seen on the Moodle Docs, Tracker, or Forums. One of these is the advent of a new course format developed by the University of Southern Queensland (USQ) called the Flexi Format. This new format allows both 'Week' sections and 'Topic' sections to appear in the same course. Included in this format is also two new ‘sections’ called ‘Getting Started’ and 'Assessment' aligned with a customized navigation block. Assessment, for example, has built-in smarts, providing the ability to draw in data via an abstraction layer from the Student Management System; 'People Soft', along with other automated features. However, this could be adapted to draw data from other system, such as Student One, Callista, etc.
This presentation will demonstrate how this new course format looks and works, and will provide a rationale as to why it is been developed, but more importantly, why it has been seen as such a great way forward by many academics at USQ. In simple terms, it has given academic staff the ability to provide a more unique/customised experience for their students, while at the same time it allows the university to provide more consistency in how these courses will appear to students.
Moodle moot 7_10
This document discusses incorporating Web 2.0, Pedagogy 2.0, and Moodle 2.0 into learning and teaching at universities. It outlines key cultural shifts with the move to collective intelligence and user participation online. Pedagogy 2.0 is defined as integrating Web 2.0 tools to support knowledge sharing, networking, and access to a global audience with socioconstructivist learning approaches. The document then discusses challenges like technical problems, clashing cultures, and loss of control or history when moving teaching fully online, before outlining how the University of Southern Queensland addresses these issues.
ACODE Benchmarking: Plotting a bright future
Presentation to the ACODE 64 Business meeting on the future state of the ACODE Benchmarks, March 2014.
Student experiences and expectations of technology
A Seminar presented at the University of South Africa on the students current and expected use of technology in relation to their learning. Presented on behalf of the Institute for Open and Distance Learning (IODL).
From rags to riches: Democratisation of the photographic art
From rags to riches: Democratisation of the photographic art documents Michael Sankey's journey in photography from analogue to digital to mobile. It discusses how the internet and social media have made photography more accessible and democratic, allowing photography to be viewed and shared more widely. Sankey investigates how his practice has evolved through these different eras and mediums, becoming more intermedial in nature. He demonstrates how contemporary visual practice draws upon historical influences and explores new boundaries enabled by technology and online dissemination.
Rolling with the punches: Committing to an ongoing upgrade methodology
The document discusses the University of Southern Queensland's (USQ) approach to ongoing upgrades of its learning management system, Moodle. USQ upgrades Moodle every 6 months to take advantage of new features and functionality while avoiding large disruptive changes. The upgrade process involves testing new versions, customizing the interface, extensive user training, and gathering feedback to improve future upgrades. The main lessons learned are to thoroughly test new versions, involve stakeholders, communicate extensively with users, and plan training and support for ongoing maintenance and the next scheduled upgrade.
OLE_Griffith 2_13
This document summarizes a project to design and implement a quality management framework for online learning environments using a distributed leadership approach. The framework includes six key elements: planning, technologies, organizational structure, evaluation, governance, and resourcing. It was developed and tested over four phases by a team from several Australian universities. The goals were to help conceptualize quality assurance and improvement for online learning and how distributed leadership can support institutional transformation.
Moodle forum 9_12
The document discusses current and emerging tools in Moodle. It mentions the USQ TEL Roadmap, Moodle Roadmap, upcoming tools and features in Moodle versions 2.3 and 2.4 like drag and drop content. It provides links to the eLe@USQ site, a Moodle tools guide, examples of good practice Moodle sites, and an HTML5 Symposium. It asks how those in the audience can help get good practice Moodle sites up and running.
Adfi forum 4_12
Dr. Michael Sankey discusses aspirational technology states and personal learning environments at USQ. He outlines how ePortfolios are being used by students for course assessments, potential employers, and friends and family. Over 11,000 portfolios and 24,000 pages have been created between March and November 2011. The presentation also discusses how social networking, management, and facilitation of learning is shifting from traditional LMS to more open PLE models using tools like Moodle, Mahara, MIT OCW, and iTunes U. Mobile access to information and tools is driving this change according to the 2011 Horizon Report.
Benchmarking for future growth
Benchmarking for future growth, a must for institutions with a strong regional focus: You are not alone. A presentation on the refreshed ACODE Benchmarks for technology enhanced learning, to the Digital Rural Futures Conference 25-27 June 2014 at the University of Southern Queensland, Toowoomba, Australia.
Herdsa 9 12
The document summarizes findings from a survey of USQ students about their use of technology. Key findings include:
1) Most USQ students access information online as 77% are external/online students. Laptops are the most common device used for study.
2) Popular technologies used by students in daily life include search engines, texting, email and social media like Facebook.
3) Technologies preferred for learning include the LMS, email, online conferencing and mobile phones for contributing to classes.
4) Students have varying levels of interest in using new technologies like tablets, ePortfolios and social media for educational purposes.
SLJ 6 2012
Slides related to the USQ Student Learning Journey as presented at the NSW TAFE Leaders Conference in June 2012.
Learning and Educational Analytics
Learning analytics and Moodle: So much we could measure, but what do we want to measure? A presentation to the USQ Math and Sciences Community of Practice May 2013
Benchmarking your capacity for technology enhanced learning
A presentation to the staff of the University of South Africa as part of a Benchmarking Activity around Technology Enhanced Learning, using the ACODE Benchmarks. Conducted for the Institute for Open and Distance Learning (IODL)
The Social Media Triage
With the ubiquitous nature of social media effecting all areas of society, how do we as academic researchers need to respond to this challenge to use social media to promote our practice. This presentation will provide some clues.
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Implementing a new Flexi Format, the how’s and whyfor’s
Implementing a new Flexi Format, the how’s and whyfor’s
Student experiences and expectations of technology
Student experiences and expectations of technology
From rags to riches: Democratisation of the photographic art
From rags to riches: Democratisation of the photographic art
Rolling with the punches: Committing to an ongoing upgrade methodology
Rolling with the punches: Committing to an ongoing upgrade methodology
Benchmarking your capacity for technology enhanced learning
Benchmarking your capacity for technology enhanced learning
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Moodle Proposal Presentation by Hongxia Yang, Christa Guilbaud, Xin Chen for Programs and Product Evaluation course Spring 2009
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The transition towards digitalization in the educational sector marks a pivotal shift in how teaching and learning are conducted. This shift is driven by a recognition of the limitations of traditional educational methods and the vast potential of technology to enhance the educational experience.
Moodle At DePauw
This presentation was orginally presented at the Midwest Moodle Moot at Goshen College on July 21, 2009.
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Moodle user group 27 02-14
The document outlines the agenda and content for a Moodle User Group meeting held on February 27th at Tresham College. The agenda includes discussions on monitoring Moodle usage, finding and repairing broken links, plugins/addons, and upcoming events. Presentation topics cover reporting and statistics tools in Moodle for admins, tutors, and users, identifying broken links using third-party software, and the Grade Tracker plugin for linking activities to BTEC criteria. The meeting concludes by discussing commonly used plugins and the possibility of looking at other VLEs like Canvas or Edmodo at the next meeting in May.
School management system project Report.pdf
Education system forms the backbone of every nation. And hence it is important to provide a strong educational foundation to the young generation to ensure the development of open-minded global citizens securing the future for everyone. Advanced technology available today can play a crucial role in streamlining education-related processes to promote solidarity among students, teachers and the school staff. School Management System(SMS) consists of tasks such as registering students, attendance record keeping to control absentees, producing report cards, producing official transcript, preparing timetable and producing different reports for teachers, officials from Dr.Mohiuddin Education foundation and other stakeholders. Automation is the utilization of technology to replace human with a machine that can perform more quickly and more continuously. By automating SMS documents that took up many large storage rooms can be stored on few disks. Transcript images can be annotate. It reduces the time to retrieve old transcripts from hours to seconds.
Fine tuning assessment for teaching and learning
Can we customise e-assessment so that it supports learning, rather than just summative certification? Presentation at Portsmouth University
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 version
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CoLT 2017 - Prof. Dr. Vishna Devi Nadarajah
Professor in the School of Medicine & Dean of Teaching and Learning, International Medical University, Kuala Lumpur, Malaysia
Accelerate IT
The document provides an overview of a competency-based education (CBE) program called Accelerate IT. Key aspects of the program include:
- Aligning courses and curriculum to competencies defined by employers to allow students to progress as they master skills.
- Unbundling faculty roles between course development, assessment, facilitation and grading to improve efficiencies.
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RIDE 2010 presentation - Using interactive computer-based assessment to suppo...
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E-assessment & feedback at DMU
Presention as part of ALT winter conference / East Midlands Learning Technologist winter meeting, Wednesday 9th December 2015.
Business Cluster SWOT Analysis
The survey summarizes participation data and feedback from the 2013 Business Cluster Survey. It provides strengths, weaknesses, opportunities, threats, and action items for each division: Human Resources, Research Administration, Business Operations, Purchasing/Procurement, Information Technology, Educational Technology, Facilities, Communications, and Infoporte. An overwhelming percentage of respondents agreed that staff in each division exhibited a "we are here to help" attitude. The document outlines ways to improve workflows, training, communication, and customer service across the business cluster.
Creative Assessment Techniques Faculty Development Model - Competency-Based E...
The document describes the assessment model and techniques used in the Business Software Specialist Certificate program at Bellevue College.
The 32-credit program includes 8 courses, 1 orientation, and leads to 5 Microsoft Office certifications. Courses use pre-tests to assess prior knowledge, practice exams, post-tests requiring 80% or higher, and comprehensive final assessments. Additional assessments include certification exams and business case projects applying course skills.
The assessment model is evolving based on student and faculty feedback. Current assessments include skills-based projects, blended multiple choice/project tests, and skills lab simulations to better evaluate course mastery through performance-based assessments.
eFest08 Tanz My Learn Network Pilot
The document outlines a pilot project to create a flexible eLearning network in New Zealand using the Moodle learning management system. Six New Zealand Diploma in Business courses will be offered across multiple institutions on a shared Moodle platform to identify issues and design solutions. The objectives are to provide wider access to education, share costs and resources, and establish if collaboration can lead to more sustainable programs. An action plan and timeline are provided along with potential roles, issues, and future work.
Learning Management Systems - Online Education
This document discusses learning management systems (LMS) and how they can be used for online education and employee training. It begins by explaining that LMS tools are used by schools and companies to track student/employee progress and ensure skills and processes are up to date. The rest of the document outlines key aspects of setting up and implementing an LMS, including: components like content hosting, reporting, and communication tools; use cases like onboarding, training, and knowledge retention; and options for hosted or open-source systems. It emphasizes using data from LMS to identify training needs and high/low performers, and provides examples of how libraries can implement LMS for staff and patron training.
[EADTU-ENQA PLA] The E-xcellence QA methodology: lessons learned over ten yea...
Presentation by Jon Rosewell (OUUK) during the EADTU-ENQA Peer Learning Activity in Brussels on 21-22 September 2017
Approaches to changing assessment and feedback practice
This document discusses different approaches that universities have taken to changing assessment and feedback practices. It describes projects at Bath Spa University, University of Winchester, and Queen's University Belfast that took bottom-up, evidence-based approaches focusing on principles of assessment and feedback and participatory change. Manchester Metropolitan University's project took a top-down approach, building on previous initiatives. All the projects emphasized listening to stakeholders, piloting changes, and evaluating results. The main challenges identified were engaging all stakeholders, embedding changes fully, and selecting and implementing appropriate technologies to support changes.
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More from Charles Darwin University
Creating a new culture around authenticity and generative AI
Sankey, M. 2023. Creating a new culture around authenticity and generative AI. Research Bazaar Northern Territory. Charles Darwin University. Darwin. 25-26 October.
Reimagining authentic curriculum in the age of AI
The document summarizes key points from a discussion on reimagining authentic curriculum and assessment in the age of generative AI. It includes:
1. Three major challenges are contract cheating, impersonation, and generative AI which can produce written work.
2. There are opportunities to use AI to enhance student learning and productivity if designed appropriately. Students could become creators by using AI to aid understanding or produce new learning resources.
3. Authentic assessment needs to move beyond essays and emphasize real-world skills through activities like presentations that cannot be produced by AI as well as balancing written work with other assessments.
Embracing student innovation in the age of Generative AI
Sankey, M. 2023. Embracing student innovation in the age of Generative AI (Keynote Presentations). The 2023 WATTLE forum: InspirEd Horizons: Embracing Educational Innovation and Generative AI. University of Wollongong. 25 September.
Disruption in TEL is there any other way to go?
A presentation to the Learning Technologies Advisory Group at Edith Cowan University, that considers some recent innovations and the what allowed those innovations, AI generated teaching content, The metaverse,
Assessment now and the next big ideas
Embracing AI in new forms of assessment
Presented at the Anthology – Innovate & Educate Australia – 2023. In this presentation I’ll lay foundation of the role academic integrity plays in relation to Generative AI and what this means for authentic assessment.
It will then provide examples of some contemporary approaches to the use of Generative AI in Assessment, from across the sector and,
in this particular case, we will consider what this might look in the Ultra platform.
I’ll provide a sector perspective as to what 34 of our Australian Uni’s are doing in relation to this. Based on the findings of a very recent sector-wide survey of Directors of TEL, conducted under the auspices of ACODE.
Disruption in TEL the way of the future and the way to go
This presentation considers some recent innovations and what has allowed them to work in education thanks to technology. It then discusses key technologies and practices and assessment integrity & AI generated content. Lastly it looks at what’s the next big thing for technology enhanced learning.
Technology & Social Inclusion: Enhancing the First Year Experience
Technology & Social Inclusion: Enhancing the First Year Experience
• Overview of current technology trends in higher education and their impact on student social inclusion
• Examples of successful technology-based initiatives aimed at improving the first-year experience for students
• Potential challenges and ethical considerations related to the use of technology for social inclusion
• Strategies for integrating technology into existing programs and resources to promote social inclusion
• Future directions for technology-based initiatives in promoting social inclusion in first year experience.
Presented at: ENHANCING STUDENT RETENTION & SUCCESS THROUGH FIRST YEAR EXPERIENCE, ORIENTATION AND SOCIAL INCLUSION: 2023. SkillingSA
Prof Michael Sankey, Director: Charles Darwin University
Principles of assessment
A presentation on what authentic assessment may look like in a post ChatGPT world. Presented on the 26 July to an Educational Design Workshop held at Charles Darwin University. His ten priorities for assessment include:
- Reduce emphasis on final high-stakes exams
- Reduce propensity for wide-spread quizzes for key assessments
- Look for opportunities for program-wide assessments (alignment across units)
- Weight assessment aligned with level of learning
- Increase emphasis on formative feedback for learning (feedback literacy)
- Designing active, collaborative, authentic assessment
- Increase the use of WIL, group and peer assessment
- Increase ‘assessment for inclusion’
Increased use of multimodal assessment
- Reduce essays and long form text that can be easily cheated
Embracing AI In Assessment
A presentation to the Academic staff of SISTC (Sydney International School of Technology and Commerce) on different techniques to adopt to work with Generative AI, such as ChatGPT and to consider different forms of assessment.
ACODE Presidential Address
Slides from my ACODE Presidential Address at the THETA Conference in Brisbane.
Sankey, M. 2023. ACODE Presidential Address. HETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April.
Embracing AI for student and staff productivity.pptx
Sankey, M. 2023. Embracing AI for student and staff productivity. THETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April.
Abstract: ChatGPT, and more broadly AI Transformers, has put the cat among the pigeons over recent months. Institutions are looking at different ways to provide the best possible advice to our staff and students. There is now consistent agreement, there can potentially be very positive outcomes for both students and staff, but we first need to understand this as a community. The theme of the ACODE 88 Meeting 2 March 2023 was ‘Embracing AI for student and staff productivity’. As this workshop we had some 200 participants; Director of TEL, Managers and Educational Designers, all bringing perspectives from their own institutions, to benchmark and understand were we stand on this complex, but exciting issue. As an output from this workshop, ACODE have developed a White paper, to help provide the sector with a way forward, one developed together.
Slowly moving from strength to strength: Micro-Credentials Downunder
A presentation to the The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March
The presentation considers:
- The rise of the skills economy in Australia and the Universities Accord
- The role Microcredentials will play in this
- The Governments Microcredentials Framework
- Development of the national MicroCredSeeker portal
- Grants and funding availabl from the government to build new industry-linked credentials
- and some future directions.
please cite: Sankey, M. (2023). Slowly moving from strength to strength: Micro-Credentials Downunder. The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March
Rethinking (higher) education ideas to stimulate challenging conversations.
Rethinking (higher) education ideas to stimulate challenging conversations.Charles Darwin University
Please cite: Sankey, M. (2023) Rethinking (higher) education ideas to stimulate challenging conversations. Education for the digital world: Transformation accelerator - learning session 3. University of Adelaide. 17 March.
A presentation to the University of Adelaide Leadership team.
The University has embarked on a Transformation Accelerator journey to design a future-fit Education for a Digital World strategy. The accelerator process involves five intensive co-design sessions that bring together more than 30 design participants from across the University, including Academic and Professional staff and Students. Participants have been challenged to be bold to formulate a distinctive and future-fit learning experience for future University of Adelaide learners, staff and stakeholders.
Three design sessions have now taken place, which have focussed on the future of education and the perspective of future learners. Inputs have included the CSIRO megatrends that might alter the landscape of higher education, drawing on a variety of experts and hearing from current and future students and prospective industry employers. Future learner profiles also provided an understanding of how our future learners will consume education.
A series of guest speaker sessions have been arranged for participants and wider University colleagues, covering a diverse range of relevant topics.
New trends for HE in Australasia: Learning to be agile
This presentation focuses on 6 trends in Australia:
- The rise of the skills economy
- The real possibilities of Microcredentials
- The challenge of AI – Learning tools, Analytics & Cheating
- The true hybridization of learning opportunities
- Getting real about First Nations Knowledges and diversity
- The work readiness of our graduates
Providing examples and considerations.
Meeting the challenges of contemporary online learning head-on
The document discusses challenges in contemporary online learning and how approaches have evolved. It notes that while online learning has been around for over 20 years, what was previously considered good practice is now being challenged by more student-centered approaches enabled by new technologies that allow for greater collaboration. It emphasizes the need for educators to consider changing assessments to be more authentic and interactive to better prepare students for today's environment.
Getting the good oil on SOTL
This presentation was delivered to the James Cook University Scholarship of Teaching and Learning Community of Practice (COP) on the 13 October 2022. It talks though what SoTL is, the benefit to Academic staff from different disciplines and the definite this can have to the University. It provides examples and anecdotes of practice and how this could be applied in and across academic discipline practices. A video of slightly a different version of this presentation can be accessed from https://youtu.be/qy6E57CyAOM
Slide 12 citation: Pienaar, J., & Clifton, D. (2018). Scholarly activity and the scholarship of learning and teaching. Central Queensland University (this may not be the exact title, description supplied by author).
Microcredentials in Australian universities: Cross-border opportunities
The document discusses microcredentials in Australian universities and their cross-border opportunities. It presents a maturity model for micro-credentials that was developed from a survey of higher education providers in 2021. The model indicates sectors' maturity based on factors like whether they have a platform for delivering microcredentials. It also discusses opportunities for Australian universities to offer microcredentials internationally, such as for critical skill acquisition, pathways to higher education, professional development, and industry partnerships. Importantly, microcredentials' portability requires accreditation.
Re-discovering authentic, collaborative and active learning within a TEL ecology
Re-discovering authentic, collaborative and active learning within a TEL ecologyCharles Darwin University
Presented at the Blackboard/Anthology Annual Teaching and Learning Conference 24 & 25 August 2022.
Abstract: It’s not easy to rethink teaching and assessment, particularly when not trained to do so. Or what you’ve been doing still seems to work OK. But contemporary education has been quietly moving on in most disciplines. Not the least reason being, academic integrity, preparing students for the world of work and a push to provide constructively aligned curriculum to help students position themselves for this. This shift involves new technologies, that provide new options for users that didn’t exist in the past. This presentation will highlight a range of approaches to teaching and assessment that have been used for decades in traditional classrooms, but post-COVID we now look at them through a new set of glasses that highlight their value in the virtual classroom. The aim is to stand on the shoulders of those who have gone before, to learn from them, and not consigning what they did to the history books, just because ‘we now teach online’.Advancing Hybrid Delivery: Viewing Lessons From the Past But Seeing Them Thro...
Advancing Hybrid Delivery: Viewing Lessons From the Past But Seeing Them Thro...Charles Darwin University
A presentation at the 3rd APAC Virtual Campus Forum on July 26th-28th, 2022.
This presentation: The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
Academic integrity, cheating vs authentic assessment
Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
We will look at some things that were old but are now new again.Advancing knowledge by learning from the past, but by seeing this through TEL...
Advancing knowledge by learning from the past, but by seeing this through TEL...Charles Darwin University
This was a presentation at the Exploring Boundaries of Global Citizenship conference being run by Swinburne Vietnam.
In this presentation I look at:
The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
1) Academic integrity, cheating vs authentic assessment
2) Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
We will look at some things that were old but are now new again
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Creating a new culture around authenticity and generative AI
Creating a new culture around authenticity and generative AI
Embracing student innovation in the age of Generative AI
Embracing student innovation in the age of Generative AI
Disruption in TEL the way of the future and the way to go
Disruption in TEL the way of the future and the way to go
Technology & Social Inclusion: Enhancing the First Year Experience
Technology & Social Inclusion: Enhancing the First Year Experience
Embracing AI for student and staff productivity.pptx
Embracing AI for student and staff productivity.pptx
Slowly moving from strength to strength: Micro-Credentials Downunder
Slowly moving from strength to strength: Micro-Credentials Downunder
Rethinking (higher) education ideas to stimulate challenging conversations.
Rethinking (higher) education ideas to stimulate challenging conversations.
New trends for HE in Australasia: Learning to be agile
New trends for HE in Australasia: Learning to be agile
Meeting the challenges of contemporary online learning head-on
Meeting the challenges of contemporary online learning head-on
Microcredentials in Australian universities: Cross-border opportunities
Microcredentials in Australian universities: Cross-border opportunities
Re-discovering authentic, collaborative and active learning within a TEL ecology
Re-discovering authentic, collaborative and active learning within a TEL ecology
Advancing Hybrid Delivery: Viewing Lessons From the Past But Seeing Them Thro...
Advancing Hybrid Delivery: Viewing Lessons From the Past But Seeing Them Thro...
Advancing knowledge by learning from the past, but by seeing this through TEL...
Advancing knowledge by learning from the past, but by seeing this through TEL...
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Replacing computer market assessment and Part A exams with Moodle Quiz
- 1. Replacing computer market assessment and Part A exams with Moodle Quiz Michael Sankey Learning Environments and Media Jonathon Fowler Information Communication Technology Services
- 2. • CMA was a key plank in USQs ability to mediate distance education student's summative assessment for some 15 years. • It was an xml-based system that aligned with our PeopleSoft Gradebook (not Moodle). • Similarly, Part A exams, that is, the multiple choice part of an exam, where students mark a predefined marking sheet and then these are optically scanned and matched against their student identity, is still a key tool used in the USQ exam structure for off- and on-campus students.
- 3. • However the CMA system was old and needed to have major work done on it, or be replaced • As we already had quizzing functionality in Moodle could this be used as an adequate replacement? • However, with some non-trivial tweaking of the Moodle quiz engine • USQ has been able to replace both CMA and Part A Exam with Moodle Quiz. • This now means all our electronic assessment can be mediated under the one roof (Moodle) and that of course linked to PeopleSoft.
- 4. The context – our VLE USQStudyDesk Student facing USQStaffDesk Staff training and playground USQOpenDesk OERs and Community based courses Repository Equella – LOR and other collections ePortfolio USQ Website and Portal
- 5. This time last year Vs Now Moodle EASE CMA/EMS Turnitin Moodle Turnitin 2 • We are all on a journey
- 6. Integrated StudyDesk project • New look-n-feel for Moodle • Develop new communications/notifications bar • Develop new tabular functionality • Augmented Moodle Assignment (temp) • Integrate assignment+ with PeopleSoft • Replace the CMA and Part A Exam system • Fully implement Equella under Moodle • Semi-automate processes for migrations • Further integration Mahara
- 7. Generally • The use of online quizzes and CMAs has been growing in response to pedagogical & organisational efficiency drivers, linked to improvements in the technology. • Three main assessment techniques: 1. written assignments 2. invigilated exams (including multiple choice) 3. online assessment (Quiz/CMA) used by 1/3 of staff • The majority of these are weighted @ 5 – 30% • The main motivation for using quizzes or CMAs: – promoting student engagement with course content, – scaffolding of learning, – Help counteract Poor student study habits. Pedersen, C., White, R and Smith, D (2010) Usage of online assessment in the Faculty of Business: report and recommendations. USQ Project Report.
- 10. Issues in making the change • Have a culture use to using CMA and multiple choice exams. • It was a home grown tool and many felt attached to it. • It wasn’t broken as such. • Still have significant student cohorts not able to easily participate online, or are aligned with overseas partners. • So we still had a need to print questions and to have the marks fed through electronically. • A significant amount of legacy materials needing to be converted.
- 11. What we built • Wrote the capability CMA questions to be converted correctly to the Moodle Quiz structure • Built a new question type called calculated plus with variables/subexpressions functionality • Added Calculated Descriptions allowing wildcards to be rendered within a Description-type question • The functionality to print as an html page, but it removes the superfluous information • Print questions with or without correct answers • Part A Exam grade management to import from scanned copies (in XML) • Brought answers into new categories (question banks) to be used for other Moodle quizzes
- 12. In simple terms Set up Assessment (e.g. exam) in People Soft Print out quiz or exam Students use answer sheet Scan answer sheet Feed data back into Moodle Moodle GB feed to People Soft Set up quiz or exam in Moodle
- 13. Issues we have faced • Some unwillingness to change, but • Most staff were willing to make the shift with some hand holding or we did it for them • We specificly targeted the staff still using CMA • With the rise in academic integrity issues however, is this form of assessment still suitable on line testing (summative) or is it better suited to engaging students formatively • But we have a plan to make further improvements • Identified future development – Variable to guard against collusion – Extend functionality of ‘calculated question’ instead of + – Way to have more variables (for certain discipline groups)
- 14. Conclusion • All worked as expected and staff were really happy • Would eventually like to see the structured import patch adopted • Also we believe ‘Calculated Plus’ could be very easily integrated into native ‘Calculated’ • We contributed Quiz printing but has not gained much traction yet.