The document discusses implementing electronic assessment in higher education. It notes both benefits and challenges of e-assessment, as well as lessons learned from a case study at the University of Liverpool School of Life Sciences. Key points made include: 1) E-assessment can reduce staff time spent on marking while allowing for self-paced learning, but lacks visual cues and requires new policies; 2) Interoperability, staff engagement, technology issues, and existing policies presented challenges; 3) Communication, learning from others, and understanding e-assessment is not simply adding technology to traditional practices are important lessons.
This document provides an overview of e-assessment. It discusses the origins and evolution of assessment, as well as key concepts. It outlines different assessment methods like diagnostic, formative, and summative assessment. The document explores reasons for and advantages of e-assessment, such as increased frequency and objectivity. It also notes potential disadvantages like greater opportunity for cheating. It describes various e-assessment resources and approaches used in Pakistan. Finally, it stresses the important role technology can play in evaluating instruction and driving educational effectiveness.
The document summarizes a digital learning project on risk-based food import inspections. It describes:
1) The project goals of developing online training on risk-based food import inspections for food inspectors.
2) The design process including storyboarding, expert reviews, usability testing, and evaluating the learning experience.
3) Key results showing the design was effective at improving knowledge but needed optimization for efficiency and advanced learners. Further iterations were planned to enhance the learning experience design.
The document summarizes findings from two projects on supporting student retention in higher education. It discusses how integrating social and academic experiences can help students feel more engaged. Early team-building activities are highlighted as promoting continuity and social bonds. Doubting one's choice in major or university is common for about a third of first-year students and is linked to poorer experiences and lower retention rates. Recommendations focus on easing student transition, fostering motivation through future goals, and developing a sense of belonging through relationships and community.
Tensions and paradoxes in technology-enhanced learning policy: : the role of digitally fluent educators in transforming professional practice - EdTech 2019 - Dundalk, Ireland
Assisting Students on Probation: The Seminar as InterventionMike Dial
This document summarizes a seminar program at the University of South Carolina aimed at assisting students on academic probation. The program involves a specialized University 101 seminar course offered each spring semester. The course uses appreciative advising and motivational interviewing techniques to help students improve their academic performance and transition back to good standing. Assessment findings show the course helps increase students' term and cumulative GPAs as well as their rates of academic recovery and retention.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document summarizes a presentation on designing early alert programs to foster student success and persistence. The presentation was scheduled for March 17, 2021 from 1:30-6:00pm and included two presenters from the University of South Carolina. The learning outcomes focused on understanding early alert programming, exploring research on national trends, identifying key components, designing systematic programs, developing faculty/staff support networks, preparing faculty/staff, and evaluating programs. The presentation covered defining early alert, the history and rationale of programs, implications, causes of student issues, research on programs, prevalence in different institutions, students targeted, reach of programs, communication/intervention timing, staff roles, the role of technology, data collection, intrusive advising
This document provides an overview of e-assessment. It discusses the origins and evolution of assessment, as well as key concepts. It outlines different assessment methods like diagnostic, formative, and summative assessment. The document explores reasons for and advantages of e-assessment, such as increased frequency and objectivity. It also notes potential disadvantages like greater opportunity for cheating. It describes various e-assessment resources and approaches used in Pakistan. Finally, it stresses the important role technology can play in evaluating instruction and driving educational effectiveness.
The document summarizes a digital learning project on risk-based food import inspections. It describes:
1) The project goals of developing online training on risk-based food import inspections for food inspectors.
2) The design process including storyboarding, expert reviews, usability testing, and evaluating the learning experience.
3) Key results showing the design was effective at improving knowledge but needed optimization for efficiency and advanced learners. Further iterations were planned to enhance the learning experience design.
The document summarizes findings from two projects on supporting student retention in higher education. It discusses how integrating social and academic experiences can help students feel more engaged. Early team-building activities are highlighted as promoting continuity and social bonds. Doubting one's choice in major or university is common for about a third of first-year students and is linked to poorer experiences and lower retention rates. Recommendations focus on easing student transition, fostering motivation through future goals, and developing a sense of belonging through relationships and community.
Tensions and paradoxes in technology-enhanced learning policy: : the role of digitally fluent educators in transforming professional practice - EdTech 2019 - Dundalk, Ireland
Assisting Students on Probation: The Seminar as InterventionMike Dial
This document summarizes a seminar program at the University of South Carolina aimed at assisting students on academic probation. The program involves a specialized University 101 seminar course offered each spring semester. The course uses appreciative advising and motivational interviewing techniques to help students improve their academic performance and transition back to good standing. Assessment findings show the course helps increase students' term and cumulative GPAs as well as their rates of academic recovery and retention.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document summarizes a presentation on designing early alert programs to foster student success and persistence. The presentation was scheduled for March 17, 2021 from 1:30-6:00pm and included two presenters from the University of South Carolina. The learning outcomes focused on understanding early alert programming, exploring research on national trends, identifying key components, designing systematic programs, developing faculty/staff support networks, preparing faculty/staff, and evaluating programs. The presentation covered defining early alert, the history and rationale of programs, implications, causes of student issues, research on programs, prevalence in different institutions, students targeted, reach of programs, communication/intervention timing, staff roles, the role of technology, data collection, intrusive advising
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...Cengage Learning
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
E-portfolios provide benefits for learning but also present challenges. Research shows e-portfolios engage students by allowing them to actively collect, select and reflect on their work over time. However, institutions must address issues around purpose, assessment, technology and faculty/student buy-in. Future research is needed on what constitutes valid evidence of learning in e-portfolios and how portfolios can support deep learning and critical reflection.
Leveraging Early-alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student success and retention. It begins by defining early alert programs and providing a brief history. It then examines the prevalence and types of early alert programs used at colleges. Common signals that trigger alerts are academic performance, class attendance, and conduct issues. Most programs monitor all first-year students. The roles of technology, staff from different departments, and the nature of communication with students are also explored. The goal of early alert programs is to foster cross-campus collaboration and provide intrusive advising to help students in need.
LEARNING EXPERIENCE BY DESIGN-CAROL P. TAPICCarol Tapic
This document discusses student engagement in online classrooms using learning experience design (LXD). It introduces the LXD process, which includes discovering learner needs, defining objectives and goals, curating relevant content, developing the learning experience solution, delivering the course, and evolving it based on feedback. The goal of LXD is to design content and experiences that promote meaningful learning and transformation through student engagement. Key aspects of LXD covered are understanding learner pain points, defining measurable outcomes, identifying essential versus optional content, organizing content for effective learning, and gathering feedback to iterate the course.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
Leveraging Early-Alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student belonging and success. It provides background on the history and rationale of early alert programs, as well as considerations for their implementation including the types of students targeted, timing, communication approaches, roles of different campus offices, and the level of technology versus human involvement. Research findings are presented on common early alert practices from a national survey of over 500 institutions. Key factors discussed include the prevalence and reach of programs, as well as the timing of monitoring, response approaches, and staff roles.
The document summarizes findings from an evaluation of the eBank project. It discusses lessons learned about collaboration, dissemination of research data, and implications for teaching and policy. Student interviews revealed that the associated chemical informatics course provided hands-on experience with databases and modeling tools, and improved their understanding of computational concepts. Barriers to open data included issues of ownership, skills, and attitudes around traditional publishing models.
The NCSEHE hosted a webinar on 15 April 2021, presenting new research led by Dr Bret Stephenson (CHEEDR at La Trobe University) on “ghost student” failure in higher education.
This document discusses putting pedagogy before technology in education. It advocates developing teaching approaches based on active, collaborative and authentic learning before adopting educational technologies. The document provides examples of these pedagogical approaches, such as using problem-based learning, simulations and team projects. It also discusses issues with traditional exams and promotes more authentic forms of assessment that require students to apply their knowledge, such as projects, portfolios and presentations.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
This document discusses emerging practices in e-assessment at the University of Sheffield's Faculty of Medicine, Dentistry & Health. It covers their focus on collaborative e-assessment using tools like Google Apps, portfolio-based assessment using bespoke e-portfolios, and e-submission, e-marking and e-feedback using Turnitin and Grademark. Challenges include engaging students in online collaboration and assessment across different locations. Recommendations emphasize the need for choice in tools, meaningful assessment activities, and staff training in online marking. The future may include OSCE examinations using iPads and greater promotion of technologies to support electronic assessment.
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
Leveraging Learning Center Resources to Connect Students to SuccessMike Dial
The document discusses strategies used at the University of South Carolina to connect students to academic success resources. It outlines the Success Connect model which assigns each first-year student a success consultant who conducts outreach via email and meetings using motivational interviewing. The model identifies at-risk groups to target and leverages existing resources like tutoring and supplemental instruction. The intrusive advising approach shows promise in increasing retention rates.
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
50th Anniversary Keynote for Korean Testing LaboratoryJerome Glenn
The document discusses emerging and converging future technologies like artificial intelligence, robotics, 3D printing, synthetic biology, and their synergistic effects. It argues these technologies, combined with computational science and Moore's law, will accelerate progress faster than any individual technology. The document advocates developing collective intelligence systems to help anticipate, manage and guide technological change, for example to help the Korean Testing Laboratory strategize and stay ahead of emerging opportunities. It also briefly discusses some implications of these technologies for the future of work, consciousness, and testing methods.
1) The document summarizes a presentation about exponential technologies given by Rob Nail of Singularity Education Group.
2) It discusses how technologies are being digitized and accelerated exponentially, disrupting industries through dematerialization, demonetization, and democratization.
3) Exponential technologies like computing, networks, artificial intelligence, and biotechnology are developing and converging rapidly according to "the law of accelerating returns", bringing both opportunities and challenges.
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course ...Cengage Learning
Get Students Involved Flip the Classroom to Teach Microsoft® Office - Course Technology Computing Conference
Presenter: Teri Donat, San Francisco University
Come learn how I flipped the classroom from lecture/demonstration to engaging students in the learning process by involving them in projects and activities. Learn how I use video, interactive learning software (SAM), web resources and the textbook for student learning outside of the classroom. See activities used in the classroom that have students demonstrating and sharing with fellow classmates what they have learned. This style of teaching has resolved issues of diversity in computer literacy, hardware (Mac vs. PC) and software version differences by encouraging students to explore and discover Microsoft Office features. In the workplace, employees encounter different versions and applications of Microsoft Office. By flipping the classroom, students learn a strategy that helps them to solve problems they encounter when using Microsoft Office.
E-portfolios provide benefits for learning but also present challenges. Research shows e-portfolios engage students by allowing them to actively collect, select and reflect on their work over time. However, institutions must address issues around purpose, assessment, technology and faculty/student buy-in. Future research is needed on what constitutes valid evidence of learning in e-portfolios and how portfolios can support deep learning and critical reflection.
Leveraging Early-alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student success and retention. It begins by defining early alert programs and providing a brief history. It then examines the prevalence and types of early alert programs used at colleges. Common signals that trigger alerts are academic performance, class attendance, and conduct issues. Most programs monitor all first-year students. The roles of technology, staff from different departments, and the nature of communication with students are also explored. The goal of early alert programs is to foster cross-campus collaboration and provide intrusive advising to help students in need.
LEARNING EXPERIENCE BY DESIGN-CAROL P. TAPICCarol Tapic
This document discusses student engagement in online classrooms using learning experience design (LXD). It introduces the LXD process, which includes discovering learner needs, defining objectives and goals, curating relevant content, developing the learning experience solution, delivering the course, and evolving it based on feedback. The goal of LXD is to design content and experiences that promote meaningful learning and transformation through student engagement. Key aspects of LXD covered are understanding learner pain points, defining measurable outcomes, identifying essential versus optional content, organizing content for effective learning, and gathering feedback to iterate the course.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
Leveraging Early-Alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student belonging and success. It provides background on the history and rationale of early alert programs, as well as considerations for their implementation including the types of students targeted, timing, communication approaches, roles of different campus offices, and the level of technology versus human involvement. Research findings are presented on common early alert practices from a national survey of over 500 institutions. Key factors discussed include the prevalence and reach of programs, as well as the timing of monitoring, response approaches, and staff roles.
The document summarizes findings from an evaluation of the eBank project. It discusses lessons learned about collaboration, dissemination of research data, and implications for teaching and policy. Student interviews revealed that the associated chemical informatics course provided hands-on experience with databases and modeling tools, and improved their understanding of computational concepts. Barriers to open data included issues of ownership, skills, and attitudes around traditional publishing models.
The NCSEHE hosted a webinar on 15 April 2021, presenting new research led by Dr Bret Stephenson (CHEEDR at La Trobe University) on “ghost student” failure in higher education.
This document discusses putting pedagogy before technology in education. It advocates developing teaching approaches based on active, collaborative and authentic learning before adopting educational technologies. The document provides examples of these pedagogical approaches, such as using problem-based learning, simulations and team projects. It also discusses issues with traditional exams and promotes more authentic forms of assessment that require students to apply their knowledge, such as projects, portfolios and presentations.
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
This document discusses emerging practices in e-assessment at the University of Sheffield's Faculty of Medicine, Dentistry & Health. It covers their focus on collaborative e-assessment using tools like Google Apps, portfolio-based assessment using bespoke e-portfolios, and e-submission, e-marking and e-feedback using Turnitin and Grademark. Challenges include engaging students in online collaboration and assessment across different locations. Recommendations emphasize the need for choice in tools, meaningful assessment activities, and staff training in online marking. The future may include OSCE examinations using iPads and greater promotion of technologies to support electronic assessment.
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
Leveraging Learning Center Resources to Connect Students to SuccessMike Dial
The document discusses strategies used at the University of South Carolina to connect students to academic success resources. It outlines the Success Connect model which assigns each first-year student a success consultant who conducts outreach via email and meetings using motivational interviewing. The model identifies at-risk groups to target and leverages existing resources like tutoring and supplemental instruction. The intrusive advising approach shows promise in increasing retention rates.
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
50th Anniversary Keynote for Korean Testing LaboratoryJerome Glenn
The document discusses emerging and converging future technologies like artificial intelligence, robotics, 3D printing, synthetic biology, and their synergistic effects. It argues these technologies, combined with computational science and Moore's law, will accelerate progress faster than any individual technology. The document advocates developing collective intelligence systems to help anticipate, manage and guide technological change, for example to help the Korean Testing Laboratory strategize and stay ahead of emerging opportunities. It also briefly discusses some implications of these technologies for the future of work, consciousness, and testing methods.
1) The document summarizes a presentation about exponential technologies given by Rob Nail of Singularity Education Group.
2) It discusses how technologies are being digitized and accelerated exponentially, disrupting industries through dematerialization, demonetization, and democratization.
3) Exponential technologies like computing, networks, artificial intelligence, and biotechnology are developing and converging rapidly according to "the law of accelerating returns", bringing both opportunities and challenges.
Cutting edge cloud technologies: 5G, Cloud and IoT, Fog computingEUBrasilCloudFORUM .
Congresso Sociedade Brasileira de Computação CSBC2016 Porto Alegre (Brazil)
Workshop on Cloud Networks & Cloudscape Brazil
Andrea Bondavalli, Professor of Computer Science at the University of Florence, Italy
Cutting edge cloud technologies: 5G, Cloud and IoT, Fog computing
O documento discute o conceito de computação de névoa (fog computing) como um novo paradigma computacional. Apresenta os conceitos de cluster computing, grid computing e cloud computing e discute os desafios do processamento de dados na Internet das Coisas. Fornece exemplos de estudos de caso de fog computing e considerações sobre como essa abordagem pode ser entendida como uma redefinição do paradigma de cloud computing.
Millennials have gotten more attention, but aging baby boomers represent a vast opportunity for marketers at consumer goods and other companies. Based largely on research by ReD Associates, our collaborative paper explores how you can effectively address boomers' changing roles, lifestyle shifts, major purchase patterns, and other behaviors and characteristics.
Modeling and Optimization of Resource Allocation in Cloud [PhD Thesis Progres...AtakanAral
The magnitude of data being stored and processed in the cloud is quickly increasing due to advancements in areas that rely on cloud computing, e.g. Big Data, Internet of Things and computation offloading. Efficient management of limited computing and network resources is necessary to handle such an increase in cloud workload. Some of the critical issues in resource management for cloud computing are \emph{modeling resources / requirements} and \emph{allocating resources to users}. Potential benefits of tackling these issues include increases in utilization, scalability, Quality of Service (QoS) and throughput as well as decreases in latency and costs.
Distributed intelligence using edge computing addresses challenges with centralized cloud computing like high latency and bandwidth usage. However, it introduces new security challenges with multiple providers and tenants. Solutions include encrypting all data, communications and keys; using technologies like TPM and SGX for secure execution; and reducing overhead of encryption through hardware accelerators to ensure security and performance in fog computing environments.
The 10x Effect - Unlocking the Business Transforming Secrets of Exponenital10x Nation
Our world is on the precipice of a major paradigm shift in business.
The age of cumbersome corporate giants is coming to a close. And the age of the agile exponential business is coming online.
The pace and scope of growth in technology has made the status quo model of scarcity-centered business almost completely obsolete.
On the flip side, these ever-accelerating technologies are allowing abundance-minded businesses to do far more with far less.
Embracing exponential practices like cloud computing, crowd-sourcing, and staff-on-demand have allowed a new generation of companies to experience unprecedented growth, scalability, and agility.
But how can embracing these exponential changes affect positive change in your business?
Presentación utilizada por Anxo Sanchez (@anxosan) en la primera sesión del Curso de Introducción a los Sistemas Complejos de la Fundacion Sicomoro y ComplejiMad
Beat the content crunch enhancing video delivery with (mobile) edge computingAlexander Cherry
- The Streaming Challenge, or Bringing the Mountain to Mohammed
- Edge Computing for Network Operators: The Content-Delivery Business Case
- Put the Cash back into Caching
- Unleash Mobile Video with LTE Broadcast (eMBMS)
- Optimising Streaming Media in Real Time
- Next-Gen Killer Apps with Edge Video Orchestration & Analytics
- The Internet of Caches
IoT Microservices at the Edge with Eclipse ioFogKilton Hopkins
Learn how Eclipse ioFog open-source Fog Computing lets you create microservices for the Internet of Things and run them in any physical location you desire.
The worlds of IT and Telecommunications Networking are converging bringing with them new possibilities and capabilities that can be deployed into the network A key transformation has been the ability to run IT based servers at network edge, applying the concepts of cloud computing.
It’s a key decision most data center managers will face in the next couple of years:
Should you retrofit, build, colocate, or move to the cloud? Each has its benefits, and own inherent risks and costs
We investigate how to build secure yet easy-to-use and cost-effective systems. Our research focuses on areas like improving security usability with contextual data, ensuring privacy in cloud services, and designing secure software-defined networking. We evaluate and optimize mobile and distributed systems to save energy and improve user experience of mobile cloud services and applications like crowdsensing, multimedia streaming, and edge/cloud computing. We also research topics in areas like mobile cloud gaming, internet of things, big data analytics, and verification of distributed systems.
Internet of Things: Programming on the edgeScott Thibault
This document discusses programming Internet of Things (IoT) edge devices using RxFusion. It introduces IoT edge computing and the embedded device landscape. It then describes the RxFusion programming model using components like inputs, outputs, operators, and connectors. The document provides an example "Hello MQTT" program that connects a sensor to a broker. It demonstrates RxFusion on a Udoo board with examples for the microcontroller and CPU. Links are provided for more information on RxFusion and a pedometer example application is shown.
The magnitude of data being stored and processed in the Cloud is quickly increasing due to advancements in areas that rely on cloud computing, e.g. Big Data, Internet of Things and mobile code offloading. Concurrently, cloud services are getting more global and geographically distributed. To handle such changes in its usage scenario, the Cloud needs to transform into a completely decentralized, federated and ubiquitous environment similar to the historical transformation of the Internet. Indeed, research ideas for the transformation has already started to emerge including but not limited to Cloud Federations, Multi-Clouds, Fog Computing, Edge Computing, Cloudlets, Nano data centers, etc.
Standardization and resource management come up as the most significant issues for the realization of the distributed cloud paradigm. The focus in this thesis is the latter: efficient management of limited computing and network resources to adapt to the decentralization. Specifically, cloud services that consist of several virtual machines, dedicated network connections and databases are mapped to a multi-provider, geographically distributed and dynamic cloud infrastructure. The objective of the mapping is to improve quality of service in a cost-effective way. To that end; network latency and bandwidth as well as the cost of storage and computation are subjected to a multi-objective optimization.
The first phase of the resource mapping optimization is the topology mapping. In this phase, the virtual machines and network connections (i.e. the virtual cluster) of the cloud service are mapped to the physical cloud infrastructure. The hypothesis is that mapping the virtual cluster to a group of data centers with a similar topology would be the optimal solution.
Replication management is the second phase where the focus is on the data storage. Data objects that constitute the database are replicated and mapped to the storage as a service providers and end devices. The hypothesis for this phase is that an objective function adapted from the facility location problem optimizes the replica placement.
Detailed experiments under real-world as well as synthetic workloads prove that the hypotheses of the both phases are true.
The document discusses student perspectives on assessment activities and examines key issues such as preparation for assessments, the assessment process, and feedback. It notes the changing nature of students and expectations, and how students prefer practical and interactive learning over passive lectures. The impact of increased student numbers is also addressed, alongside calls for more authentic assessments, practice exams, and timely feedback to help students learn.
Being known and knowing stuff: linking feedback and RITTansy Jessop
This document discusses feedback and Research-Informed Teaching (RIT) in higher education. It provides an overview of the TESTA program which aims to improve feedback through a modular approach. Student feedback revealed that current feedback is often not helpful for improvement and focuses too much on grades rather than progress. The document advocates for closing the feedback loop and involving students more in feedback and assessment. RIT is presented as an opportunity to link teaching and research more closely through activities like action research or student involvement in disciplinary research. Effective implementation of feedback principles and increased RIT could help address issues around student engagement and learning.
The document summarizes a pilot project that tested using a pre-arrival induction task through the university's student dashboard. The task involved students answering 6 questions before arriving on campus. The pilot found that students who completed the task had higher engagement with the dashboard, better progression to the second year, and higher average grades. It is an effective early predictor of students who may need additional support. The document recommends more fully integrating the task into course activities and providing follow-up interventions for at-risk students identified through the task.
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
The document discusses the TESTA methodology for improving assessment and feedback practices. It summarizes findings from auditing 75 degree programs that found high variation in assessment patterns, with most having high summative and low formative assessment. Students reported focusing only on assignments and feeling feedback was too late or disconnected across modules. The TESTA methodology addresses these problems by encouraging a program-level approach, balancing summative and formative assessment, and improving feedback quality and continuity. Case studies showed positive impacts, like improved NSS scores, when universities adopted the TESTA paradigm of collaborative curriculum design focused on student experience.
The document discusses the TESTA methodology for improving assessment and feedback practices. It summarizes findings from auditing 75 degree programs that found high variation in assessment patterns, with most having high summative and low formative assessment. Students reported focusing only on assignments and feeling feedback was too late or disconnected across modules. The TESTA methodology addresses these problems by encouraging a program-level approach to rebalancing assessment, increasing formative practices, and providing iterative feedback. Case studies showed these changes led to upward trends in student satisfaction scores and enhanced curriculum design.
Research in Distance Education conference. Evaluation and Assessment strand presentation.
Dr Caroline Daly
Centre for Excellence: Work‐based learning
for Education Professionals, Institute of
Education
ETUG Fall Workshop 2013: Beyond effectiveness &efficiencyBCcampus
This document summarizes a keynote presentation about emerging technologies and open practices in education. It discusses how MOOCs and other open online learning are often seen as solutions but may actually be symptoms of larger problems in higher education. The presentation explores open scholarly practices on social media and criticisms of the dominant narratives around technology and online learning. It also summarizes research finding that learners in open online courses value flexibility but question commitment and instructional design, and appreciate opportunities for open learning.
This document discusses e-assessment and the use of technology in assessment. It defines different types of assessment and explores how tools like Moodle quizzes, wikis, blogs, and mobile technologies can be used for formative, summative, peer, and self-assessment. It also addresses issues around designing assessments, providing feedback, and capturing student transformation through more open-ended Web 2.0 tools.
ZOOM Your Way Into Online Corequisite SupportFred Feldon
"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.
W kidd kostelec interactive paper session mismatch and tensioneileen.luebcke
The document discusses the challenges of using Web2.0 technologies like wikis to enhance teaching and learning for vocational teacher trainees. It describes how wikis were used as an asynchronous data gathering tool to collect reflections from trainees about their experiences. Analysis of the wiki data showed that trainees expressed concerns about pedagogic mismatches between their training and workplace expectations, feeling alone in their first year of teaching, and navigating performance pressures.
Learner Analytics and the “Big Data” Promise for Course & Program AssessmentJohn Whitmer, Ed.D.
Presentation delivered at the San Diego State University "One Day in May" conference on May 22, 201 by John Whitmer, Hillary Kaplowitz, and Thomas J. Norman
Universities archive massive amounts of data about students and their activities. Students also generate significant amounts of “digital exhaust” as they use academic technologies. How can faculty and administrators use automated analysis of this data to save time and conduct targeted interventions to improve student learning?
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'Stepping into the unknown' - Assessment practices in a digital age
1. ‘Stepping into the unknown’ –
Assessment Practices in a Digital Age
Pete Alston – Lecturer (Learning Technology)
School of Life Sciences
@PeteAlston
palston1
1
LIFECHANGING
WorldShaping
Research Seminar (March 2016) – Department of Computing, Edge Hill University
2. Overview
What’s coming up …
• Assessment in Higher Education
– The role of electronic assessment
• Case Study - Life Sciences
– The rationale
– Findings from previous study
– Implementation
• Challenges faced …
– … lessons learned
3. Before we get going …
‘Electronic Assessment’
– What does that term mean to you?
– Don’t discuss(!)
– … will see why later on
4. Assessment in Higher Education
What does the literature say?
• Plethora of research into the importance of assessment
& the integral part it plays in the student experience
– Yet lowest scores in NSS are reserved for assessment and feedback
practices (Beaumont, O'Doherty, & Shannon, 2011; Nicol, 2009; Williams &
Kane, 2009)
• Why?
– Formative vs. Summative? Difficulty in striking a balance?
– Lack of empirical research regarding tutor attitudes and
experiences? (Hernández, 2012)
• Continuous assessment embodies both formative and summative
functions
– Important to find the balance (Gibbs, 2006; McDowell, et al., 2007; QAA,
2007)
5. The role of e-assessment
What does the literature say?
• Many studies have reported on the positive effect of electronic
assessment (e-assessment) (cf. Bond, et al., 2013; Orsmond & Merry, 2013; Smith,
et al., 2005; Voelkel, 2013; Walker, Voce, & Ahmed, 2012)
– Not least the savings in time and money for paper copy (Bridge & Appleyard,
2008)
• Offers the opportunity for self-paced assessment and a personal
learning experience
– “.. the potential […] to contribute a desirable shift from teacher to student
centred learning” (Gunn, 2006, p. 255)
• Innovative assessment practices can help to increase student
engagement & motivation
– Alternatives to the exam/essay/MCQ format are available and have the
potential to “significantly reduce demand on staff time” (Gunn, 2006, p. 269)
6. E-assessment – a caveat
What does the literature say?
• As students become more self-regulated, we, as educators, must
also evolve
– Consider our own role and assessment practices to meet the challenge
(Beebe, Vonderwell, & Boboc, 2010)
• E-assessment has the potential to engage tutors and learners in a
meaningful educational experience (Gikandi, Morrow, & Davis, 2010)
– Need to consider fundamental issues of validity, reliability and dishonesty
• We can use traditional methods to inform ‘new’ pedagogy, but …
– The lack of visual cues and asynchronous communication mean that e-
assessment cannot be conducted in the same way as face-to-face
assessment (Reeves, 2000)
– Lack of empirical research which guides tutors on the development of
policies concerning e-assessment (Milam, Voorhees, & Bedard-Vorhees, 2004)
8. • Wide range of programmes
– Anatomy & Human Biology, Biochemistry, Genetics,
Microbiology, Tropical Disease Biology, Zoology, and many
more …
– Practical (Lab) and Theoretical content
• One of the largest departments in the University
– Over 1600 students (undergraduate/postgraduate)
– More than 100 academics contributing to teaching
• Curriculum Review - 2013
– Continuous Assessment forms a key component of all new
modules
– Online assessment a substantive component of Year 1
• Move towards electronic submission, marking &
feedback
University of Liverpool (2015)
“
http://images.liv.ac.uk
9. Implementing continuous online assessment
The ‘tutor’ perspective (findings from previous study)
Assessment
Time consuming and problematic
“The thought of doing any marking that is not in the exam period sends
shivers down people’s spines. It’s not as awful as it sounds, as people have
grant deadlines and they come in the middle of a semester. It’s not just
laziness which made us do this [the terminal exam].”
10. Implementing continuous online assessment
The ‘tutor’ perspective (findings from previous study)
Scholarship AND research
engaged in pedagogy; over-reliance on assessment; how do students learn?
“We have no culture which forces people to engage. I’m not saying
assessment here is bad, but it can be localised and influenced by ‘corridor
mythology’ […] and staff need up to date information on how you can set
objective tests and see how they achieve different things [because]
everyone has done the simple ‘how many legs has a dog’ multiple choice
questions, but not everyone here in my estimation has done much more
complex demanding questions.”
11. Implementing continuous online assessment
The ‘tutor’ perspective (findings from previous study)
Professional development encompasses technology
Plagiarism; accessibility & reliability
“The obvious problem with online assessment is you can never test to see
if the individual did the work […] or the extent to which they contributed
to the work, unless there’s some magic way that I don’t know of. There’s
no way that you can’t tell that two people sat down and discussed or
someone gave somebody else all the answers.”
“From a staff viewpoint, [we need] training to set up the tests, making
sure all the boxes are correct and feedback is given back at the right time.
I think we also need some guidelines so that everyone does it
consistently.”
14. Challenges faced
What we were up against …
Interoperability
maintaining different assessment platforms at the same time
Staff engagement
deciding on questions and making them available; resorting to ‘traditional’ practices
Facilities
400+ students taking a test will cause problems; smaller modules are no different
Technology
‘force completion’; downtime (systems/WiFi); devices
15. Challenges faced
My personal favourites …
• Student: “Why have I got that question wrong?”
• How many ways to write an answer?
– Let me show you an example …
• Existing University Policy
– “Where is it?”
– FAQSC
• “What is an online test” coursework? exam? something else?
– Financial Suspension/Late submissions
16. Lessons learned
So you don’t have to go through what we have!
• Previous experience can guide you
– But be careful - formative ≠ summative!
• ‘Framework’ for assessment
– ‘What do you understand by e-assessment?’
• Communication is essential
– How will you ‘deal’ with existing policy?
– And the ‘smaller’ issues …
• What happens if the VLE goes down?
• What if a student is ill/mitigating circumstances?
• What about a student with a Learning Support Plan?
18. Lessons learned
So you don’t have to go through what we have!
• Previous experience can guide you
– But be careful - formative ≠ summative!
• ‘Framework’ for assessment
– ‘What do you understand by e-assessment?’
• Communication is essential
– How will you ‘deal’ with existing policy?
– And the ‘smaller’ issues …
• Learn from each other
– What is going on in other departments?
19. Summary
What’s the take home message?
• Impetus on staff to use a variety of instructional and assessment methods
– “Natural affinity with technology” (Waycott, Bennett, Kennedy, Dalgarno, & Gray, 2010, p.
1202)
But …
• Lack of adequate support is one of the major factors for non-engagement
in online teaching and learning (Hiltz, Kim, & Shea, 2007)
• Electronic assessment ≠ add on to traditional assessment!
– (Unreliable) technology demands a rethink as to how students are assessed
• Hard to plan for all scenarios at the ‘start’
– Keeps you on your toes and will be a work in progress!
• An awareness of innovative practice in other areas is ‘invaluable’
– Let someone else suffer the pain, anxiety and stress!
20. Questions?
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