WebCT Grading Forms
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Grading forms allow for quick and objective grading of student work. They can be used to grade assignments, observations, discussions, group work, and peer assessments. Examples include using grading forms as checklists for competency-based observations in building and construction courses, and to grade student contributions to discussion boards aligned with training package elements in sustainability diplomas. Grading forms are created in the Build tab and then used to mark student work submitted via assignments or directly entered in the Teach tab. Tutorials and support are available from e-learning leaders and flexible learning staff.
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Evaluation in Education
Evaluation -What it is? -Definitions
Why it is needed ? - Purposes
How it is done ? - Levels
Criteris
Types
Techniques
Methods
Developing the E-Learning Experience
The document discusses enhancing the e-learning experience at NTU through the university's online learning platform edveNTUre. It outlines several strengths and challenges of edveNTUre currently and provides suggestions on how to harness technologies like podcasting and peer/tutor evaluations to improve the platform. These include integrating peer and tutor evaluations directly into edveNTUre to encourage participation and ensure confidentiality of feedback. The document also discusses the SPARKS software used at NUS for online group assessments and evaluations.
Online Courses: How are they unique?
This document provides an orientation for teaching online courses at Towson University. It begins by defining online and hybrid courses and outlining the objectives of the workshop. The document then discusses challenges and rewards of online teaching, the instructor's new role as a facilitator, and strategies for interaction and feedback in online courses. It provides examples of chunking content into manageable modules and designing courses using the Quality Matters rubric. The overall summary is that the document orients new online instructors at Towson University by defining online learning, discussing the design of online courses, and providing strategies for facilitating interaction and assessment.
Faculty evaluation
This document discusses assessing faculty performance in teaching, research, and service for annual evaluations, merit pay, promotion, and tenure. It outlines the building blocks that are measured for each area and provides sources of data for evaluating teaching, research, and service contributions. Considerations are given for the different types of evaluations, emphasizing improvement for annual reviews, rewarding past performance for merit pay, and predicting future performance based on trends for promotion and tenure decisions.
Moodle and the 3E Framework
Ideas on how to meaningfully incorporate Moodle Activities into the 3E Framework of Enhance, Extend & Empower.
Recognising the iterative nature of adopting technology, the 3E Framework is based on a tried and tested Enhance-Extend-Empower continuum for using technology to effectively support learning, teaching and assessment across disciplines and levels of study.
Moodle and the 3E Framework
The poster provides some ideas about how you might meaningfully incorporate the use of some of Moodle’s activities into the 3E element of the TEL Quality Framework.
To accompany the poster I have created a short video explaining the background and rationale behind it, which is linked to via a QR Code in the top-right corner. This link has now expired (the limitations of a free system!) however you can access the video via the following link: http://hml.yorksj.ac.uk/Play/6877
Bringing Blackboard to Bath
The document summarizes Kate Boardman's presentation on getting started with Blackboard at the University of Durham. Some key points:
- The University of Durham has around 10,000 students and 800 staff across two campuses and chose the Blackboard learning management system.
- An initial small pilot was expanded to over 380 courses across most departments and over 6,000 students within a year.
- Support for staff and students included training sessions, documentation, and a test environment. Implementation was done gradually on a departmental level.
- Ongoing efforts focused on expanding use across more programs and services, increasing uptake by staff and students, and promoting best practices for pedagogical use of the tools
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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- 4. Examples
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