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Ub e assessment

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Presentation given by Michael Gwyther from yum studio around learning technologies for e assessment

Published in: Education, Technology
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Ub e assessment

  1. 1. Eassessment: using technology and learning design to gather quality assessment evidence.
  2. 2. Resourcesmick@yumstudio.com.au
  3. 3. Use the text tool to record your current mood stateOn top Sparks I am Hitting the Give meof the out of starting to wall the pillsworld ears believe
  4. 4. Today’s agenda• Virtual Classrooms – Pitch and Peer Review• Using Case Studies, Problem Solving and Decision Making Trees for Assessment – Design and the Art of Writing• Using industry case studies – the Brief• Action Learning Sets
  5. 5. Burning QuestionsMost of our training isconducted•A At UB•B At clients workplace•C Online•D Blended•E One of more of the above
  6. 6. Blended DeliveryFace to Face Self Paced Facilitated
  7. 7. VET practitioners are increasingly using….• online quizzes, e-portfolios and simulations to gather assessment evidence• management information systems to record assessment outcomes and track and monitor candidate progress• online logs, wikis and blogs to provide and respond to assessment feedback• mobile devices to support workplace assessment• web conferencing to moderate assessment processes and outcomes.
  8. 8. •Learning Support•Communication skills•Experiential stories & Groupproblem solving•Demonstration of practical Skill •Case studies•Guest Speakers •Scenarios•Site visits •Games •Decision making trees •Demonstration of Knowledge •Webinar •Video Lecture/Software •Industry demonstration Face to Face Knowledge •Student presentations/peer •Quizzes review/Guest Speakers •Communication •Q and A sessions •Assessment clarification •Role play Forums/Blogs •Group tasks Self Paced •Individual stories •Research •Placement Online Facilitated
  9. 9. Industry Knowledge•Industry experts (audio/video/webinars)•Discussion forums•Group Work•Action Learning Sets(finding solutions to workplaceissues)•Using Social Media to followIndustry events/conferences•Learners creating reports invariety of formats
  10. 10. Burning QuestionsDo you use eLearning currently?• A No• B Yes – self paced learning• C Yes – Blended Learning• D Yes – Virtual Classrooms
  11. 11. Burning QuestionsI use the following in my assessments• A Video and Audio• B Group Work/Collaboration• C Problem Solving/Case Studies• D Peer Review• E Some or all of the above
  12. 12. ActivityBlendedLearning Scenario Self Paced Face to Face Facilitated
  13. 13. Face to Face
  14. 14. Industry Briefs Industry Project• Students self select – Vet in Schools• Course is fully F2F – Blog and Google Docs• Certificate II Level• Entry level Multimedia• Focus on Team work, reflection and communication
  15. 15. AssessmentDocumenting Communication DecisionsReviewing and Multimedia Improving Product Working inSelf Reflection Creative Teams
  16. 16. Virtual Classroom
  17. 17. Face to Face
  18. 18. Face to Face
  19. 19. Virtual Classroom
  20. 20. Google Docsubmission
  21. 21. Blog Products
  22. 22. Peer Survey
  23. 23. Tools
  24. 24. Blended Delivery Facilitated
  25. 25. Virtual Classroom Assessment and Peer Review Context• Students self select - motivated• Course is fully online – Moodle and BC• Diploma level• eLearning industry focus – knowledge and skills• Medium to High ICT skills. Quick Learners• ACE, RTO, Uni, TAFE, Corporate, Industry asc.
  26. 26. Virtual Classroom
  27. 27. Virtual Classroom
  28. 28. Virtual Classroom
  29. 29. Virtual Classroom
  30. 30. Presentation
  31. 31. Presentation
  32. 32. Virtual Classroom Assessment and Peer Review Context• Students didn’t volunteer• Course is blended – F2F, Moodle and BC• Diploma level• ACE Sector• Wide range of technology skills. Many with entry level ICT skills.
  33. 33. Virtual ClassroomUsing a Project “Pitch”
  34. 34. Wikis and Virtual Classrooms
  35. 35. Wikis
  36. 36. Tools
  37. 37. Blended Delivery Self Paced
  38. 38. Info Dump versus Info processing
  39. 39. Issue - Content ?!•Slabs of Text zzzzzzz•Multiple Choice Questions•Few opportunities to apply knowledge•Poor demonstration of skills•No supporting resources•Fail to exploit nature of the web withmultimedia•Working solo, without access to otherlearners.•No facilitation or group sessions online
  40. 40. How do you demonstrate you know something?
  41. 41. Purpose•Most e learning courses purposeis to share information orchange/improve job roleperformance.However, most coursesfocuses on sharing informationrather than performanceimprovements.This happens because mostpeople focus on deliveringcontent rather than on changingjob role performance.
  42. 42. How do your learnersdemonstrate they know and can apply something?
  43. 43. All shapes and sizes•Learners exhibit avariety of learning styles, Computerliteracy & attitudes to learningpreferences•Have a Goers•Reflectors•Watchers•Listeners
  44. 44. Cater for them!• Reduce reliance on text thru multimedia (Audio, Visuals, Video)• Engage learner to think through online material• Get learners to make decisions (learning activities)• Have learners understand how to acquire information(decision making)• Assess the sharing of perspectives• Put back industry knowledge(pre existing workplace experience)
  45. 45. Push or Pull
  46. 46. Push or Pull
  47. 47. Push or Pull
  48. 48. Push or Pull Co Workers SOPS Existing KnowledgeWorkplaceSupervisorVideo Learningdemonstration Materials Trainer
  49. 49. Decision Making TreesPresent learners with situations with choices for dealing withthe problem, with each choice leading to consequences andfurther choicesThe process of finding the solutions to the problems ismore important than the solutions themselves.
  50. 50. Decision Making TreesLearners can investigate thepossible outcomes ofchoosing those options.They help the learner to form abalanced picture of the risks andoutcomes associated with eachpossible course of action.
  51. 51. Decision Making Trees
  52. 52. Burning QuestionsWell as for decision making trees…• A Wouldn’t use em!• B Can see a use NOW with an existing course!• C Like to use but cant see how to make em• D Didn’t you say there was free chocolate today Leo?
  53. 53. Stories
  54. 54. Stories•Character •Worker•Setting •Workplace•Disruption •Problem/Skill•Solving the disruption •Asking/Reading/Policy Communication•Resolution •Learnt the skill
  55. 55. Draft a scenario•Problem for learner to solve•2 branches to solve, 3 choices per branch•Feedback on each choice•Content to support learners at each choice (Video, Audio, SOPS, supervisors, PDF, policy etc)
  56. 56. Skills to create!
  57. 57. Skills to create!
  58. 58. Skills to create!
  59. 59. Skills to create!
  60. 60. Skills to create!
  61. 61. Tools
  62. 62. ActivityDraft a scenario Self Paced
  63. 63. Draft a scenario•Problem for learner to solve•2 branches to solve, 3 choices per branch•Feedback on each choice•Content to support learners at each choice (Video, Audio, SOPS, supervisors, PDF, policy etc)
  64. 64. Burning QuestionsRoadblocks• A Turning content into stories is tough for me• B I don’t have access to a tool to build these• C Convincing/training my SME to provide content in this way• D Cant see the link between Decisions and assessment outcomes
  65. 65. The Lesson
  66. 66. Tools to create•Udutu•PowerPoint•Articulate•LMS Tools – for example theLesson Activity in Moodle•Adobe Captivate
  67. 67. Case StudiesExamples of real lifescenarios for problemsolving and decision makingto present the learner with asituation that they may oneday encounter in theirnormal work practice
  68. 68. Action Learning Sets•Learners raises work placeproblem (LMS, Webinar, F2F)•Co Learners commence deepquestioning to uncover natureof the problem – to understandit (non subjective)•Learner clarifies co learnerquestioning reflectsunderstanding of the problem•Co-learners provide range ofsolutions (subjective)•Learners devices strategiesfrom offered solutions forimplementation.
  69. 69. ResourcesAny Questions? mick@yumstudio.com.au

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