Education 603

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Final Session 10, ETEC 674

I cannot believe the class is over. Time goes so fast. It was a great experience for me. I would like to take this opportunity to place on record my hearty thanks to all you for your positive comments and great input under my post. I would not have so much fun without in that class without you, guys. While looking forward to taking more classes with Dr. B. Newberry, I hope to meet all of your in other online classes.

My last project is more appropriate with course description.

1. Course prefix, number, title (units)

2. Course Description

Description of the course as it will appear in the Catalog cannot exceed 40 words. Prerequisites, fieldwork hours, service learning, clinic experience, lab or material fees, “consent of instructor,” designation of the course as “Credit/No Credit” or “Letter grade only (A-F), or other requirements that do not describe the content of the course are not included in the 40 word limit.

3. Student Learning Outcomes

What students should know and be able to do upon completion of the course.

4. Outline of Subject Matter

Course subject matter should be directly aligned with Student Learning Outcomes. The number of the corresponding SLO should appear in parentheses after relevant content.

5. Recommended Texts (including instructor course packet as applicable)

6. Assessments and Grading System

6.1 The Standard Course Outline should contain a description of key assessments that measure student performance on course SLOs. The number of the corresponding SLO should appear in parentheses after relevant assessments. The description of these assessments should be sufficient to allow course instructors to incorporate them in course syllabi. Course instructors may have additional assessments that are explicitly linked to SLOs. The following matrix is an example of how to display course assessments linked to SLOs:

Assessment in Course XXX:

Assignment Description

Linked to SLO

% of Course Grade

Assignment #1
(brief descriptive title and/or description)

SLO #3

xx%

Assignment #2
(brief descriptive title and/or description)

SLO #2

xx%

Assignment #3
(brief descriptive title and/or description)

SLO #1

xx%

Assignment #4
(brief descriptive title and/or description)

SLO #4

xx%

Assignment #5
(brief descriptive title and/or description)

SLO #5

xx%

6.2 Grading policies and procedures and the percentage of the course grade associated with each assessment must be explicit on each instructor’s syllabus. Instructors must develop scoring guidelines for assessments, which must be made available to students.

6.3 The final course grade will be based on a descriptive scale such as the following:

90-100%

=

A

mastery of the relevant course standards.

80-89%

=

B

above average proficiency of the relevant course standards.

70-79%

=

C

satisfactory proficiency of the relevant course standards.

60-69%

=

D

partial proficiency of the relevant course standards.

Below 60%

=

F

little or no proficiency of the relevant course standards.

6.4 In compliance with university policy, final grades will be based on at least three, and preferably four or more, demonstrations of competence. In no case will the final examination grade count for more than one-third of the course grade.

7. Policies for Attendance, Withdrawal, Late Assignments

The instructor’s syllabus must contain explicit statements of attendance, withdrawal and late assignment policies, which must be consistent with University policies. Instructors should refer to the current California State University, Long Beach Catalog of Graduate and Undergraduate Studies and to the Academic Senate website for campus guidelines and policy statements as they develop their individual course policies.

8. Special Needs Statement

Required statement in standard course outline and each syllabus:

It is the student’s responsibility to notify the instructor in advance of the need for accommodation of a university verified disability.

9. Selected Bibliography (1-2 pages; please check with your college to see what format is required – e.g., APA, MLA, Chicago.)

10. In keeping with the CSU Assistive Technology Initiative (Fall 2007), instructors are required to make their course syllabi and materials accessible to all students, including print and e-versions.

 

 

 

 

Session 9

  1. 1.      Identify three different technologies that support discussions in online classes. Describe each technology in terms of its ability to support worthwhile and rewarding discussions.

The importance of instructional strategies to the success of the online environment has precipitated the creation of best practices guidelines for all aspects of the instructional process, including the planning and management of online instruction, online teaching techniques, and online student assessment and evaluation techniques. This report reviews the current literature on successful strategies for online teaching in the following sections:

Section One: Overview of the Principles, Guidelines, and Benchmarks for Online Education: This section leads into a discussion of specific best practices for online teaching with a review of the variety of guidelines and principles of online education. Special emphasis is placed on current and future trends in effective online pedagogy.

Section Two: Best Practices in Online Teaching Strategies: This section reviews proven strategies for three major components of the instructional process: the planning and management of online instruction, the actual teaching process, and student assessment and evaluation.

Section Three: An Exemplary Program and Examples of Effective Practices: The final section provides examples of an award-winning online education program and the teaching practices of three award-winning instructors.

 

  1. 2.      Describe an eLearning context (type of class, students, and specific content) where you would advocate the use of an online discussion. Identify the technology you would use to facilitate the discussion.

E-learning refers to the use of technology in learning and education. There are several aspects to describing the intellectual and technical development of e-learning, which can be categorized into discrete areas. These are addressed in turn in the sections of this article:

  1. e-learning as an educational approach or tool that supports traditional subjects;
  2. e-learning as a technological medium that assists in the communication of knowledge, and its development and exchange;
  3. e-learning itself as an educational subject; such courses may be called “Computer Studies” or “Information and Communication Technology (ICT)”;
  4. e-learning administrative tools such as education management information systems (EMIS).
  5. e-learning is a Study Medium without Teacher and Physical Classroom.
  6. e-learning is beneficial Economically because of no use of Paper & Pencil.

 

  1. 3.      Describe how you would plan for the discussion described in question 2. For example, how would you prepare students for the discussion, structure associated presentations, plan other activities that students be doing along with the discussion, and how you would ensure that the student workload was balanced and appropriate.

The educational benefits of students working cooperatively in groups are well recognised. Among other things,

  • studying collaboratively has been shown to directly enhance learning;
  • employers value the teamwork and other generic skills that group work may help develop; and
  • group activities may help academic staff to effectively utilise their own time.

The design of assessment is central to capturing the benefits of group work and avoiding its pitfalls. Assessment defines the character and quality of group work. In fact, the way in which students approach group work is largely determined by the way in which they are to be assessed.

To maximise student learning in group activities, this section offers advice on how academic staff can:

  • establish explicit guidelines for group work to ensure that learning objectives are met and to ensure that they are transparent and equitable; and
  • manage the planning, development and implementation of processes and procedures for learning through group work and group assessment.

 

  1. 4.      Develop a set of guidelines or policies that you would give to students to help them engage successfully in the discussion.

One of the best ways to help students invest successfully is to involve them in setting their own investment-related goals. When students are involved in setting their own goals for their learning, not only do they learn more, but their motivation to accomplish these goals increases, as does their ability to self-evaluate and self-regulate their participation and performance in the classroom (Saphier & Gower, 1997). Goal setting—and tracking progress toward those goals—makes the idea of successful investment more tangible. Here are some guidelines to follow:

 

Make the goals specific. Specific goals are measurable and contain criteria for effective performance. Goals focused on the speed, quality, or quantity of work tend to work better than more amorphous commitments. Help students commit to doing their work within a particular amount of time, or commit to completing a certain amount of work, or improving in a particular skill or currency. For instance, students can set goals for completing a certain number of problems within a set period of time, reading a certain number of chapters for homework, or reducing the number of spelling and punctuation errors in their next paper.

Make the goals challenging but attainable. Goals that are too easy are boring and can actually be demotivating to students. The more difficult the goal, the more effort students will expend to achieve it—but only as long as they see the goal as doable. Work with students to set goals within, but at the outer edge of, their ability.

Make the goals short-term rather than long-term. Setting up short-term goals is less likely to overwhelm students, especially those who are initially resistant. It also allows you to go for the “quick win,” which helps build momentum. Students need to see that success is within their reach and that being successful feels good; once they have a taste for it, they’ll want more. As their degree of investment in the classroom increases, you can move them toward more long-term goals, but even these should be broken up into smaller goals so that payoffs are frequent and regular.

Try visually tracking students’ progress. Using graphic illustrations, such as line or bar graphs, shows students how their incremental successes are moving them toward a much bigger goal.

  1. 5.      Describe and/or develop a system for assessing student participation and learning in the discussion.

Assessment is seen as part of the learning process (Margaret Jenkins) and is in itself a learning experience (Karen Willig). Assessing learning is grounded in learning. Cullen and Pratt (1992) contended that continual evaluation of student learning is an integral part of the teaching and learning process, and forms the basis for immediate action.

To ground assessment in student learning, we need to describe the relationship between learning and assessment. Herman, Aschbacher, and Winters (1992) used cognitive learning theory as a basis for a discussion of instruction and assessment. If we recognize the role of learning theory, traditional tests such as true and false, multiple choice, and fill in the blank have to be evaluated. For example, cognitive learning theory tells us that knowledge is constructed, and that when we learn we create personal meaning from new information and prior knowledge.

 

Having a clearly defined process for creating, assessing and analyzing student learning creates an environment founded in good educational practices. In addition, this infrastructure provides a clearly documented course of action so that faculty college-wide (full and part-time), students and administration understand the expected outcomes and means to ascertain whether the outcomes have been met. This allows them to become participants in the process and to own and contribute to student success in ways appropriate to their role.

This may look like additional work or externally mandated requirements. Yet in many cases this is merely documenting what we already do and removing our work from the “black box” to a transparent and clear process. This allows other disciplines, student services and students to see pathways. While faculty often have tunnel vision within their own courses or programs, creating and documenting this infrastructure assures linkages across the institution to support and contribute to the work done.

  1. 6.      How would you prepare the instructor for participating in the discussion?

Discussions often break down because students simply haven’t done the reading or work upon which the discussion is based. Discussions tend to be most productive when students have already done some preparatory work for them. It can be helpful to give assignments to help students to prepare for discussion. This could be a set of questions to answer, a question or two to write, an informal one-page (or paragraph) “reflection” on a reading, film, work of art, etc. Brookfield and Preskill (1999), for example, recommend “structured, critical pre-reading” focused on these kinds of questions:

Epistemological questions probe how an author comes to know or believe something to be true

Experiential questions help the student review the text through the lens of his/her relevant personal experiences

Communicative questions ask how the author conveys meaning and whether the forms clarify or confuse

Political questions ask how the work serves to represent certain interests and challenge others

Preparatory assignments help students focus their reading and their thinking, thus facilitating a higher-quality discussion. It is important to note that assigning preparatory work does not necessarily add significant extra work for the instructor, who can collect student prep assignments, glance over them quickly to assess overall comprehension or to identify questions to address in class, and simply mark them Credit/No Credit.

 

References

Brookfield, S. D. & Preskill, S. (1999)Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San     Francisco: Jossey-Bass.

Davis, B. G. (1993)Tools for Teaching. San Francisco: Jossey-Bass.

Frederick, P. (1981)“The Dreaded Discussion: Ten Ways to Start”. Improving College and University     Teaching. 29(3).

www.contactnorth.ca/…/how_to_plan_for_and_moderate_online_discuss

http://www.uww.edu/ An Approach for Teaching Diversity‎.com

Session 8 “ECTEC 674” Final Project!

 

For my final project, I chose both section 1 &2, because, the section headings themselves serve as a key element to the topic: the “guiding principles” section headings suggest that course designers should ensure that graduates are positioned for new possibility , programs are very well centered, a culture of participation is fostered, and economic sustainability is considered (pp. 346-367). Best practices include orientation; a formal “Mastering Educational Technology and Learning” course and ongoing workshops for those involved in course development; work clusters which bring together up to ten developers along with an instructional designer and project manager; and an “e-Learning Innovation Center” to support the work of those producing e-learning content (pp. 359-363). The result, test suggests, is a model which “can be used in any courses or training program or organization” (p. 336) and which “will lead to the building of a successful e-learning organization.”

Review:

The author’s description of how staff at a our universities that Technology created an effective way and great system for producing e-learning content is a well organized guide and case study for anyone interested in education. It gives a great outline on how e-learning is used and can be used to enhance quality education in our universities. 

Reference:

Ime, Susan. (2002) E-Learning- Trends and Issues Alert

Session 7

  1. 1.      What are three types of disabilities that students in a course you create might have? Explain the accommodations that you would need to provide for each.

Under ADA, a “person with a disability” includes any individual with:

  1. a physical or mental impairment that substantially limits one or more major life activities,
  2. has a record of such impairment, or
  3. is perceived or regarded by others as having such an impairment.

Employers are, hence, required to make reasonable accommodations to known physical and/or mental limitations of an otherwise qualified job applicant or employee with a disability, unless doing so would impose an undue hardship on the business of the employer.

1. Faculty should include the above statement in their course syllabi.

2. It is the student’s responsibility to approach a faculty member and ask for

accommodations.

3. Faculty should meet with the student privately to discuss the accommodations.

4. Faculty should ask the student for an accommodation card that is issued by DSS.

5. Faculty should give the student the accommodations listed on the card in the manner

discussed and agreed upon with the student.

6. If the student has not met with DSS, faculty should send the student to Christie and email

her to tell her that the student has been referred. Christie will explain the services

available at DSS and help the student meet with this office.

7. With or without an accommodation card, faculty should give the accommodations

requested by the student for the first week of class.

8. If the student does not present an accommodations card within the first week of class,

send the student to Christie and email her to notify her of the referral. She will follow up

with the student.

2. According to the text, what is the percentage of the population that has a visual, auditory or physical limitation? How does that compare to other sources for this information. (Please list at least one other source you found.)

A significant portion of our population (over thirty million in the U.S.)1 has impairments which reduce their ability to effectively or safely use standard consumer products. These impairments may be acquired at birth or through accident or disease. Note that many impairments which result in disabilities are associated with aging. This is especially significant, as the population as a whole is growing older. Although there is a tremendous variety of specific causes, as well as combinations and severity of disabilities, we can most easily relate their basic impact to the use of consumer products by looking at four major categories of impairment. The four categories are:

In addition, we will discuss the special case of seizure disorders as well as some of the common situations of multiple impairments.

3. Identify three factors other than the actual disabilities that exist in your student population that influence how an institution or a course creator is required to address ADA in an online course.

Getting around in the physical world is something many of us may take for granted.  Curbs, thresholds, stairs, sidewalk gratings, obstructions, narrow passages – these are barriers we walk over, around, or through many times a day.  We may seldom think about signs, loudspeaker announcements, traffic signals, and other sources that direct us or give us necessary information, except to avoid or use them.

For those of us who have some physical difficulties, however – a curb or a few stairs can be large barriers.  Airport loudspeaker announcements are often difficult to understand for people with perfect hearing; for those who are deaf or hard of hearing, they might as well not exist.  Signs, no matter how well-placed they are and how much information they carry, do someone who is vision impaired no good unless they are in predictable places and can be read by touch.

In other words, physical features that people without physical disabilities take for granted can present serious problems for people with different abilities, mostly because their needs haven’t been considered in designing those features.  That lack of consideration can also be extended to the ways people with disabilities can be treated when they seek employment, education, or services.  In over 50 countries, this situation has been recognized and addressed, at least to some extent, by laws that protect people with disabilities from discrimination, and guarantee them at least some degree of access to public facilities, employment, services, education, and/or amenities.

 

4. According to the text, what is “assistive technology”? Give some examples.

Assistive Technology is redefining what is possible for people with a wide range of cognitive, print, and physical disabilities, be it in the home, classroom, workplace and community.  Assistive technology is enabling individuals with disabilities to be more independent, self-confident, productive and better included in every day life, education, employment and living.

Assistive Technology can be anything home-made, purchased off the shelf, modified or commercially available which is used to help an individual perform some task of daily living.  The term Assistive Technology encompasses a broad range of devices, from “low-tech” pencil grips, slant boards and picture schedules, to “high tech” solutions such as:

Read and Write Gold – Comprehensive Literacy software with features such as Text-to-Speech with highlighting, Word Prediction while typing, Study skills for organization and research, Scanning Documents & Books with OCR, highlighting and exporting with Bibliography, Fact-Mapping and Brainstorming, and Web apps for the iPad. Read and Write Gold is also available as an extension in Chrome.

 

E-Books and Apps – There are Apps for accessing digital books such as VoiceDream and iBooks, as well as many free e-book and audiobook options. Read textbooks for school or books for pleasure. Apps can be utilized with accessibility features such as Voice-Over, text to speech, Zoom/ Magnification, Highlighting, Definitions, Annotations, Font style and color selection, large text, etc. There are iPad and iPhone Apps for all Abilities and Disabilities, and all Subjects of Learning (Math, Reading, Social Studies, Science), as well as Literacy, AAC (communication), mobility (GPS), Studying, Organization and Time Management, Reminders, Scheduling, etc.

 

Voice Recognition Software – Use your voice to control everything. Speech-to-Text software and apps for individuals who are physically unable to access a computer, or may have a learning disability or print disability. Speech recognition can be utilized to access all features of a computer- reading, navigating, typing, research, sending email and texts, completing work, etc. It can also be used for environmental controls in one’s home environment, for lights, television, music,  appliances, etc. Speech recognition can also support individuals who may struggle with spelling and grammar.

 

Free Text-To-Speech Software – If you simply need just Text-to-Speech while navigating online or typing a paper, there are MANY free options, such as Natural Reader and Chrome extensions

 

 

5. Identify and explain two different ways to check a webpage to ensure that it meets the needs of disabled students.

Get more disability information. Since students are usually the experts on their own disabilities, ask them if you need more information about how they learn best. You can also contact the student’s assigned Disability Specialist at DSP. The DSP website has valuable information on local and national disability resources; see the “Contributed Links” section.

Make your course “disability-friendly.” It is helpful to announce at the beginning of the semester, “Students who have Letters of Accommodations from the Disabled Students’ Program, please see me during my office hours.” You should put a few paragraphs into your course syllabus welcoming students with disabilities and inviting them to visit you for a discussion of their disability-related academic needs. These paragraphs might read as follows:

If you need disability-related accommodations in this class, if you have emergency medical information you wish to share with me, or if you need special arrangements in case the building must be evacuated, please inform me immediately. Please see me privately after class or at my office.

6. Identify two types of presentations used in online courses (for example, podcasts, PowerPoints, Videos, Slide Shows, etc.) and that you might use and explain how you can ensure that each is ADA compliant.

The Disabled Students’ Program (DSP) is the campus office responsible for verifying that students have disability-related needs for academic accommodations and for planning appropriate accommodations, in cooperation with the students themselves and their instructors. Students who need academic accommodations should request them from DSP: 230 César Chávez Student Center, 642-0518 (voice) and 642-6376 (TTY).

Taught as a one-day, facilitator-led program, the Presentation Advantage workshop helps individuals learn how to: 1) identify the presentation objectives, audience needs, and expectations; 2) use the “Presentation Planner” tool; 3) leverage powerful business communication and persuasion strategies, even in the face of fear; 4) use the “Visual Advantage” guidebook, learning how to use visuals effectively; and 5) prepare effective presentation notes, handle questions, and practice to perfection.

7. Develop a course usability checklist that is appropriate for your anticipated needs. Use the example provided in the text as a starting point and explain your modifications.

Length of Training:

One-day (In-Person Workshop) or Three 90-minute sessions (Online Webinar)

Delivery Options:

Attend a public workshop or webinar  (In-Person or Online)

Bring a FranklinCovey Consultant to train your organization  (In-Person or Online)

Certify to teach this workshop

What You Receive:

A comprehensive presentation skills training course guidebook. This guidebook is filled with examples and exercises that will help participants continue to learn long after the workshop.

The Franklin Covey Presentation Planner. This helps you implement all you’ve learned in the presentation skills workshop in a day-to-day, real-world environment

Evaluation forms. These forms help measure presentation effectiveness.

Resource CD. This CD provides with all the form electronically so you can use them again and again.

Usability is the ease of use and learn ability of a human-made object. The object of use can be a software application, website, book, tool, machine, process, or anything a human interacts with. A usability study may be conducted as a primary job function by a usability analyst or as a secondary job function by designers, technical writers, marketing personnel, and others. It is widely used in consumer electronics, communication, and knowledge transfer objects (such as a cookbook, a document or online help) and mechanical objects such as a door handle or a hammer.

Usability includes methods of measuring usability, such as needs analysis [1] and the study of the principles behind an object’s perceived efficiency or elegance. In human-computer interaction and computer science, usability studies the elegance and clarity with which the interaction with a computer program or a web site (web usability) is designed. Usability differs from user satisfaction and user experience because usability also considers usefulness.

Optional: Learn to caption a slide show or video with MAGpie, QuickTime Pro or other means.

 

 

References:

Brinckerhoff, L.C., Shaw, S.F., & McGuire, J.M. (1992). Promoting access, accommodations, and independence for college students with learning disabilities. Journal of Learning Disabilities, 25(7), 417-429.

Corn, J., Klein, A., & Merrill, P. (1989). Teaching Remedial Mathematics to Students with Learning Disabilities. Queensborough Community College, Bayside, NY

Kroeger, S. and Schuck, J. (1993 ). Responding to disability issues in student affairs. San Francisco: Jossey Bass

 

 

If you would like to learn to caption slide shows and/or videos you may want to investigate the following:

 

MAGpie is free:

 

http://ncam.wgbh.org/invent_build/web_multimedia/tools-guidelines/magpie

 

Here is a Tutorial:

 

http://www.webaim.org/techniques/captions/magpie/version2/

 

QuickTime Pro is not free. It may be purchased:

 

http://www.apple.com/quicktime/pro/

 

Here is the tutorial I used to learn how to create captions:

 

http://www.ksd.k12.ky.us/TRT/Closed_Captioning_with_QuickTimePro.pdf

 

Here is another that looks pretty good:

 

http://www.skillsforaccess.org.uk/howto.php?id=133

 

Session #6, ETEC 674

1.  What is the difference between assessment and evaluation?

The difference between assessment and evaluation is:

Assessment focuses on learning, teaching and outcomes. It provides information for improving learning and teaching. Assessment is an interactive process between students and faculty that informs faculty how well their students are learning what they are teaching. The information is used by faculty to make changes in the learning environment, and is shared with students to assist them in improving their learning and study habits. This information is learner-centered, course based, frequently anonymous, and not graded.

Evaluation focuses on grades and may reflect classroom components other than course content and mastery level. These could include discussion, cooperation, attendance, and verbal ability.

2. What are the challenges to assessment and evaluation in eLearning?

The challenges to assessment and evaluation in eLearning are:  students are usually referred directly to the documents and fulfilled the assignment without any reading because no one is around to watch over them. As most of us know, Online learning is a relatively new development in K–12 education but is rapidly expanding in both number of programs and participants. according to a report by the north American Council for Online Learning (naCOL), “as of September 2007, 42 states [had] significant supplemental online learning programs (in which students enrolled in physical schools take one or two courses online), or significant full-time programs (in which students take most or all of their courses online), or both.”2 In addition, the Internet houses an ever-expanding number of Web sites with a broad range of education resources for students, parents, and teachers. Given this expansion and a dearth of existing research on the topic, it is critical to conduct rigorous evaluations of online learning in K–12 settings to ensure that it does what people hope it will do: help improve student learning. Educational researchers and academicians need the latest advances in educational technologies in order to enhance instruction and aid student assessment and learning. E-Learning Technologies and Evidence-Based Assessment Approaches provides a variety of contemporary solutions to identified educational problems related to the assessment of student learning in e-learning environments. This book draws on research and evaluation expertise of academicians engaged in the day-to-day challenges of using e-learning technologies and presents key issues in peer assessment using advanced technologies.

3. Explain the possible use of an online portfolio in eLearning.

Based on the information provided on several sources, we found that eLearning is electronic learning, in which the learner uses a computer to learn a task, skill, or process. It is also referred to as computer-based training, web-based training, and online learning. And it is here to stay. eLearning can be even more effective than traditional, classroom learning according to the report prepared for the U.S. Department of Education in August 2009. Another report by the ASTD organization recommended that to survive these tough economic times, companies may want to replace some of their instructor-led training with eLearning. Digital Harbor will build your workforce capabilities and help you to remain competitive by providing exceptional eLearning development services. We’ll use “rapid” methods to create high-quality, affordable courses to train your employees on nearly any topic. You’ll find it easy to stay compliant with regulatory training requirements, or bring your staff up-to-speed on that new software.

 

4. Identify at least two ways to measure student participation in an online class and explain how you think these methods can factor into the students’ grade in the course.

In our book, it describes two ways to measure students’ participation: One is by the their input, the other one is by their involvement  in their self-evaluation, and it is very important to apply those methods of measurement or assessment. In effect there are two reasons assessment of student learning is important.

Assessment is needed for improvement. Improvement, with its internal focus provides

  • opportunities for the academic community to engage in self-reflection of its learning goals, to determine the degree to which these goals correspond to student and societal needs, and to evaluate if students’ activities, products, or performances coincide with the academic community’s expectations;
  • offers information to students about the knowledge, skills, and other attributes they can expect to possess after successfully completing coursework and academic programs.
  • establishes ways for academic units to understand the dimensions of student learning when seeking to improve student achievement and the educational process.

    Assessment is needed for accountability. Accountability, with its external focus, provides

  • evidence of student achievement to accreditation groups, state legislators, and other stakeholders in education. Kent State University’s accreditation process, the Academic Quality Improvement Project (AQIP), holds the institution responsible for evidence, among other efforts, of the continuous improvement of student learning.

5. Define peer evaluation and describe its advantages and disadvantages.

Peer assessment

Students individually assess each other’s contribution using a predetermined list of criteria. Grading is based on a predetermined process, but most commonly it is an average of the marks awarded by members of the group.

Advantages:

  • Agreed marking criteria means there can be little confusion about assignment outcomes and expectations.
  • Encourages student involvement and responsibility.
  • Encourages students to reflect on their role and contribution to the process of the group work.
  • Focuses on the development of student’s judgment skills.
  • Students are involved in the process and are encouraged to take part ownership of this

process.

  • Provides more relevant feedback to students as it is generated by their peers.
  • It is considered fair by some students, because each student is judged on their own

contribution.

  • When operating successfully can reduce a lecturer’s marking load.
  • Can help reduce the ‘free rider’ problem as students are aware that their contribution will

be graded by their peers.

Disadvantages:

  • Additional briefing time can increase a lecturer’s workload.
  • The process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
  • Students will have a tendency to award everyone the same mark.
  • Students feel ill equipped to undertake the assessment.
  •  Students may be reluctant to make judgments regarding their peers.
  • At the other extreme students may be discriminated against if students ‘gang up’ against one group member.

6. Describe a possible group assignment for an online class and explain how to evaluate student performance in the group assignment.

To come up with a possible group assignment for an online class, we examine factors that make the online group project work. We asked the students in an online class to share their past group experiences at the beginning of the semester. We then used the categories derived from the students’ responses as baseline and asked the students to talk about their online group experiences at the end of the semester after they completed the online problem-based learning projects. We compare the responses, analyze similarities and differences, and provide suggestions on what makes an online group project work.

 

7. Create an online test.

This quiz determines if you know anything about Testmoz.

Question #1 (1 point)

Testmoz is (choose one):

  1. an ultra-modern hair style
  2. a self-aware computer network
  3. a monster terrorizing Japan
  4. an online test generator

Question #2 (1 point)

Testmoz is really easy to use:

  • True
  • False

Question #3 (2 points)

Testmoz features: (check all that apply)

  1. 4 question types
  2. password protected tests
  3. detailed reports
  4. lots of advertisements

Question #4 (2 points)

Testmoz requires you to keep track of your quiz URLs. If you don’t know what one is, you will have a hard time using Testmoz. What is the URL of this page? (hint: you can copy and paste it from your address bar)

Answer:………………………………….

8. Create a rubric or other grading aide for an online assignment.

Here are some facets to create a rubric. Once you have decided on your activities and assessments, here are some tips for making them happen online:

Make all expectations for individual activities as crystal clear as possible since you are not physically present to explain details. Students will need to know how to proceed through all aspects of the activity. It’s a good idea to test drive the instructions with some students. See if a few students can follow the instructions before they are added to the course.

Make your expectations and grading of a particular assignment as clear as possible. A rubric is one way to do this.

Create a chart to explain your overall grading scheme for the course and how individual assignments fit into the grading scheme. Example

If students will need particular equipment and/or software for course activities, let them know before the course begins. You cannot assume, for instance, that everyone has a mobile phone, digital camera or access to a fax machine.

Help students understand the rationale(s) for particular activities.

Provide a space within the online classroom where students can get help.

Develop a rubric for how you will assess students work. Writing a rubric can help you clarify your expectations for student work and then communicate those expectations to students.

 

References:

www2.nau.edu/d-elearn/support/tutorials/discrubrics/discrubric.php

www.oit.umn.edu/prod/groups/oit/…/moodle2assignmentsguide

http://www.purdue.edu/cie/teaching/assessmentevaluation.html‎

istudy.psu.edu/tutorials/testing/TestingAssessment2.html

 

Session 5, New Media (ETEC 674)

 

I listened to a few media before I stopped on the New Media podcast “About.com/podcasting”, I took the pleasure to share some of the contains which you would come with your analysis.

 

 

Podcasting

 

The New Media Show features Todd Cochrane and Rob Greenlee discussing the new media space with weekly guests. Listen to over 15,000 radio shows, podcasts and live radio stations for free on your iPhone, iPad, Android and PC. Discover the best of news, entertainment, comedy, sports and talk radio on demand with Stitcher Radio.

One of the easiest ways to get started with podcasts is by using iTunes. If you don’t have iTunes (v.4.9 or later), you can download it for free here. Once you have iTunes open, go to the iTunes store, and click on the “podcasts” menu option on the left. This will take you to iTunes podcasts home page, where you can search for podcasts by category, genre, top shows, and provider. You can listen to an episode in iTunes by clicking on a show, and then clicking on an episode. If you want to download a single episode, just click “get episode,” and you’re done!

If you want to subscribe to all future episodes of a show, click the “subscribe” button in the top center part of the show’s page. iTunes downloads these shows as MP3 files, and when the download is finished, you’re ready to listen to your podcasts or sync them to your portable media device.


Market Intelligence Report

Consulting Editor: Jim Sterne, Founding President and Chairman, Digital Analytics Association, and Founder, eMetrics Summit

Advisory Editor: John Lovett,  President, Digital Analytics Association and Senior Partner, Web Analytics Demystified

Researcher/Writer: Karen Burka, Senior Consultant

Editor:  Claire Schoen, Digital Marketing Depot
Complete the form at the right to get this research report now!

Learn about the latest trends, opportunities and challenges facing the market for enterprise web analytics — particularly in light of the explosion in social media marketing and social analytics.

  • What trends are driving the adoption of enterprise web analytics tools?
  • Who are the leading players in enterprise web analytics?
  • What capabilities do enterprise web analytics tools provide?
  • Does my company need an enterprise web analytics tool?
  • How much do enterprise web analytics tools cost?

 

This report draws from primary and secondary research sources, including interviews with industry leaders, vendors and their customers.

 

Who should read this report:

  • Advertisers, brand markers and agencies doing their due diligence in selecting an enterprise web analytics package
  • Analysts and vendors looking for current intelligence about this dynamic marketplace
  • Anyone who needs to be up to speed on the key players and major trends in the market for enterprise web analytics tools

 

What you’ll get:

Updates on the current trends and issues in web analytics

Insight into the impact of social media marketing on web analytics

Profiles of the seven leading providers of enterprise web analytics tools

 

Table of Contents:

Section I: Enterprise Web Analytics Market Overview

Section II: Web Analytics Market Trends

Section III:  Enterprise Web Analytics Tools Capabilities

Section IV: Choosing an Enterprise Web Analytics Tool

Section V: Vendor Profiles

  • Adobe Analytics
  • AT Internet
  • comScore Digital Analytix Enterprise
  • Google Analytics Premium
  • IBM Digital Marketing Optimization Suite
  • Webtrends

 

SEM Company, iProspect Acquires Range Online Media

Sep 11, 2008 at 9:45am ET by Barry Schwartz

inShare

Search Marketing company consolidation continues with iProspect acquiring Range Online Media today. This acquisition increases iProspect’s US staff base by more than 60 employees, bringing the them to a U.S. employee base to over 230.

How will this impact the respective client’s accounts? The current Range customers will continue to be serviced by the same people. New customers will be able to pick which geographic area they would like to be serviced from. Range is run by some familiar names including Cheryle Pingel and Misty Locke – huge congrats to you guys!

Misty Locke will continue to serve as the president of Range Online Media, but will assume the new role of chief strategy officer of iProspect

 

http://www.linkedin.com/company/rangeonlinemedia

investing.businessweek.com/research/stocks/private/snapshot.asp?

adage.com/article/special…to…mediarangeonlinemedia/145954/

www.mediabistro.com/RangeOnlineMedia-profile.htm

I invite you all to navigate on the above links to listen to the New Media podcast.