veronica diaz, phd, [email protected]@domail.maricopa.edu jennifer...
TRANSCRIPT
![Page 1: Veronica Diaz, PhD, veronica.diaz@domail.maricopa.eduveronica.diaz@domail.maricopa.edu Jennifer Strickland, PhD, jennifer.strickland@pvmail.maricopa.edujennifer.strickland@pvmail.maricopa.edu](https://reader030.vdocuments.site/reader030/viewer/2022032722/56649cf05503460f949bf11d/html5/thumbnails/1.jpg)
Blended by Design: Designing and Developing a Blended Course
Veronica Diaz, PhD, [email protected] Jennifer Strickland, PhD, [email protected]
![Page 2: Veronica Diaz, PhD, veronica.diaz@domail.maricopa.eduveronica.diaz@domail.maricopa.edu Jennifer Strickland, PhD, jennifer.strickland@pvmail.maricopa.edujennifer.strickland@pvmail.maricopa.edu](https://reader030.vdocuments.site/reader030/viewer/2022032722/56649cf05503460f949bf11d/html5/thumbnails/2.jpg)
Day 3: Online assessment, student success, and collaboration
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Objectives
Review options for online assessment techniques
List strategies to assess student readiness for blended learning environments
Describe some ways to prepare for student crisis points
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Mapping Your Course, Part III
![Page 5: Veronica Diaz, PhD, veronica.diaz@domail.maricopa.eduveronica.diaz@domail.maricopa.edu Jennifer Strickland, PhD, jennifer.strickland@pvmail.maricopa.edujennifer.strickland@pvmail.maricopa.edu](https://reader030.vdocuments.site/reader030/viewer/2022032722/56649cf05503460f949bf11d/html5/thumbnails/5.jpg)
Benefits of Assessing Online Regular feedback Various types of
assessments Low stakes Self assessment
Automatic grading & instant feedback
Anytime, any place Instant access to
resources
Can randomly pull certain categories of questions so no two tests are alike
Can build and track portfolio and project based assessments
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Limits to Online Assessment
Cheating Quirkiness of technology Access to online resources & paper
mills
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Suggestions for Better Assessment
Build multiple “check point” assessments
Allow open note/book timed tests Have in-class quizzes and tests as
well Project-based assessments Portfolio assessments Assign group work in a wiki area that
tracks student participation
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CATs: What are they?
A method used to inform you on ….
students learning effectiveness of
course content effectiveness of
teaching methods
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CAT Benefits
Learner-centered Teacher-prompted Mutually beneficial Formative Fast to administer Fast to interpret Non-threatening Ongoing Foster trust
between student and instructor
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Basic CAT Steps
1. Choose a learning goal to assess
2. Choose an assessment technique
3. Apply the technique
4. Analyze the data and share the results with students
5. Respond to the data, i.e., make modifications as necessary
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5 Suggestions for CATs
Customize to your specific needs and learning environment (f2f/online)
Should be consistent with your instructional philosophy
Test out a CAT and assess their effectiveness
Allow extra time to carry out and respond to the assessment
Let students know what you learn from their feedback and how you and they can use that information to improve learning
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CAT Examples
Minute paper Chain notes Memory matrix Directed paraphrasing One-sentence summary Exam evaluations Application cards Student-generated test
questions Can be easily modified
or converted to an online environment
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Other ideas
Most CATs can be created using a survey tool, or just email your students questions
Polls (polldaddy.com, survey monkey, survey tool in Bb or WebCT)
Drill & practice activities with participation points (softchalk, quizzes)
Peer review & feedback
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Exercise
Review the CATs and pick one Identify the goal for your CAT Develop or adapt an existing
CAT for your blended course
Explain why this CAT is helpful/necessary in this particular area of the course
Explain why/where you would use this CAT in a f2f or online environment & is there a pro or a con to moving it online
How and when will students receive feedback on the CAT
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Assessment Resources
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/assess-2.htm
http://www.ntlf.com/html/lib/bib/assess.htm
http://www.ntlf.com/html/sf/vc75.htm
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Break
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Student Readiness
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Readiness Assessment Strategies
FORMAL
eLearning website Screening surveys Pre and post
enrollment with feedback
Debunking incorrect impressions
Advisor meeting
INFORMAL
Website Welcome materials FAQs Examples Pros/Cons Testimonials
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Assess…
Skills (reading) Learning styles Work and study habits Technical requirements
(hardware, software, connectivity)
Need and immediacy for course
Feedback preferences Ability to self-help (when
things are difficult) Attitude toward the
nature of learning online
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Readiness Means…
Determining who is ready
Ready now = start course
Not ready now = Tutorials Support Advisor meeting
UCF Learning Online
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Are you ready for MY course? Take a moment to review some of
the course readiness surveys Identify 2 areas where your
students might struggle Come up with a strategy that you
would offer to support students with these
How would you customize these readiness surveys for your course to further communicate to students specific success requirements
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Student Crisis Points
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What are they?
Moments during your course when students are most likely to need support and assistance Example: The first time a student logs
in to your course web site and cannot successfully locate the address and insert the username and password?
Identify crisis points in advance, so you can make sure that you have a plan in place to mitigate student problems and avoid frustration
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How do you identify them? Review the sequence of learning
activities and course modules you have planned
What student skills will be required to be successful Technological skills ▪ Using course management system (tests, finding
materials, email, groups, web 2.0 tools, etc.) Learning skills ▪ Time management▪ Ability to retain and use your course content
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Preempting Crisis Points
Identify 4 potential student crisis points 2 technological 2 pedagogical
How will you address, support and troubleshoot your students' technological and pedagogical needs during your course
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Learning Technologies