Archive of ‘Desire2Learn (D2L)’ category

D2L PIE idea

View D2L Brightspace PIE ideas

https://d2l.custhelp.com/app/answers/detail/a_id/1669

what is PIE:The Product Idea Exchange

The Product Idea Exchange is allows all D2L Brightspace clients to submit feature requests (i.e. PIE ideas) directly to D2L.  The site allows its community members to:
(1) vote for ideas submitted by other community members,
(2) receive email notifications on ideas, and
(3) contribute to and collaborate on ideas.

Where do I submit my ideas for feature requests? for instructions on how to create a Brightspace community account.

 

change teaching

A Nobel Laureate’s Education Plea: Revolutionize Teaching

He’d give a lecture. Then, 20 minutes later, he’d follow up with a multiple-choice question from the material he had just covered. Handheld electronic “clicker” devices would record the students’ responses on his computer.

getting students to problem-solve. He gets them actively engaged with course material, working in smaller groups. The techniques have become known as an evidence-based, “active learning” style of teaching.

sees himself as a kind of cognitive coach rather than the classic “sage on the stage,” delivering knowledge. His lecturing, such as it is, is merely to prime the undergrads to grapple with the concepts and key questions on their own and try to figure out what’s important — or not.
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More about training quizzes in this IMS blog

http://blog.stcloudstate.edu/ims?s=training+quizzes

testing effect

Studying With Quizzes Helps Make Sure the Material Sticks

This phenomenon — testing yourself on an idea or concept to help you remember it — is called the “testing effect” or “retrieval practice.” People have known about the idea for centuries. Sir Francis Bacon mentioned it, as did the psychologist William James. In 350 BCE, Aristotle wrote that “exercise in repeatedly recalling a thing strengthens the memory.”

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More on the use of quizzes as a conversation starter and/or training tool (versus assessment tool) in this IMS blog

http://blog.stcloudstate.edu/ims/2012/11/28/quizzes-and-fun-games-gamification/
http://blog.stcloudstate.edu/ims?s=quiz+practice

quizzes for practice and training

Five Types of Quizzes That Deepen Engagement with Course Content

By:

Tropman, E., (2014). In defense of reading quizzes. International Journal of Teaching and Learning in Higher Education, 26 (1), 140-146.

Brame, C. J. and Biel, R., (2015). Test-enhanced learning: The potential for testing to promote greater learning in undergraduate science courses. Cell Biology Education—Life Sciences Education, 14 (Summer), 1-12.

Collaborative quizzing
Quizzing with resources
Quizzing after questioning
Online quizzes completed before class

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Top Five Tips for Creating Training Quizzes

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More on the use of quizzes as a conversation starter and/or training tool (versus assessment tool) in this IMS blog

http://blog.stcloudstate.edu/ims/2012/11/28/quizzes-and-fun-games-gamification/

student-centered learning literature review

resources on student-centered learning and the use of rubrics, multimedia, social media to personalize and engage learners

WHAT:
what is student-centered learning:
Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence [1] by putting responsibility for the learning path in the hands of students.[2][3][4] Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving.[5] Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience. https://en.wikipedia.org/wiki/Student-centred_learning

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Student-centered learning moves students from passive receivers of information to active participants in their own discovery process. What students learn, how they learn it and how their learning is assessed are all driven by each individual student’s needs and abilities.

At the system level, this requires implementing curriculum planning practices, pedagogy and assessment methods that support a student-centric approach. In the classroom, teachers craft instruction and apply technology in a way that best serves each student’s learning journey. Technology use is always guided by two primary criteria:

  1. What’s appropriate for the task at hand?
  2. How can activities be designed to develop higher-order thinking skills?

http://www.iste.org/standards/essential-conditions/student-centered-learning

Why is it important?

When students take responsibility for their own learning, they become explorers capable of leveraging their curiosity to solve real-world problems. To that end, the ISTE Standards guide teachers toward designing learning experiences that permit student independence and foster lifelong learning.

Technology allows for an unprecedented level of personalized learning, with valuable opportunities to monitor progress and engagement, follow student thinking, and digitally assess competencies. When schools effectively leverage both technology and pedagogy, both students and teachers become empowered to make decisions about their own learning and teaching.

True student-centered learning requires more than just an increase in technology implementation. It represents a shift in the educational culture toward a system that supports technology for standards-based learning and real-world problem solving. As a system transitions to a student-centered approach, educators can more effectively apply technology to improve learning outcomes and help students develop the skills for college and career readiness.

http://www.iste.org/standards/essential-conditions/student-centered-learning

HOW:

student-centered learning is including different methods, such as:

  • active learning.
  • cooperative learning.
  • inductive teaching and learning.
  • minimizing or eliminating student resistance to student-centered teaching methods.
  • Links to relevant web sites.

The University of Minnesota Cooperative Learning Center.

http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html

  • personalized learning
  • anytime anywhere learning

http://edglossary.org/student-centered-learning/

student-centered learning through assessment : create the right rubrics

#2 from http://www.edweek.org/tm/articles/2013/12/24/ctq_powell_strengths.html

Steffens, K. (2014). E-rubrics to facilitate self-regulated learning. Revista De Docencia Universitaria, 12(1), 11-12.

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d96263668%26site%3dehost-live%26scope%3dsite

Rejab, M. M., Awang, I. b., Hassan, S. b., & Ahmad, M. b. (2010). Customizable Rubrics Model for Formative Evaluation of Problem-Based Learning Course. Annual International Conference On Infocomm Technologies In Competitive Strategies, 126-131. doi:10.5176/978-981-08-7240-3_I-51

CORLU, M. S. (2013). Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi.Educational Sciences: Theory & Practice, 13(4), 2477-2485. doi:10.12738/estp.2013.4.1903

Ma, A. W. (2009). A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills. Issues In Informing Science & Information Technology, 665-86.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d44457533%26site%3dehost-live%26scope%3dsite

Klein, G. C., & Carney, J. M. (2014). Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors. Journal Of Chemical Education,91(10), 1649-1654. doi:10.1021/ed400595j

Moore, T. J., Guzey, S. S., Roehrig, G. H., Stohlmann, M., Park, M. S., Kim, Y. R., & … Teo, H. J. (2015). Changes in Faculty Members’ Instructional Beliefs while Implementing Model-Eliciting Activities. Journal Of Engineering Education, 104(3), 279-302. doi:10.1002/jee.20081

student-centered learning through engagement and buy-in: engage with multimedia

More on student centered learning in this blog:

http://blog.stcloudstate.edu/ims/?s=student+centered+learning&submit=Search

student-centered learning through engagement and buy-in: engage with social media

#3 from http://www.facultyfocus.com/articles/effective-teaching-strategies/five-characteristics-of-learner-centered-teaching/

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Attard, A., Di lorio Emma, Geven, K., & Santa, R. (2010, October). Student-Centred Learning Toolkit for students, staff and higher education institutions. Education International. Retrieved from http://pascl.eu/wp-content/uploads/SCL_toolkit_ESU_EI.pdf

value rubrics

Connecting the Dots
Assessing Student Work Using the VALUE Rubrics
1:00 – 4:00
In this session, we will focus on assessing student work using the VALUE Rubrics.
Together, we will look at common work samples from students at different points in
their academic trajectory. We will identify evidence of critical thinking, quantitative
literacy, written communication, and civic engagement from those samples.
We will then connect that evidence to the appropriate domains and levels on
the VALUE rubrics. And we will consider the implications of what we learn for
our own practice in the classroom.

my notes

viewer people than i expected.

group work, our group was charged with connecting the dots: assessing student work using the value rubrics

written communication value rubric

 

rubrics and grade appeals

Using Rubrics as a Defense Against Grade Appeals

, March 21st, 2016

Rubrics provide the criteria for assessing students’ work. Giving students the rubric along with the assignment can clarify the instructor’s expectations. A rubric allows for much quicker, fairer, and more transparent grading. After an instructor grades 30 essays, fairness can become secondary to exhaustion. Following the rubric takes less time, and doing so allows grading the first essay to look exactly like grading the last essay. Students will be less likely to say, for example, “She got a 3 on this section, and I got a 2 for almost the same content.”

more on rubrics in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=rubrics&submit=Search

Learning Spaces and Instructional Technology

Special Interest Group: Learning Spaces and Instructional Technology (SIG) webinars are FREE and open to anyone. Please feel free to share this with others at your institution.

Dynamic Discussion Artifacts: Moving Beyond Threaded Discussion

Description

This session will describe an approach to online discussions that moves beyond the threaded message boards of D2L Brightspace, yet still maintained an asynchronous online delivery. Using teams, discussions were differentiated by product to allow students to turn in an artifact that represented their shared understanding during specific online course modules.  Strategies, Technology guides, rubrics, and student feedback will be shared.

Presenter: Michael Manderfeld
Senior Instructional Designer
Minnesota State University Mankato

When
Where
https://moqi.zoom.us/j/672493176 (link to virtual room)

 

 

Notes from the previous session available here:

Active Learning Classrooms

rubrics variety

Rubrics: An Undervalued Teaching Tool

February 15th, 2016

http://www.facultyfocus.com/articles/effective-teaching-strategies/rubrics-an-undervalued-teaching-tool/

Here are five different ways to apply the same rubric in your classroom.

1. A Rubric for Thinking (Invention Activity)

2. A Rubric for Peer Feedback (Drafting Activity)

3. A Rubric for Teacher Feedback (Revision Activity)

4. A Rubric for Mini-Lessons (Data Indicate a Teachable Moment)

5. A Rubric for Making Grades Visible (Student Investment in Grading)

How often have we heard that students believe grades to be arbitrary or capricious? Repeated use of a single rubric is good for both students and instructors. Switching roles between author and editor results in students’ increased familiarity with the process and the components of good writing. Over the course of the semester, students will synthesize the rubric’s components into effective communication. The instructor, too, will shift from “sage on the stage” to “guide on the side,” answering fewer questions (and answering the same question fewer times). In other words, students will gain greater independence as writers and thinkers. And this is good for all of us.

For more detailed information, go to the full version of the article: http://www.facultyfocus.com/articles/effective-teaching-strategies/rubrics-an-undervalued-teaching-tool/

More on rubrics in this blog

http://blog.stcloudstate.edu/ims/?s=rubrics&submit=Search

 

Luther Rotto

For what it’s worth, here’s something I used ‘long ago’ on rubrics:
http://web.stcloudstate.edu/LRotto/im4-522/assignments/rubrics.htm

Links to information about rubrics:

Creating Rubrics
The folks at TeacherVision.com weigh in on rubrics.
http://www.teachervision.com/lesson-plans/lesson-4521.html
How to create a Rubric
The Chicago Public Schools page on writing rubrics from scratch
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Create_Rubric/create_rubric.html
The Rubric Bank
The Chicago Schools again with a list of rubrics for various subject areas
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html
Rubrics Resources – Westfield (MA) Public Schools
A links page to many other sources about using rubrics to improve instruction.
http://www.k12.westfield.ma.us:591/technology/pdev/rubric_resources.htm
Kathy Schrock’s Guide for Educators – Assessment Rubrics
Kathy Schrock’s links listing for rubrics – examples and about them
http://school.discovery.com/schrockguide/assess.html
Rubric How-To’s – MidLink’s Teacher Resource Room
Caroline McCullen’s (a multimedia teacher) page about rubrics with links to other sources on the topic
http://www.ncsu.edu/midlink/rubrics/
Rubrics by Bernie Dodge
The Master details how rubrics and WebQuests dovetail nicely.
http://webquest.sdsu.edu/rubrics/weblessons.htm
RubiStar site
An example of a web-based tool that can generate rubrics at the click of a button.
http://rubistar.4teachers.org/index.shtml
TeAch-nology.com’s Teacher Rubric Makers
Yet another example of a web-based tool that promises to generate rubrics.
http://www.teach-nology.com/web_tools/rubrics

student engagement

Using Creative Course Design to Increase Student Engagement

Keeping your learners engaged is a key to success in online learning. This webinar focuses on the tools and strategies that can be used to create an engaging learner experience and increase student success.  We’ll share the components of course design that will help you to improve your courses and provide examples of what an engaging course looks like. Conestoga College will be joining us to share their recent experience using the Creative Services team at D2L to improve their online courses, and the benefits that they’ve seen.

Time 2:00pm ET
Audience: All
Presenter(s): Sandra Memmolo eLearning Developer, Kim Regehr Course Instructor, Christa Johnston Instructional Designer, Courseware Development

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