Posts Tagged ‘Assessment and Evaluation’

03
Oct
2017

digital badges in academic libraries

categories: Digital literacy, e-learning, educational technology, gamification, gaming, information technology, instructional technology

David Demaine, S., Lemmer, C. A., Keele, B. J., & Alcasid, H. (2015). Using Digital Badges to Enhance Research Instruction in Academic Libraries. In B. L. Eden (Ed.), Enhancing Teaching and Learning in the 21st-Century Academic Library: Successful Innovations That Make a Difference (2015th ed.). Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2882671

At their best, badges can create a sort of interactive e-resume.

the librarian may be invited into the classroom, or the students may be sent to the Iibrary for a single research lesson on databases and search tem1s- not enough for truly high-quality research. A better alternative may be that the professor require the students to complete a series of badges- designed, implemented, and managed by the librarian- that build thorough research skills and ultimately produce a better paper.

Meta- badges are s impl y badges that indicate comp letion o f multiple related badges.

Authentication (determining that the badge has not been altered) and validation/verification (checking that the badge has actually been earned and issued by the stated issuer) are major concerns. lt is also important, particularly in the academic context, to make sure that the badge does not come to replace the learning it represents. A badge is a symbol that other skills and knowledge exist in this individual’s portfolio of skills and talents. Therefore, badges awarded in the educational context must reflect time and effort and be based on vetted standards, or they will become empty symbols

Digital credentialing recognizes “learning of many kinds which are acquired beyond formal education institutions .. . ; it proliferates and disperses author- ity over what learning to recognize; and it provides a means of translation and commensuration across multiple spheres” (Oineck, 2012, p. I)

University digital badge projects are rarely a top-down undertaking. Typi- cally, digital badge programs arise from collaborative efforts “of people agi- tating from the middle” (Raths, 2013).

 

06
Sep
2017

online teaching evaluation

categories: e-learning
Tobin, T. J., Mandernach, B. J., & Taylor, A. H. (2015). Evaluating Online Teaching: Implementing Best Practices (1 edition). San Francisco, CA: Jossey-Bass.
  1. 5 measurable faculty competencies for on line teaching:
  • attend to unique challenges of distance learning
  • Be familiar with unique learning needs
  • Achieve mastery of course content, structure , and organization
  • Respond to student inquiries
  • Provide detailed feedback
  • Communicate effectively
  • Promote a safe learning environment
  • Monitor student progress
  • Communicate course goals
  • Provide evidence of teaching presence.

Best practices include:

  • Making interactions challenging yet supportive for students
  • Asking learners to be active participants in the learning process
  • Acknowledging variety on the ways that students learn best
  • Providing timely and constructive feedback

Evaluation principles

  • Instructor knowledge
  • Method of instruction
  • Instructor-student rapport
  • Teaching behaviors
  • Enthusiastic teaching
  • Concern for teaching
  • Overall

8. The American Association for higher Education 9 principle4s of Good practice for assessing student learning from 1996 hold equally in the F2F and online environments:

the assessment of student learning beings with educational values

assessment is most effective when it reflects an understanding of learning as multidimensional, integrated and revealed in performance over time

assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.

Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.

Assessment works best when it is ongoing, not episodic

Assessment fosters wider improvement when representatives from across the educational community are involved

Assessment makes a difference when it begins with issues of use and illumines questions that people really care bout

Assessment is most likely to lead to improvements when it is part of the large set of conditions that promote change.

Through assessment, educators meet responsibilities to students and to the public.

9 most of the online teaching evaluation instruments in use today are created to evaluate content design rather than teaching practices.

29 stakeholders for the evaluation of online teaching

  • faculty members with online teaching experience
  • campus faculty members as a means of establishing equitable evaluation across modes of teaching
  • contingent faculty members teaching online
  • department or college administrators
  • members of faculty unions or representative governing organizations
  • administrative support specialists
  • distance learning administrators
  • technology specialists
  • LMS administrators
  • Faculty development and training specialists
  • Institutional assessment and effectiveness specialists
  • Students

Sample student rating q/s

University resources

Rate the effectiveness of the online library for locationg course materials

Based on your experience,

148. Checklist for Online Interactive Learning COIL

150. Quality Online Course Initiative QOCI

151 QM Rubric

154 The Online Insturctor Evaluation System OIES

 

163 Data Analytics: moving beyond student learning

  • # of announcments posted per module
  • # of contributions to the asynchronous discussion boards
  • Quality of the contributions
  • Timeliness of posting student grades
  • Timelines of student feedback
  • Quality of instructional supplements
  • Quality of feedback on student work
  • Frequency of logins
  1. 180 understanding big data
  • reliability
  • validity
  • factor structure

187 a holistics valuation plan should include both formative evaluation, in which observations and rating are undertaken with the purposes of improving teaching and learning, and summative evaluation, in which observation and ratings are used in order to make personnel decisions, such as granting promotion and tenure, remediation, and asking contingent faculty to teach again.

195 separating teaching behaviors from content design

 

 

 

 

+++++++++++++++++
more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching

30
Aug
2017

NMC Horizon Report 2017 K12

categories: Digital literacy, educational technology, information technology, instructional technology

NMC/CoSN Horizon Report 2017 K–12 Edition

https://cdn.nmc.org/wp-content/uploads/2017-nmc-cosn-horizon-report-K12-advance.pdf
p. 16 Growing Focus on Measuring Learning
p. 18 Redesigning Learning Spaces
Biophilic Design for Schools : The innate tendency in human beings to focus on life and lifelike processes is biophilia

p. 20 Coding as a Literacy

 https://www.facebook.com/bracekids/
Best Coding Tools for High School http://go.nmc.org/bestco

p. 24

Significant Challenges Impeding Technology Adoption in K–12 Education
Improving Digital Literacy.
 Schools are charged with developing students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online etiquette and digital rights and responsibilities in blended and online learning settings. Due to the multitude of elements comprising digital literacy, it is a challenge for schools to implement a comprehensive and cohesive approach to embedding it in curricula.
Rethinking the Roles of Teachers.
Pre-service teacher training programs are also challenged to equip educators with digital and social–emotional competencies, such as the ability to analyze and use student data, amid other professional requirements to ensure classroom readiness.
p. 28 Improving Digital Literacy
Digital literacy spans across subjects and grades, taking a school-wide effort to embed it in curricula. This can ensure that students are empowered to adapt in a quickly changing world
Education Overview: Digital Literacy Has to Encompass More Than Social Use

What Web Literacy Skills are Missing from Learning Standards? Are current learning standards addressing the essential web literacy skills everyone should know?https://medium.com/read-write-participate/what-essential-web-skills-are-missing-from-current-learning-standards-66e1b6e99c72

 

web literacy;
alignment of stadards

The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”

The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.

p. 30 Rethinking the Roles of Teachers

Teachers implementing new games and software learn alongside students, which requires
a degree of risk on the teacher’s part as they try new methods and learn what works
p. 32 Teaching Computational Thinking
p. 36 Sustaining Innovation through Leadership Changes
shift the role of teachers from depositors of knowledge to mentors working alongside students;
p. 38  Important Developments in Educational Technology for K–12 Education
Consumer technologies are tools created for recreational and professional purposes and were not designed, at least initially, for educational use — though they may serve well as learning aids and be quite adaptable for use in schools.
Drones > Real-Time Communication Tools > Robotics > Wearable Technology
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside the classroom.
> Games and Gamification > Location Intelligence > Makerspaces > Preservation and Conservation Technologies
Enabling technologies are those technologies that have the potential to transform what we expect of our devices and tools. The link to learning in this category is less easy to make, but this group of technologies is where substantive technological innovation begins to be visible. Enabling technologies expand the reach of our tools, making them more capable and useful
Affective Computing > Analytics Technologies > Artificial Intelligence > Dynamic Spectrum and TV White Spaces > Electrovibration > Flexible Displays > Mesh Networks > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next Generation Batteries > Open Hardware > Software-Defined Networking > Speech-to-Speech Translation > Virtual Assistants > Wireless Powe
Internet technologies include techniques and essential infrastructure that help to make the technologies underlying how we interact with the network more transparent, less obtrusive, and easier to use.
Bibliometrics and Citation Technologies > Blockchain > Digital Scholarship Technologies > Internet of Things > Syndication Tools
Learning technologies include both tools and resources developed expressly for the education sector, as well as pathways of development that may include tools adapted from other purposes that are matched with strategies to make them useful for learning.
Adaptive Learning Technologies > Microlearning Technologies > Mobile Learning > Online Learning > Virtual and Remote Laboratories
Social media technologies could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category.
Crowdsourcing > Online Identity > Social Networks > Virtual Worlds
Visualization technologies run the gamut from simple infographics to complex forms of visual data analysis
3D Printing > GIS/Mapping > Information Visualization > Mixed Reality > Virtual Reality
p. 46 Virtual Reality
p. 48 AI
p. 50 IoT

+++++++++++++++
more on NMC Horizon Reports in this IMS blog

https://blog.stcloudstate.edu/ims?s=new+media+horizon

01
Aug
2017

proctoring online learning

categories: digital identity, distance learning, distributive learning, e-learning, educational technology, hybrid learning, instructional technology, mobile learning, technology literacy

Nobody’s Watching: Proctoring in Online Learning

There is no single best way to handle proctoring for digital courses, as this community college system pilot discovered.

By Dian Schaffhauser  07/26/17

https://campustechnology.com/articles/2017/07/26/nobodys-watching-proctoring-in-online-learning.aspx

The Higher Education Opportunity Act of 2008 lays out the rule: An institution offering “distance education” needs to have processes in place for verifying student identity to ensure that the student who registers for a class is the “same student who participates in and completes the program and receives the academic credit.”

OLC (Online Learning Consortium) Innovate conference and shared the solution: a combination of the use of an automated proctoring application and the creation of a network of colleges across the state that would provide no-cost proctoring on their campuses for students attending any of the member schools.

put together an online proctoring working group with “lots of faculty representation,” said Hadsell, which “paid off in the long run.” Other participants included people from testing centers and learning centers. Proctorio, the proctoring solution eventually recommended by the working group, is a web service that can be deployed through Canvas and installed by students with one click

++++++++++++++
more on proctoring in this IMS blog
https://blog.stcloudstate.edu/ims?s=proctor

14
Sep
2016

badges blueprint

categories: badges, gamification, learning, teaching

Supporting Student Engagement and Recognizing Learning With Digital Badges

Veronica Diazhttps://www.league.org/innovation-showcase/supporting-student-engagement-and-recognizing-learning-digital-badges

Digital badges unify the learning that happens in these diverse contexts—often at a relatively granular level—with a common and portable representation of achievement.

Digital badges:

  • include a consistent set of metadata or information about the nature of the assessment, experience, or criteria that led to the skills or competency-based outcomes represented;
  • incorporate authentic evidence of the outcome being certified;
  • can be shared, displayed, or pulled into different kinds of platforms and environments in both human-readable and machine-readable formats;
  • can be distributed in a simple, consistent format, fostering relationship building, networking, and just-in-time career development opportunities;
  • are searchable and discoverable in a range of settings; and
  • offer data and insights about how and where they are used, valued, and consumed.

As a marker of achievement, a digital badge looks both backward and forward at the same time: backward to the experience or assessment that was completed to qualify for it, and forward to the benefits, rewards, or new opportunities available to those who have earned it.

Some of the possibilities you might consider include:

  • Serving as an alternate qualification for lifelong learning. Degrees and licenses certify summative achievements often following formal education programs or courses of study; do your digital badges provide official certification recognizing learning that is more granular, formative, or incremental?
  • Surfacing, verifying, or sharing evidence of achievement. How can we surface discrete evidence that certifies a skill or accomplishment, and by doing so arm learners with official recognition they can use toward new opportunities? Does validating and making a specific success or outcome more visible, portable, and sharable help a learner move successfully from one learning experience to the next?
  • Democratizing the process of issuing credit. How can we empower anyone who can observe or assess meaningful achievements to issue digital recognition of those accomplishments, even if that means that credential issuing becomes less centralized?
  • Exposing pathways and providing scaffolding. How can we better suggest or illuminate a path forward for learners while also enabling that pathway and progress to be shared with an external audience of peers or potential employers?
  • Supporting ongoing engagement. How can digital badges support learners incrementally as they progress through a learning experience? Can we enhance motivation before and after the experience?

The process for developing an effective badge system can be broken into steps:

  1. Create a badge constellation. A constellation is a master plan or blueprint that shows all of the badges you intend to offer and how they relate to core themes or to each other.
  2. Map meaning to each badge and to the overall badge system. Ensure that each part of your constellation has a value to the earner, to your organization, and to those who would reward or offer opportunities to bearers of each badge.
  3. Identify or develop an assessment strategy. How will you know when an earner is ready to receive a badge? Are existing assessments, observation opportunities, or measures already in place, or does your system require new ways to determine when an individual has qualified for a digital badge or credential? What activities or work will be assessed, and what evidence can accompany each issued badge?
  4. Determine relationships within the system and how learners progress. Is your plan one that shows progress, where components build on one another? How does one badge relate to another or stack to support ongoing personal or professional development?
  5. Incorporate benefits, opportunities, and rewards into the system. Work backwards from the benefits that will be available to those who earn badges in your system. Does each badge serve a greater purpose than itself? What doors does it unlock for earners? How will you communicate and promote the value of your badges to all constituents?
  6. Address technology considerations. How will you create and issue badges? Where and how will the badges be displayed or consumed by other systems and platforms in which they realize their potential value?
  7. Develop an appropriate graphic design. While the visual design is but one element of a badge rich with data, how an achievement is visually represented communicates a great deal of additional information. Digital badges offer a unique and powerful opportunity to market the skills and capabilities of those who complete your programs, and badges promote your initiatives as well as your organization and what it values.

++++++++++++++++++

more on badges in this blog

https://blog.stcloudstate.edu/ims?s=badges

1 2 3