Searching for "student evaluation"
The Online Discussion group for Blended and Online Learning leads an interesting discussion on course evaluations; here are the highlights:
Perceptions-of-Online-Learning–Analysis-of-Online-Course-Evaluations-tbz6om
When we first started in 1999, we included ~10 questions in addition to our standard questions that were different for online courses. This information was particularly useful as we grew our online offerings (i.e. Would you take another online course. 93-5% answered yes consistently. How would you rate the level of interactivity between you and the instructor? Between you and the other students?) These were administered via SurveyMonkey because there were no online evaluation services back then.
Now we have a single evaluation that is administered to all students regardless of the delivery format (online, hybrid, blended, F2F or intensive) The questions were designed to be relevant regardless of the delivery format. All of these evaluations are administered online…which has its downsides (e.g. response rate is less especially compared to what was captured in F2F classes in the past.) We continue to explore ways to increase the response rate.
Reta Chaffee Director of Educational Technology-Academic Affairs Granite State College 25 Hall Street Concord, NH 03301 (603) 513-1350
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On Behalf Of Krajewski, Scott
Sent: Friday, February 17, 2017 1:00 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Course Evaluations
Hi Hala, We have a standard online evaluation form for all courses. We do add 3 questions to the sports courses but otherwise we’re 100% standardized. We have a ton of info at
http://inside.augsburg.edu/ctl/resources/augsburg-resources-and-support/course-evaluations/
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You might find this study (or the related literature) helpful — http://patricklowenthal.com/publications/Student-Perceptions-of-Online-Learning–Analysis-of-Online-Course-Evaluations.pdf
Patrick Patrick R. Lowenthal | Associate Professor Educational Technology, Boise State University http://www.patricklowenthal.com
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On Behalf Of Rob Gibson
Sent: Friday, February 17, 2017 8:39 AM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Course Evaluations
We use the IDEA evaluation framework combined with CampusLabs as the delivery engine.
- IDEA is a well-established evaluation process dating back to the 1970s.
- The CampusLabs delivery process (new as of about 2 years ago) provides students with a single URL to complete their evaluations – on-campus or on-line. Mobile friendly.
- It uses the same base evaluation criteria across the university. (That’s how IDEA is able to substantiate reliability and validity.) IDEA is matched against a national database using a CIP code. Hence, faculty can gather comparative data of their course against other similar courses in the university, or at the national level.
- While each department uses the same basic framework, there are modification that can be made. For example, custom questions can be added to the eval (these fall outside the scope of the comparative data) and the learning objectives can be modified by course, department, school, college. We have one School that has custom learning objectives for each course in their program. Objectives are set using a 3 point Likert scale.
Very easy to set up a survey administration. Data is retrievable within 48 hours after close.
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education
Discussion on the EDUCAUSE Blended and Online Learning Group’s listserv
Question:
develop anonymous mid-course student evaluations allowing students to reflect on course and progress and informing instructor about what is working or not in the course.
Answers:
– what is working well for you in the course?
– what is not working well for you in the course?
krajewsk@AUGSBURG.EDU
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- What is helping you learn?
- What is hindering your learning?
- What suggestions do you have to make the course better for you, your peers, or the instructor?
Katie Linder Research Director Extended Campus, Oregon State University 4943 The Valley Library Corvallis, Oregon 97331 Phone 541-737-4629 | Fax 541-737-2734 Email: kathryn.linder@oregonstate.edu
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At the University of Illinois, we have been using Informal Early Feedback as a way to gauge information from our students to help improve the courses before the end. Here are a couple of links to our site. The first is the main page on what IEF is and the second is the question bank we offer to faculty. This is a starting point for them, then we meet with those who want to work on tweaking them for their specific needs.
* About IEF: https://citl.illinois.edu/citl-101/measurement-evaluation/teaching-evaluation/ief
* Question Bank: https://citl.illinois.edu/citl-101/measurement-evaluation/teaching-evaluation/ief/ief-question-bank
If you have any questions at all, don’t hesitate to ask.
Sol Roberts-Lieb Associate Director, Center for Innovation in Teaching and Learning Pedagogy Strategy Team and Industry Liaison UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
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more on student evaluations in this IMS blog:
https://blog.stcloudstate.edu/ims?s=student+evaluation
Age-Based, Grade-Level System Ignores Huge Numbers of Over-Achieving Students
By Dian Schaffhauser 08/23/16
https://thejournal.com/articles/2016/08/23/age-based-grade-level-system-ignores-huge-numbers-of-over-achieving-students.aspx
“How Can So Many Students Be Invisible? Large Percentages of American Students Perform Above Grade Level,” produced in the Institute of Education Policy at Johns Hopkins University, examined data sets from five sources: the Common Core-based Smarter Balanced assessments in Wisconsin and California, Florida’s standards assessments, the Northwest Evaluation Association’s (NWEA) Measures of Academic Progress (MAP) and the National Assessment of Educational Progress (NAEP).
between 15 percent and 45 percent of students enter elementary classrooms each fall learning above grade level. The result is that they’re not challenged enough in school, and teacher time and school resources are wasted in trying to teach them stuff they already know.
The entire report is available on the institute’s website. http://education.jhu.edu/edpolicy/commentary/PerformAboveGradeLevel
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more on gifted students in this IMS blog
https://blog.stcloudstate.edu/ims?s=gifted
doctoral cohort student’s request for literature: “I am looking for some more resources around the historical context of teacher evaluation.”
pre-existing bibliography:
Allen, J., Gregory, A., Mikami, A. I., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary. School Psychology Review, 42(1), 76–98.
Alonzo, A. C. (2011). COMMENTARIES Learning Progressions That Support Formative Assessment Practices. Measurement, 9, 124–129. http://doi.org/10.1080/15366367.2011.599629
Baker, B. D., Oluwole, J. O., & Green, P. C. (2013). The Legal Consequences of Mandating High Stakes Decisions Based on Low Quality Information: Teacher Evaluation in the Race-to-the-Top Era. Education Policy Analysis Archives, 21(5), 1–71. http://doi.org/http://epaa.asu.edu/ojs/article/view/1298
Benedict, A. E., Thomas, R. a., Kimerling, J., & Leko, C. (2013). Trends in Teacher Evaluation. Teaching Exceptional Children. May/Jun2013, 45(5), 60–68.
Bonavitacola, A. C., Guerrazzi, E., & Hanfelt, P. (2014). TEACHERS’ PERCEPTIONS OF THE IMPACT OF THE McREL TEACHER EVALUATION SYSTEM ON PROFESSIONAL GROWTH.
Charlotte Danielson. (2016). Creating Communities of Practice. Educational Leadership, (May), 18 – 23.
Darling-Hammond, L., Wise, A. E., & Pease, S. R. (1983). Teacher Evaluation in the Organizational Context: A Review of the Literature. Review of Educational Research, 53(3), 285–328. http://doi.org/10.3102/00346543053003285
Darling-Hammond, L., Jaquith, A., & Hamilton, M. (n.d.). Creating a Comprehensive System for Evaluating and Supporting Effective Teaching.
Derrington, M. L. (n.d.). Changes in Teacher Evaluation: Implications for the Principal’s Work.
Gallagher, H. A. (2004). Vaughn Elementary’s Innovative Teacher Evaluation System: Are Teacher Evaluation Scores Related to Growth in Student Achievement? Peabody Journal of Education, 79(4), 79–107. http://doi.org/10.1207/s15327930pje7904_5
Hallgren, K., James-Burdumy, S., & Perez-Johnson, I. (2014). STATE REQUIREMENTS FOR TEACHER EVALUATION POLICIES PROMOTED BY RACE TO THE TOP.
Hattie Helen E-Mail Address, J. T., Hattie, J., & Timperley, H. (2007). The power of feedback. [References]. Review of Educational Research, .77(1), 16–7. http://doi.org/10.3102/003465430298487
Hazi, H. M. (n.d.). Legal Challenges to Teacher Evaluation: Pitfalls and Possibilities in the States. http://doi.org/10.1080/00098655.2014.891898
Ingle, W. K., Willis, C., & Fritz, J. (2014). Collective Bargaining Agreement Provisions in the Wake of Ohio Teacher Evaluation System Legislation. Educational Policy. http://doi.org/10.1177/0895904814559249
Marzano, R. J. (2012). The Two Purposes of Teacher Evaluation. Educational Leadership, 70(3), 14–19. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=83173912&site=ehost-live
Moskal, A. C. M., Stein, S. J., & Golding, C. (2016). Assessment & Evaluation in Higher Education Can you increase teacher engagement with evaluation simply by improving the evaluation system? Can you increase teacher engagement with evaluation simply by improving the evaluation system? http://doi.org/10.1080/02602938.2015.1007838
Quinn, A. E. (n.d.). The Delta Kappa Gamma Bulletin Looking a t th e B igger Picture w ith Dr. R o b ert M arzan o : Teacher E valuation and D e v e lo p m e n t fo r Im p ro ved S tu d en t Learning.
Riordan, J., Lacireno-Paquet, Shakman, N., Bocala, K., & Chang, C. (2015). Redesigning teacher evaluation: Lessons from a pilot implementation. Retrieved from http://ies.ed.gov/
Taylor, E. S., & Tyler, J. H. (n.d.). Evidence of systematic growth in the effectiveness of midcareer teachers Can Teacher Evaluation Improve Teaching?
Tuytens, M., & Devos, G. (n.d.). The problematic implementation of teacher evaluation policy: School failure or governmental pitfall? http://doi.org/10.1177/1741143213502188
Wong, W. Y., & Moni, K. (2013). Teachers’ perceptions of and responses to student evaluation of teaching: purposes and uses in clinical education. http://doi.org/10.1080/02602938.2013.844222
my list of literature:
Avalos, B., & Assael, J. (2006). Moving from resistance to agreement: The case of the Chilean teacher performance evaluation. International Journal of Educational Research, 45(4-5), 254-266.
Cowen, J. M., & Fowles, J. (2013). Same contract, different day? an analysis of teacher bargaining agreements in Louisville since 1979. Teachers College Record, 115(5)
Flippo, R. F. (2002). Repeating history: Teacher licensure testing in Massachusetts. Journal of Personnel Evaluation in Education, 16(3), 211-29.
Griffin, G. (1997). Teaching as a gendered experience. Journal of Teacher Education, 48(1), 7-18.
Hellawell, D. E. (1992). Structural changes in education in England. International Journal of Educational Reform, 1(4), 356-65.
Hibler, D. W., & Snyder, J. A. (2015). Teaching matters: Observations on teacher evaluations. Schools: Studies in Education, 12(1), 33-47.
Hill, H. C., & Grossman, P. (2013). Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems. Harvard Educational Review, 83(2), 371-384.
Hines, L. M. (2007). Return of the thought police?: The history of teacher attitude adjustment. Education Next, 7(2), 58-65.
Kersten, T. A. (2006). Teacher tenure: Illinois school board presidents’ perspectives and suggestions for improvement. Planning and Changing, 37(3-4), 234-257.
Kersten, T. A., & Israel, M. S. (2005). Teacher evaluation: Principals’ insights and suggestions for improvement. Planning and Changing, 36(1-2), 47-67.
Korkmaz, I. (2008). Evaluation of teachers for restructured elementary curriculum (grades 1 to 5). Education, 129(2), 250-258.
Lamb, M. L., & Swick, K. J. (1975). Historical overview of teacher observation Educational Forum.
Maharaj, S. (2014). Administrators’ views on teacher evaluation: Examining Ontario’s teacher performance appraisal. Canadian Journal of Educational Administration and Policy, (152)
Naba’h, A. A., Al-Omari, H., Ihmeideh, F., & Al-Wa’ily, S. (2009). Teacher education programs in Jordan: A reform plan. Journal of Early Childhood Teacher Education, 30(3), 272-284.
Ornstein, A. C. (1977). Critics and criticism of education Educational Forum.
Pajak, E., & Arrington, A. (2004). Empowering a profession: Rethinking the roles of administrative evaluation and instructional supervision in improving teacher quality. Yearbook of the National Society for the Study of Education, 103(1), 228-252.
Stamelos, G., & Bartzakli, M. (2013). The effect of a primary school teachers, trade union on the formation and realisation of policy in Greece: The case of teacher evaluation policy. Policy Futures in Education, 11(5), 575-588.
Stamelos, G., Vassilopoulos, A., & Bartzakli, M. (2012). Understanding the difficulties of implementation of a teachers’ evaluation system in greek primary education: From national past to european influences. European Educational Research Journal, 11(4), 545-557.
Sullivan, J. P. (2012). A collaborative effort: Peer review and the history of teacher evaluations in Montgomery county, Maryland. Harvard Educational Review, 82(1), 142-152.
Tierney, W. G., & Lechuga, V. M. (2005). Academic freedom in the 21st century. Thought & Action, , 7-22.
Turri, M. (2014). The new italian agency for the evaluation of the university system (ANVUR): A need for governance or legitimacy? Quality in Higher Education, 20(1), 64-82.
VanPatten, J. J. (1972). Some reflections on accountability Journal of Thought.
Vijaysimha, I. (2013). Teachers as professionals: Accountable and autonomous? review of the report of the justice Verma commission on teacher education. august 2012. department of school education and literacy, ministry of human resource development, government of India. Contemporary Education Dialogue, 10(2), 293-299.
Vold, D. J. (1985). The roots of teacher testing in America. Educational Measurement: Issues and Practice, 4(3), 5-7.
Wermke, W., & Höstfält, G. (2014). Contextualizing teacher autonomy in time and space: A model for comparing various forms of governing the teaching profession. Journal of Curriculum Studies, 46(1), 58-80.
Ydesen, C., & Andreasen, K. E. (2014). Accountability practices in the history of Danish primary public education from the 1660s to the present. Education Policy Analysis Archives, 22(120)
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:
- What’s appropriate for the task at hand?
- 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.
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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:
https://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
Classroom Discussion and Students Participation: how to Secure Student Engagement to Increase Learning and Improve Teaching
- How to increase the number of students who take part in classroom discussions
- How to avoid the problem of dominant talkers
- How to encourage introverted students to increase their participation in classroom discussions
- Strategies to help your students recognize what they learned in any discussion
- How to use the first day of the semester to engage your students—and techniques for getting them to participate right from the start
- What common classroom practices can decrease the likelihood of a student participating in discussion?
- What strategies can you use to overcome established classroom practices and increase student participation?
- And how can you structure classroom discussions to better facilitate student learning?
What does Research Tell Us about Classroom Discussion? Jay Howard
http://digitalcommons.butler.edu/cgi/viewcontent.cgi?article=1163&context=facsch_papers
Do College Students Participate More in Discussion in Traditional Delivery Courses or in Interactive Telecourses?
https://muse.jhu.edu/journals/journal_of_higher_education/v073/73.6howard.html
facts from sociological research:
- Gender yields mixed results
- Males participate more frequently than females.
- Males participate more frequently in courses taught by female instructors
- Other studies show the opposite
- Non traditional students participate more frequently
- Instructors’ gender also returns mixed results
- Class size as variable is important, smaller classes, more participation
- Class participation – grading
- Make the students grade themselves at the end of each class period. By making them grade themselves, they reflect and makes them more aware of their contribution.
0 – absent
1 – present but did not verbally participate
2 – verbally participated one time
3 – verbally participated more than once
4 – made an equitable contribution to discussion in terms of both quantity and quality
- The well-known and established belief that smaller classes spur more participation.
Jay Howard maintain his sociological research in 20th centuries constants: physical classroom, no technology surrounding.
In the 21st century, clickers changed the opportunity for immediate feedback. They changed also the discourse of the traditional student participation and classroom discussion:
https://blog.stcloudstate.edu/ims/?s=clickers&submit=Search
Traditional forms and techniques for discussion and participation
Weih, T. G. (2015). Discussion Strategies for the Inclusion of ALL Students. Online Submission,
http://eric.ed.gov/?id=ED561060
- Don’ts:
call on student
instructor’s personality issues:
Does the instructor really care of what students have to say
lecturing does not predispose to discussion
- The 10 second rule: students discuss in pairs the concept/question
- Think-Pair-Share: discussion strategy before or after lesson, similar to 10 second but longer
- Quick writes: write their thoughts and then share. Loose paper, names on top,
- Recorder-reporter. Post-lecture. The person reps the group, who is working on a specific question. Each group different question.
- K-W-L. what we know, what we want to learn, what we learned. Teacher instructs students that K = what they know, W = what they want to learn and L = what they learned. . work in small groups, but each student works on h/er chart, thus if student disagrees with rest of the group, has record. L is left blank for after the discussion.
Simich-Dudgeon, C., & National Clearinghouse for Bilingual Education, W. D. (1998). Classroom Strategies for Encouraging Collaborative Discussion. Directions in Language and Education. http://eric.ed.gov/?id=ED435188
Chen, W., & Looi, C. (2007). Incorporating Online Discussion in Face to Face Classroom Learning: A New Blended Learning Approach. Australasian Journal Of Educational Technology, 23(3), 307-326.
Discussions and participation in hybrid environment
Jinhong, J., & Gilson, T. A. (2014). Online Threaded Discussion: Benefits, Issues, and Strategies. Kinesiology Review, 3(4), 241-246.
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For each OTD topic, the instructor randomly assigns two to four student discussion leaders who are in charge of organizing OTD for the assigned week. Each of the discussion leaders is asked to generate one or two discussion questions related to the topic based on reading assignments. The use of student discussion leaders is a strategy to encourage active participation and help develop ownership of learning. Once student discussion leaders post their questions, other students are encouraged to contribute to the discussion by answering each question, commenting on the ideas of others, or asking questions of peers or the instructor for the next two days. When the week’s discussion is complete, the student leaders and instructor work together to summarize the discussion and evaluate each student’s participation and contribution to the discussion using a scoring rubric. (p.242)
Implementation (p. 243):
- preparation : On the first day of the course, the instructor introduces topics, how-tos, expectations, grading procedures, and required reading assignments for OTD, and organizes discussion leaders for each online discussion (2–4 leaders for each)
- Opening and Responding: Posted discussion questions become open at the time of the class and students who are not the leaders are required to post at least one response per question within 48 hrs. During this time, the leaders facilitate discussion by responding to comments, raising questions, or redirecting discussion to encourage active participation and ensure the discussion is on track
- Summary and Assessment: The job of the leader is to moderate, summarize discussion threads, and assess them at the end of the discussion. When the week’s discussion is complete, the leaders meet with the instructor to debrief and evaluate each student’s participation and contribution to the discussion using a scoring rubric given by the instructor. After the meeting, each leader posts his or her summary of the discussion to BBCMS and reports at the next in-person class.
Discussions and participation in online environment
Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of Online Discussion Strategies: A Meta-Analysis. American Journal Of Distance Education, 27(4), 228-241. doi:10.1080/08923647.2013.837651
Lin, P., Hou, H., Wang, S., & Chang, K. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110-121. doi:10.1016/j.compedu.2012.07.017
http://www.sciencedirect.com/science/article/pii/S0360131512001819
- 111 results suggest that using Facebook is not necessarily harmful to a student’s learning performance. Adequate learning activity design and pedagogical goal setting could, in fact, exploit the social and information-sharing function of Facebook, thereby supporting academic learning (Gray et al., 2010). this study seeks to advance the understanding of adult learners’ behaviors in online project discussions using Facebook.
In the process of project-based learning, learners must utilize different kinds of knowledge (e.g., discrete declarative knowledge and dynamic procedural knowledge) (Lou, 2004). Meanwhile, students can develop higher level of cognitive skills for a specific domain as well as the ability to apply adequate knowledge to a specific domain or context during PBL (Barron et al., 1998; Blumenfeld et al., 1991).
- 118
Select driving questions or controversial issues as project topics: Blumenfeld et al. (1991) noted that driving questions could facilitate students to explore the project topic. In the exploration process, students must first collect information and propose diverse viewpoints on the project topics. They could subsequently filter out and reach consensus during online discussions. This process involves diverse and converging phases that can move students toward higher-order thinking (Jorczak & Bart, 2009).
- Allow ample time for online discussion: Results of this study indicated that student online discussions lacked diversity in both knowledge and cognitive process dimensions. One possible reason could be that the allotted time for online discussions was not sufficient. Considering the multiple roles that adult learners play in family and/or work, they may not be able to respond to the discussions in a timely manner. Therefore, allowing more time for students to discuss may provide opportunities for students to demonstrate more diverse and deeper thinking (Scherling, 2011).
- Provide a structured rubric for online discussions: Well-designed discussion guidelines and evaluation criteria, i.e., posting protocols or rubric for grading, could serve as scaffolds for student online discussions, which may, subsequently, lead to more meaningful learning (Gilbert & Dabbagh, 2005). Following that, more diverse type of knowledge and levels of cognitive process could be expected to be shown.
- Pay attention to the effects that individual differences may exert on the learner’s interactions: Our results showed that, in the context of online discussions, females and older learners are more likely to have off-topic discussions than their male and/or younger counterparts. These findings are in accord with previous research that suggested effects of individual differences on learning as well as on the use of SNSs (Glynn et al., 2012; Muscanell & Guadagno, 2012; Price, 2006; Yukselturk & Bulut, 2009). Therefore, considering the potential effects that gender and age may exert on online discussions, instructors are advised to consider individual differences when grouping students for online discussions, as a balanced group composition of evenly distributed age and gender could be a better approach than a skewed distribution of individuals.
social interaction, which was considered as irrelevant discussion, may also leading to meaningful thinking and echoes the viewpoints from previous studies, which suggest social interaction can be a critical element in the CSCL environment (Abedin et al., 2011a, 2011b).
Incorporating online discussion in face to face classroom learning: A new blended learning approach
Wenli Chen, Chee-Kit Looi
Abstract
This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and disadvantages of the proposed strategy. By integrating online discussion into the flow of the classroom, learners are given dedicated time to foster a habit of critical thinking, reflection and articulating these online, which can subsequently seed further in-class oral discussions, and off-class online discussions. It is found that in-class, online discussion can provide a wider spectrum of discussion perspectives, equalise participation in discussion, and promote cognitive thinking skills and in depth information processing. However, the lack of face to face interactions and the need for sufficient time to do online postings pose challenges in implementing online discussion for face to face classroom learning.
PDF file available
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More on classroom discussions in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=discussions&submit=Search
For those students who hate group work Manager’s Choice
Mary BartEditor, Faculty FocusTop Contributor
“I’d really rather work alone. . .” Most of us have heard that from a student (or several students) when we assign a group project, particularly one that’s worth a decent amount of the course grade. It doesn’t matter that the project is large,…
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Critical news literacy session for social policy analysis course
Katie Querna, Thursday, 11AM, Stewart Hall
https://www.theguardian.com/world/2022/feb/21/dumb-and-lazy-the-flawed-films-of-ukrainian-attacks-made-by-russias-fake-factory
https://english.elpais.com/science-tech/2022-02-24/the-war-in-ukraine-via-tiktok-how-ordinary-citizens-are-recording-russian-troops.html
+++ please cover this information at home and bring your ideas and questions to class +++++
Most students can’t tell fake news from real news, study shows
Read more: https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/
Module 1 (video to introduce students to the readings and expected tasks)
- Fake News / Misinformation / Disinformation
- Definitions
- Fake news, alternative facts
https://blog.stcloudstate.edu/ims?s=fake+news
https://blog.stcloudstate.edu/ims?s=alternative+facts
- Misinformation vs disinformation
https://blog.stcloudstate.edu/ims/2018/02/18/fake-news-disinformation-propaganda/
- Propaganda
- Conspiracy theories
- Bots, trolls
https://blog.stcloudstate.edu/ims/2017/11/22/bots-trolls-and-fake-news/
https://blog.stcloudstate.edu/ims/2020/04/30/fake-social-media-accounts-and-politicians/
https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
- Clickbait
Filter bubbles, echo chambers
(8 min) video explains filter bubbles
https://www.ted.com/talks/eli_pariser_beware_online_filter
+++++ thank you for covering this information at home. Pls don’t forget to bring your q/s and ideas to class +++++
Why we are here today?
We need to look deeper in the current 21stcentury state of information and disinformation and determine how such awareness can help policy analysis.
How do we make up our mind about news and information; where from we get our info; who do we believe, who do we mistrust.
What do you understand under the following three items and their place in our efforts to analyze policies?
“critical thinking,” https://blog.stcloudstate.edu/ims/2014/05/11/the-5-step-model-to-teach-students-critical-thinking-skills/
“media literacy,” “Media Literacy now considers digital citizenship as part of media literacy — not the other way around”
https://blog.stcloudstate.edu/ims/2020/01/07/k12-media-literacy/
“critical [news] literacy”
https://youtu.be/i2WyIkK9IOg
how do these three items assist a better analysis of policies?
Class assignment:
Share a topic which is very much to your heart.
Please feel welcome to use the following resources and/or contribute with your own resources to determine the sources and potential bias
library spot fake news
fake news resources
fake news and video
Feel free also to use the following guidelines when establishing the veracity of information:
Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature:
https://youtu.be/qUd_gf2ypk4
- ACCURACY
- Does the author cite reliable sources?
- How does the information compare with that in other works on the topic?
- Can you determine if the information has gone through peer-review?
- Are there factual, spelling, typographical, or grammatical errors?
- AUDIENCE
- Who do you think the authors are trying to reach?
- Is the language, vocabulary, style and tone appropriate for intended audience?
- What are the audience demographics? (age, educational level, etc.)
- Are the authors targeting a particular group or segment of society?
- AUTHORITY
- Who wrote the information found in the article or on the site?
- What are the author’s credentials/qualifications for this particular topic?
- Is the author affiliated with a particular organization or institution?
- What does that affiliation suggest about the author?
- CURRENCY
- Is the content current?
- Does the date of the information directly affect the accuracy or usefulness of the information?
- OBJECTIVITY/BIAS
- What is the author’s or website’s point of view?
- Is the point of view subtle or explicit?
- Is the information presented as fact or opinion?
- If opinion, is the opinion supported by credible data or informed argument?
- Is the information one-sided?
- Are alternate views represented?
- Does the point of view affect how you view the information?
- PURPOSE
- What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
- Does the purpose affect how you view the information presented?
In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.
++++++++++++++++++++
Aditional topics and ideas for exploring at home:
civil disobedience
https://blog.stcloudstate.edu/ims/2014/09/30/disruptive-technologies-from-swarming-to-mesh-networking/
https://blog.stcloudstate.edu/ims/2019/08/30/tik-tok-students-and-teachers/
https://news.softpedia.com/news/Venezuela-Blocks-Walkie-Talkie-App-Zello-Amid-Protests-428583.shtml
http://www.businessinsider.com/yo-updates-on-israel-missile-attacks-2014-7
https://blog.stcloudstate.edu/ims/2016/11/14/internet-freedom/
https://blog.stcloudstate.edu/ims/2016/08/31/police-to-block-social-media/
https://blog.stcloudstate.edu/ims/2016/04/04/technology-and-activism/
Despite decades of evidence, good teaching is still considered more art than science. That’s hurting faculty and students alike.
https://www.chronicle.com/article/the-damaging-myth-of-the-natural-teacher
Even as universities have become more bureaucratic and centrally controlled, teaching continues to operate largely independent of oversight
when she was a college administrator, before becoming a professor, she was expected to spend two to four hours a week on professional development. It was written into her job description. Her training as a faculty member, by contrast, “has all been self directed, self led, things I want to do. It’s never been part of my annual evaluation.”
At most research universities if you were publishing in pedagogy journals they would not be counted or weighted as heavily as if you were publishing in a traditional journal.
Valencia College, a community college in Central Florida that relies heavily on part-time instructors, encourages them to improve their teaching by offering certificates and pay increases for participating in 60 hours of professional development.
Some of the most notable reform efforts are coming from external funders and academic associations. The National Science Foundation, the Association of American Universities, the John N. Gardner Institute for Excellence in Undergraduate Education, the American Historical Association, the National Academies of Science, Engineering, and Medicine, and others have sponsored research and projects on teaching reform, including work on how to advance discipline-based education research.
a pilot program at Kansas to reinvent the evaluation process, as part of a multi-campus project called TEval. The new process, she says, considers seven benchmarks, including course planning, class climate, and evidence of student learning. Teaching reviews consider, for example, how well course content is aligned with the curriculum, whether a faculty member is involved in scholarship about pedagogy, and how much time they spend advising and mentoring students. Departments are also encouraged to develop “peer triads,” in which small groups of faculty members whose coursework is related meet regularly to talk about their teaching and course design.
He and his peers were heavily involved in pedagogical innovation on campus, including the Center for Project Based Learning and discipline-based education research.
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More on teaching in this blog
https://blog.stcloudstate.edu/ims?s=teach
https://recruit.apo.ucla.edu/JPF06841
POSITION DESCRIPTION
UCLA Extension seeks XR (augmented and virtual reality) professionals to teach in a new online certificate program housed within the UCLA Extension Center for Immersive Media. This recruitment is for online instructors for remote and asynchronous instruction, three hours per week, for ten-week quarters.
The center is focused on enterprise applications, workforce training in XR, narrative structures for XR storytelling, and (UX) User Experience in XR. This XR program is focused on training individuals to become XR content developers. The emphasis of this certificate is not on advanced coding or hardware development. Areas of recruitment include:
- XR Frameworks, an introduction to the XR business, user cases & goal/needs evaluation
- XR Tools I, an introduction to a modeling software such as Blender
- XR Tools II, prototyping tools with an emphasis on Unity
- XR Narratives, the use of non-linear narrative structures in XR development
- XR User Experience I, usability applications and studies bringing together previous class course work into VR and XR projects
- XR User Experience II, advanced XR experience studies and applications
- XR Product Pipeline & Project Management, Best practices including stages of production, critical paths, etc.
- XR Capstone Project, creation of final portfolio piece UCLA Extension is the open-access, self-supporting continuing education division of UCLA. The Department of the Arts offers a wide variety of certificate programs and courses, including post-baccalaureate credit-bearing (400-level), continuing education (CEU) credit, and non-credit bearing general interest courses. Course disciplines in the Visual Arts span subject areas such as Design Communication Arts, User Experience, Photography, Studio Arts and Art History. Our courses and certificate programs offer students the opportunity to learn from highly qualified practitioners who are passionate about teaching. Applications to teach are accepted throughout the year in order to fill immediate program needs and to increase the depth of the instructor pool, but interviews will only be scheduled with qualified applicants who can fill anticipated openings. XR Instructor Qualified applicants possessing current industry knowledge and experience in the following topic area(s) are encouraged to apply: AR, VR, MR, XR, User Experience Design, Gaming, Immersive Interface Design, XR Research, Software (Unity, Blender), XR Hardware. Classes are currently online only. Two formats are available: asynchronous, or live Zoom lectures. Each course is 11 weeks, enrollment limited to 20 students. Instructor Duties: • Develop or update course syllabus to meet campus approval requirements, in consultation with the UCLA Extension Program Director and Program Manager. • Use subject-matter expertise to impart knowledge to students and leverage additional resources appropriately to enhance the curriculum (i.e. make arrangements for guest speakers, etc.) • Design interactive and motivational classroom activities to fully engage participants and to reinforce student learning. • Update materials periodically, and regularly monitor course evaluations in order to make adjustments and improvements to the curriculum. • Respond to student questions and learning needs in a timely manner. • Communicate with Program Director and Program Staff in a timely manner. • Complete required administrative tasks in a timely manner including: completing all new hire paperwork, submitting updated quarterly syllabus, posting bio and photo on the UCLA Extension website, accepting quarterly contract, submitting required textbook orders, and communicating classroom needs to the appropriate people. • Participate in required orientations and instructor training programs. • Employ culturally competent teaching methodologies in the classroom inclusive of both domestic and international student populations. • Stay current regarding the professional body of knowledge in the field • Respond to student inquiries about final grades and consult with Program Director as needed. • Maintain a record of final grades for up to 13 months following the last class session. Qualifications: • Creation of XR products, with portfolio examples and specific role(s) in producing • 3-5 years industry experience • Commitment to the highest level of academic standards and integrity. • Current knowledge of and demonstrated proficiency in subject area. • Highly effective oral and written communication skills, including the ability to convey conceptual and complex ideas and information. • Outstanding interpersonal skills and high emotional intelligence. • Proficiency in or willingness to learn the use of instructional technology and online teaching tools. • College-level and/or continuing education teaching experience preferred. • Experience designing curriculum and measuring student performance preferred.
UCLA Extension is considered one of the top programs of its kind, offering to more than 35,000 students per year approximately 4,500 classes and non-degree certificate programs to meet the professional development, continuing education and personal enrichment needs of the full spectrum of nontraditional students as well as companies and organizations throughout and beyond the Los Angeles region.
Special Conditions of Employment
Instructors are hired on a quarterly contract basis.
Because Extension is a division of UCLA, all Extension degree-credit instructors and courses must be formally approved according to the regulations of the Academic Senate of the University of California. Eligibility to teach a course is contingent upon this formal academic approval. Once approved, teaching assignments are “by agreement.” The Instructor’s Contract outlines the deliverables for the course, the course schedule, and the compensation terms, subject to Extension policies and procedures. UCLA Extension makes no commitment to hire an instructor until it has sent and received a signed
Instructor Contract. Should the course section an instructor plans to teach be cancelled for any reason, the Instructor Contract, including rights to compensation for future section meetings, is voided.
In an effort to promote and maintain a healthy environment for our students, visitors and employees, UCLA is a smoke-free site. Smoking is prohibited within the boundaries of all UCLA owned, occupied, leased, and associated building and facilities. UCLA Extension is an Equal Opportunity Employer that values a diverse workforce.
To Apply:
Please follow the “apply now” link to submit the following:
Completed application form
Current CV
Link to portfolio or work samples if available
Cover letter”
QUALIFICATIONS
Basic qualifications (required at time of application)
Creation of XR products, with portfolio examples and specific role(s) in producing
3-5 years industry experience
Commitment to the highest level of academic standards and integrity.
Current knowledge of and demonstrated proficiency in subject area.
Highly effective oral and written communication skills, including the ability to convey conceptual and complex ideas and information.
Outstanding interpersonal skills and high emotional intelligence.
Proficiency in or willingness to learn the use of instructional technology and online
teaching tools.
College-level and/or continuing education teaching experience preferred.
Experience designing curriculum and measuring student performance preferred.