Flower Darby, from Northern Arizona University, and Heather Garcia, from Foothill College, presented an eye-catching poster at the Educause Learning Initiative conference this year with the title, “Multiple-choice quizzes don’t work.”
One solution, says Garcia, is for professors to give “more authentic” assignments, like project-based work and other things that students would be more likely to see in a professional environment.
she and her colleague argue that there is a way to assign project-based or other rich assessments without spending late nights holding a red pen
One approach they recommend is called “specification grading,” where professors set a clear rubric for what students need to achieve to complete the assignment, and then score each entry as either meeting those rubrics or not. “It allows faculty to really streamline their grading time,
Linda B. Nilson, who wrote an entire book about the approach and regularly gives workshops on it. The book’s subtitle lays out the approach’s promise: “Restoring Rigor, Motivating Students and Saving Faculty Time.”
For instance, in a math problem involving adding large numbers, a professor could make one of the choices the number that the student would get if they forgot to carry. If professors notice that several students mark that answer, it may be time to go over that concept again. “Even if I’ve got a class of 275, I can learn a lot about what they know and don’t know, and let that guide what I do the next day,” he says.
Background music (several included options, and you may upload your own).
Fully customizable color themes as well as several ready made WCAG compliant themes to choose from.
Extra polish with animated backgrounds and a captivating student experience.
Multipoll allows you to combine Emoji Clouds, Word Clouds, Image Hotspot questions, Multiple Choice questions as well as texts, videos and images into a larger experience with multiple pages. Multipoll may be used to conduct larger surveys or as an intro to a larger discussion for instance.
when the option between taking a course online or in-person is provided, studies show students are more likely to stay in college.
Since the early days of online instruction, the response of many new instructors has been to figure out how to transfer elements of their face-to-face class into the online format. In response, education technology companies have been quick to create products that attempt to replicate in-person teaching. Some examples include learning management systems, lecture capture tools, and early online meeting systems.
online proctoring systems, such as ProctorU or Proctorio, replicate a practice that isn’t effective in-person. Exams are only good for a few things: managing faculty workload and assessing low level skill and content knowledge. What they aren’t good at is demonstrating student learning or mastery of a topic. As authors Rena Palloff and Keith Pratt discuss in their book “Assessing the Online Learner: Resources and Strategies for Faculty,” online exams typically measure skills that require memorization of facts, whereas learning objectives are often written around one’s ability to create, evaluate and analyze course material.
Authentic assessments, rather than multiple choice or other online exams, is one alternative that could be explored. For example, in a chemistry course, students could make a video themselves doing a set problems and explain the process. This would allow instructors to better understand students’ thinking and identify areas that they are struggling in. Another example could be in a psychology course, where students could curate and evaluate a set of resources on a given topic to demonstrate their ability to find, and critically analyze online information. (see Bryan Alexander‘s take on video assignments here: https://blog.stcloudstate.edu/ims?s=bryan+alexander+video+assignments
Eureka: machine learning tool, brainstorming engine. give it an initial idea and it returns similar ideas. Like Google: refine the idea, so the machine can understand it better. create a collection of ideas to translate into course design or others.
Netlix:
influencers and microinfluencers, pre- and doing the execution
a machine can construct a book with the help of a person. bionic book. machine and person working hand in hand. provide keywords and phrases from lecture notes, presentation materials. from there recommendations and suggestions based on own experience; then identify included and excluded content. then instructor can construct.
Design may be the least interesting part of the book for the faculty.
multiple choice quiz may be the least interesting part, and faculty might want to do much deeper assessment.
use these machine learning techniques to build assessment. how to more effectively. inquizitive is the machine learning
students engagements and similar prompts
presence in the classroom: pre-service teachers class. how to immerse them and practice classroom management skills
First class: marriage btw VR and use of AI – an environment headset: an algorithm reacts how teachers are interacting with the virtual kids. series of variables, oppty to interact with present behavior. classroom management skills. simulations and environments otherwise impossible to create. apps for these type of interactions
facilitation, reflection and research
AI for more human experience, allow more time for the faculty to be more human, more free time to contemplate.
Jason: Won’t the use of AI still reduce the amount of faculty needed?
Christina Dumeng: @Jason–I think it will most likely increase the amount of students per instructor.
Andrew Cole (UW-Whitewater): I wonder if instead of reducing faculty, these types of platforms (e.g., analytic capabilities) might require instructors to also become experts in the various technology platforms.
Dirk Morrison: Also wonder what the implications of AI for informal, self-directed learning?
Kate Borowske: The context that you’re presenting this in, as “your own jazz band,” is brilliant. These tools presented as a “partner” in the “band” seems as though it might be less threatening to faculty. Sort of gamifies parts of course design…?
Dirk Morrison: Move from teacher-centric to student-centric? Recommender systems, AI-based tutoring?
Andrew Cole (UW-Whitewater): The course with the bot TA must have been 100-level right? It would be interesting to see if those results replicate in 300, 400 level courses
ProProfs Brain Games provides templates for building interactive crossword puzzles, jigsaw puzzles, word searches, hangman games, and sliding puzzle games. The games you create can be embedded into your blog or shared via email, social media, or any place that you’d typically post a link for students. If you don’t want to take the time to create your own game, you can browse the gallery of games. Most of the games in gallery can be embedded into your blog.
ClassTools.net templates for creating map-based games, word sorting games, matching games, and many more common game formats.
Purpose Games is a free service for creating and or playing simple educational games. The service currently gives users the ability to create seven types of games. Those game types are image quizzes, text quizzes, matching games, fill-in-the-blank games, multiple choice games, shape games, and slide games.
TinyTap is a free iPad app and Android app that enables you to create educational games for your students to play on their iPads or Android tablets. Through TinyTap you can create games in which students identify objects and respond by typing, tapping, or speaking. You can create games in which students complete sentences or even complete a diagram by dragging and dropping puzzle pieces.
Wherever I’ve demonstrated it in the last year, people have been intrigued by Metaverse. It’s a free service that essentially lets you create your own educational versions of Pokemon Go. This augmented reality platform has been used by teachers to create digital breakout games, augmented reality scavenger hunts, and virtual tours.
There was a time when Kahoot games could only be played in the classroom and only created on your laptop. That is no longer the case. Challenge mode lets you assign games to your students to play at home or anywhere else on their mobile devices.
Purpose Games is a free service for creating and or playing simple educational games. The service currently gives users the ability to create seven types of games. Those game types are image quizzes, text quizzes, matching games, fill-in-the-blank games, multiple choice games, shape games, and slide games.
instructors have to take device choices into consideration when they’re choosing apps
2) Teach Not Just for Consumption but for Curation
Students use their phones to capture video or audio interviews and post them to Twitter’s live streaming service, Periscope, at various times throughout the course.
3) Try Texting for Exam Review
As an alternative, he began texting review questions every few hours for the next exam and found that he was getting a “much higher frequency of interaction.” Teacher Text, as he called it, never supplied the answers, just questions — sometimes multiple choice and other times open-ended. To keep students’ interest, he’d use at least a few of those questions on the actual test. “They’re going to be more inclined to pay attention to every question because I may give them 50 questions of review and have four or five of those on the test,” he said.
The result: “Grades started to climb pretty quickly.”
4) Perform Safe Texting, but Try It Everywhere
adopted remind from iKeepSafe, a free service that provides an interface between the teacher and the students for the purposes of texting. The tool has simplified the process of instructor texting, a practice that has overall helped students “to feel more connected.”
5) Fit Your Mobile Approach to Your Subject
[flashcard apps] like Quizlet and StudyBlue that can replicate the ongoing study or rehearsal of learning
might stream a quick lesson on the fly through Periscope or hold a 15-minute class discussion through a chat on Twitter.
“I’ll just say, ‘Here’s my hashtag, and I’m going to be live here at 9 to 9:15 p.m. Central time,'” he explained. He typically intends to broadcast a question about every five minutes and allow people to respond. “It’s interesting. You shoot out one question and you get bombarded. People are putting resources in there. In 15 minutes, I’ve barely gotten two questions off. But they have the hashtag and they can go back and harvest the resources that other people put up.”
a need for new techniques to handle the problem in online environments. To achieve zero cheating is hard (or impossible) without repelling not only cheaters but also those students who do not cheat, where a zero ‐ tolerance emphasis also would risk inhibiting students’ intrinsic motivation. Several studies indicate that existing virtual learning environments do not provide the features needed to control that the intended student is the one taking the online exam. Biometric Belt and Braces for Authentication in Distance Education.
One approach to prevent student’s dishonesty is the university code of honour. This is a set of rules describing what actions are not permitted and the consequences for students taking such actions. Another way of preventing cheating is the use of proctors during written exams. Even while using such codes of honour and proctors, universities still have found many students to cheat. Biometric Belt and Braces for Authentication in Distance Education.
Neutralisation is the phenomenon when a person rationalises his or her dishonest behaviour with arguments like “I can do this because the work load within this course is just too overwhelming” or “I can do this because I have a half ‐ time job on the side which gives me less study time than the other students have”. By doing so the student puts the blame for cheating on external factors rather than on himself, and also protects himself from the blame of others (Haines et al. 1986). This neutralises the behavior in the sense that the person’s feelings of shame are reduced or even eliminated. Haines et al. (1986 Biometric Belt and Braces for Authentication in Distance Education.
Simply asking participants to read a code of honour when they had the opportunity to cheat reduced dishonesty. Also whether one signed the code of honour or just read it influenced cheating. The Shu et al. (2011) study suggests that opportunity and knowledge of ethical standards are two factors that impact students’ ethical decision about cheating. This is in line with the results in (McCabe, Trevino and Butterfield 2001), showing that if students regularly are reminded of the university’s code of honour, they are less likely to cheat Biometric Belt and Braces for Authentication in Distance Education.
For an online course setting, Gearhart (2001) suggest that teachers should develop a guideline for “good practices”.
In online examination there are reports of students hiring other persons to increase their scores (Flior & Kowalski, 2010) and there is a need for new enhanced authentication tools (Ullah, Xiao & Lilley, 2012). For companies and Internet environments the process of authentication is often completed through the use of logon identification with passwords and the assumption of the password to guarantee that the user is authentic (Ramzan, 2007), but logins and passwords can be borrowed (Bailie & Jortberg, 2009). The discussion on how to provide enhanced authentication in online examination has led to many suggested solutions; four of them are: Biometric Belt and Braces for Authentication in Distance Education.
Challenge Questions: with questions based on third ‐ party data
Face ‐ to ‐ Face Proctored Exam: with government or institution issued identification
Web Video Conference Proctor: audio and video conference proctoring via webcam and screen monitoring service with live, certified proctors
Biometrics and Web Video Recording: with unique biometrics combined with the recording of student in exam via webcam
An idea for online courses is that assessment should not only be a one way process where the students get grades and feedback. The examination process should also be a channel for students’ feedback to teachers and course instructors (Mardanian & Mozelius, 2011). New online methods could be combined with traditional assessment in an array of techniques aligned to the learning outcomes (Runyon and Von Holzen, 2005). Examples of summative and formative assessment in an online course could be a mix of: Biometric Belt and Braces for Authentication in Distance Education.
Multiple choice questions (MCQ) tests, automatically corrected in a virtual learning environment
Term papers or essays analysed by the course instructors
Individual or group assignments posted in digital drop ‐ boxes
Oral or written tests conducted in the presence of the instructor or through videoconferences (Dikli, 2003)
Authors’ suggestion is a biometric belt and braces model with a combination of scanned facial coordinates and voice recognition, where only a minimum of biometric data has to be stored. Even if the model is based on biometrics with a medium to low grade of uniqueness and permanence, it would be reliable enough for authentication in online courses if two (or more) types of biometrics are combined with the presented dialogue based examination using an interaction/obser ‐ vation process via web cameras. Biometric Belt and Braces for Authentication in Distance Education.
Join Mario Callegaro, Senior Survey Research Scientist at Google UK, and one of own survey research scientists, Sarah Cho, on February 24 at 10 am PT / 1 pm ET for our webinar, Market research surveys gone mobile: Optimizing for better results.
Mario Callegaro
Senior Survey Research Scientist
Quantitative Marketing Team, Google UK
Sarah Cho
Survey Research Scientist
SurveyMonkey
.My notes from the Webinar.
Surveys uncover the WHY. Big Data,
why mobile matters. tablet and smart phone penetration: around 60-80% in Europe. According to Pew In the US, 68% smartphone and 45% tablet
faster reaction but longer questionnaire completion time on smartphones = device effects
survey design device vs. survey take device – mismatch. When there is a mismatch, questions are asked.
5 strategies to handle mobile phone respondents: 1. do nothing
surveym0nkey: do all surveys have to be mobile optimized? no, so make sure you think about the context in which you are sending out
2. discourage the use of mobile phones for answering 3. optimize the web questionnaire for mobile browsers 4. mobile app
design considerations for multiple devices surveys. two “actors”: survey designer and survey platform
confounds when interpreting findings across devices: use homogeneous population (e.g students)
difference between mouse vs fingers as input devices
what about tablets: as long as flash is not used, tablet is very much the same as laptop/desktop. phablets (iPhone growth of the screen)
mobile survey design tips (Sarah)
multiple choice: ok to use, but keep wording short, format response vertically instead of horizontally.
open-ended q type: hard to type (but no word on voice recognition???)
logo
multimedia: images, clarity, video, avoid (bandwidth constrains), use Youtube, so every device can play it, versus Flash, Java Script etc
SCSU faculty asked for help with Kahoot.it Great tool. Especially the reward system, which most likely might engage students in the learning process. However, Kahoot is very “synchronous.” It assumes that the faculty is in a synchronous environment (F2F or online). At least the free version.
In 2012, six SCSU faculty members worked together and recommended “heavy duty” survey/polling options also known as Classroom Response Systems (CRS): https://blog.stcloudstate.edu/ims/?s=clickers
1- Kwiqpoll (my note: seems out of business)
This is a simple poll making tool. It does not require any registration. Just visit the homepage and start creating you poll right away. You have the choice to provide multiple choice answers. You will also be provided with a generated URL to use when sharing your polls.
This is another great simple poll tool. It is very easy to use and resembles Kwiqpoll in that it does not call for any sign up. Just head over to its main page and start working on your poll. You can add as many answers as you want to your poll. Again , you can embed your polls in your blog, wiki or website
3- Urtak (my note: dead – server not found message)
This tool allows users to create polls using yes or no multiple questions.
4- Vorbeo (my note: seems out of business)
This is another free and simple to use poll tool. Teachers can use it to create their own polls and customize them the way they want by adding colours, adjusting width and many more before sharing them on their blogs or websites.
5- Polldaddy
This is another popular polling service that allows users to create free polls and surveys containing up to ten questions.
6- Micropoll
Micropoll allows users to instantly create a poll using a set of questions and answers then one email address. It also provides embed codes to share polls online.
This is a great utility for creating instant surveys. It is dead simple, just visit its main page , type in your questions and answers using their text editor and there you go.
9-Kwik Surveys
This is another great polling service. It allows users to design their own surveys, form, polls and feedback forms. It is free but it does require a sign up.
10- Polleverywhere
This is a great polling tool. It has different pricing plans and also has a free plan but very limited and allows for just 40 responses per poll.
This is a simple free service for creating instant polls. It lets users specify an expiry date for their polls and also opt for email notification to be notified each time there is an answer to the poll.
13- Yarp
This is another easy and simple poll creating tool. It basically allows users to create their own surveys or online invitations. It does not require any registration.
