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Discussion Rubric

Discussion Rubric
University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree Follow us on Facebook. This rubric may be used for self-assessment and peer feedback. * Open class discussion is an important and significant part of an online course. While class discussion whether online or face to face, can be characterized by free flowing conversation, there are identifiable characteristics that distinguish exemplary contributions to class discussion from those of lesser quality. The criteria found on the rubric above will be used to assess the quality of your initial postings and responses to the postings and comments of peers during class discussion. University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree Readings on Authentic Assessment Examples of Other Rubrics

https://www2.uwstout.edu/content/profdev/rubrics/discussionrubric.html

Related:  Blended and online learningTeaching Students in Online ClassroomsDiscussion Questions

OSCQR Annotations OSCQR 3.0 Annotations 1. Course includes Welcome and Getting Started content. Review These Explanations: By welcoming learners to the course and providing context for what they will be learning, the instructor sets a tone for success from the start of the course. Learners benefit from an overview of the course, with general information about the nature and purpose of the course, the course activities, grading structure, and where to find the specific information on each. Teaching Head & Neck Anatomy in a Blended Learning Environment - Teaching with Technology by Robert W. Hasel, D.D.S., Associate Dean, College of Dental Medicine. The need for change in education has been an ongoing discussion for many years. For more than three centuries the pedagogical model of delivering education has been the traditional lecture based approach, placing large groups of students in a room and reciting lectures to them.

Generic Template Structure Over the years, a number of institutions have identified features to be included in every online course. The following model originated at Utah State University. Start Here Start Here may be a link from the home page of the blended course or announcement. It serves to provide students with initial information to get started in the online portion of your course. How Western University of Health Sciences is using VR to teach Western University of Health Sciences in Pomona, Calif., has opened a first-of-its-kind virtual reality learning center that’s been designed to allow students from every program — dentistry, osteopathic medicine, veterinary medicine, physical therapy, and nursing — to learn through VR. The Virtual Reality Learning Center currently houses four different VR technologies: the two zSpace displays, the Anatomage Virtual Dissection Table, the Oculus Rift, and Stanford anatomical models on iPad. Robert W.

Best Practices for Teaching Online January 29 Designing Effective Team Projects in Online Courses By: Stephanie Smith Budhai PhD Blended and Flipped Learning Archives - Faculty Focus June 15, 2015 Flipping Assessment: Making Assessment a Learning Experience By: Susan Spangler PhD If you’re a regular reader of this blog, you’re already aware that flipped instruction has become the latest trend in higher education classrooms. And for good reason. Lecture Capture: A New Way to Think about Hybrid Courses - Faculty Focus “Hybrid education” has become a hot catchphrase recently as faculty blend face-to-face learning with online technology. But the growth of hybrid education has been steered by the unstated assumption that hybrid technology should be used to facilitate discussion outside of the classroom, while classroom time should be spent lecturing. Now José Bowen, dean of the Meadows School of the Arts at Southern Methodist University, challenges this assumption by asking his faculty to put their lectures online and devote face-to-face classes to discussion. His logic is impeccable. Lecturing is simply delivering delivery, and not much different from reading a textbook in this regard. If so, then why must lectures be held in class?

Using Blended Learning to Transform the Classroom Experience - Faculty Focus When we maintain our focus on learning, the means used to help students learn dominates our thinking. Too often teachers can fall into the trap of testing students only on lower-level material (knowledge and comprehension questions). When exams become the only means to assess learning, a teacher becomes a carpenter with only a hammer: all problems start to seem like nails. Blended Learning Course Design Mistakes to Avoid Blended learning course design entails more than simply converting content for online delivery or finding ways to supplement an existing face-to-face course. Ideally, designing a blended course would begin with identifying learning outcomes and topics, creating assignments and activities, determining how interaction will occur, and selecting the technologies to best achieve those learning outcomes. However, a variety of constraints often affect the way blended courses are developed, which can compromise their quality. In an interview with Online Classroom, Veronica Diaz, associate director of the EDUCAUSE Learning Initiative, talked about how to avoid common mistakes in blended course design. Blended Learning Course Design Mistake #1: Adopting an add-on model.

Private Journal Replaces Discussion Forum in Blended Course The discussion board in Kathleen Lowney’s large blended (or hybrid) section of introduction to sociology at Valdosta State University wasn’t serving its intended purpose of engaging learners with the content and preparing them for face-to-face class sessions. She tried dividing the students into smaller discussion groups of 50 and then 20, and the results were the same: the weaker students waited until the last minute and essentially repeated what the better students had posted previously. When she replaced the public discussions with private journals, the quality of students’ posts improved, as did their grades. Lowney’s course is a “supersection” hybrid that has an enrollment of 150 to 300 students and meets Tuesdays and Thursdays with a significant online component. She had one discussion per week that required students to read 50 percent of their classmates’ posts and contribute to the discussion to prepare them for the next class session.

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