12.11 Step nine: evaluate and innovate – Teaching in a Digital Age – Second Edition. The last key ‘fundamental’ of quality teaching and learning in a digital age is evaluation and innovation: assessing what has been done, and then looking at ways to improve on it (for a more in-depth discussion of the issues involved in evaluating online learning, see Gunawardena et al., 2000) 12.11.1 Why evaluation is important For tenure and promotion, it is important if you are teaching to be able to provide evidence that the teaching has been successful. New tools and new approaches to teaching are constantly coming available. They provide the opportunity to experiment a little to see if the results are better, and if we do that, we need to evaluate the impact of using a new tool or course design. 12.11.2 What to evaluate: summative In Step 1, I defined quality very narrowly: teaching methods that successfully help learners develop the knowledge and skills they will require in a digital age.
The first two criteria are relatively easily measured in quantitative terms. 12.11.5 Innovate 1. FutureLearn How to Teach Online: Feedback Planner. FutureLearn How to Teach Online: Assessment Planner. Teaching intelligence: how to take your classes online. When the novel coronavirus first hit Singapore in January, universities were two to three weeks into a new semester. As the number of cases climbed, university administrators grappled with challenging questions of protocol and pedagogy. Today Covid-19 knocks on doors worldwide, and universities everywhere face unprecedented challenges. One of the strategies embraced by many universities has been to migrate classes online. For those of us who are accustomed to teaching face-to-face, this idea is unsettling, and I have had many email enquiries about how to make a swift transition to online teaching.
The most common questions are: “How can we facilitate interactive, student-to-student learning in an online setting?” And “If our courses move online, how do we carry out online assessments without risking cheating and plagiarism?” Here are some ideas. Promote peer-to-peer learningMigrating lectures and even faculty-student interaction online is not that challenging. .pdf. Assessments by Design: Rethinking Assessment for Learner Variability. As the clock seems to race through the final minutes of an exam, several students frantically scan questions and fill in bubbles to demonstrate their knowledge and content mastery of biology concepts.
Elsewhere, a small group of students collaborate on a PowerPoint presentation, preparing to showcase their business management knowledge they’ve acquired. Still elsewhere, students review their essays for grammar and formatting before final submissions, with which they hope to show how much they’ve learned about the socio-political impact of the War of 1812. These kinds of assessments (multiple choice exams, PowerPoint presentations, essays) are so routine and embedded in higher education, that it’s hard to imagine anyone successfully graduating from college without the associated skills. Likewise, instructors often default to these common forms of assessments. After all, unless they have reason to do otherwise, teachers will teach as they’ve been taught. Why Do We Assess At All? Assessments by Design: Rethinking Assessment for Learner Variability. Product | Toasty.
Digital Timelines. Print Version By Danielle Picard, Senior Graduate Teaching Fellow 2015-2016, and Derek Bruff, Director of the Vanderbilt Center for Teaching Remember those timelines you saw in your history textbook back in middle school? Today’s digital timelines do far more than present a static, linear progression of dates and names. Online, interactive timelines support visually rich displays of information—text, images, multimedia, hyperlinks, even geospatial data—using spatial arrangements, categories, and color schemes to convey meaning, which make them ideal platforms for achieving a variety of course goals and objectives. Traditionally, timelines were considered useful for only certain types of time scales, but the interactivity of online timelines allows time-scales to vary substantially — from a single day to decades, a person’s life, or even non-traditional scales like page numbers in a novel.
Why Use a Timelines-Based Assignment? Why Use a Timelines-Based Assignment? Timeline as Archive Dr. The Anatomy of the 21st Century Educator. Study of Twitter reveals increased engagement and grades « Quantum Progress. Twitter. I still hear people snicker when I talk about how it is one of the most incredible professional development resources I’ve known. Recently, a number of faculty at my school have taken to tweeting during professional development days, and it’s causes a bit of a stir between those who are tweeting and find it to be an great way to engage and reflect upon the activity, and those who aren’t tweeting and it distracting to see their neighbors tapping away on the cell phone. So, you can imagine I was intrigued to see this blog post on Hack College (I don’t even remember how this got in my RSS): Study Measures Twitter’s Effect on Student Engagement. Continuity for class discussions: Because the first-year seminar met only once a week for an hour, Twitter was used to continue conversations begun in class.
The students in the experimental group had never used twitter before, and reported sending an average of 48 tweets over the semester. Like this: Like Loading... 009_Formative_Assessment_Ideas.pdf (application/pdf Object) Assessment. Formative Assessment - Pages and Files. Formative Assessment. NazzalPeerandSelf-Assessment.pdf (application/pdf Object) BringingFuntoFormativeAssessment - home.