Final Project Website and Thanks!

I have finished my final project,  Intro to Teaching Online Using Moodle and the URL: http://assess-elearning.weebly.com/  After every course in the certificate series I feel that I closer to a complete version of the course I’m developing.  It is a bigger undertaking than I expected!

I appreciate and use the feedback and encouragement from others in the class and from Dr. Khalsa and I have learned as much from the projects everyone has developed.  The work and feedback have been invaluable.

Nancy

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Draft of Final Project

It’s a bit rough in its draft state, but here is my final project, a website showing the assessment bones for my first online class, Intro to Teaching Online Using Moodle.  Please feel free to poke around, send me comments, suggestions or other notes.

Intro to Teaching Online Using Moodle or this URL:  http://assess-elearning.weebly.com/

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Week 6 – Assessment, New Approaches and a Trusted Model of Learning

I think the highlight of my week was finding an article that put together assessment and online learning in a powerful way.  Assessment and online learning is primed to influence learning outcomes and impact learning in classrooms and online (Prineas and Cini, 2011).  “Emerging technologies and approaches in online education enable all instructors to practice what the very best teachers have always known: that students are enabled or limited by their prior knowledge and that the fine art of teaching involves discovering the multiple pathways that will move students from where they are to the desired learning outcomes” (11).  They identify two caveats that are necessary for learning outcomes assessments to effectively use technologies in online learning: a learning model to guide instructors use of assessments and a “tight integration” of learning objectives and curriculum including assignments for assessments to be actionable.  The learning model they propose is one that is familiar and readily useable, Chickering and Ehrmann’s “Implementing the Seven Principles: Technology as a Lever” (1996): faculty engagement, student collaboration, active learning, frequent and fast feedback, time on task, high expectations, and respect for diversity.  As we have seen in our E-learning Program, a learner-centered approach plus active assessment practices will improve instruction and courses.  This approach emphasizes authentic learning, interactivity, instructor feedback, and engaging activities as assessments.

Prineas, M. and Cini, M. (2011). Assessing Learning in Online Education. NILOA.

Chickering, A. W. and Ehrmann, S. C. (1996). Implementing the Seven Principles: Technology as a lever. American Association of Higher Education Bulletin.

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Pre-Course Survey for Online Students

I am developing an online course for faculty to learn how to use Moodle and create an online course.  I have created an online survey in SurveyMonkey which faculty may use, or edit, as the pre-course survey in the online courses that they will develop.  Here is a link to the Pre-Course Survey for Online Students.

 

See also:
San Juan College, Student Success Center, Pre-Course Survey
Designing Questionnaire and Surveys, Blended Learning Evaluation, University of York, 2011.

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Week 5 Reflection – Working toward Final Project

We are putting together our thoughts for the final, due in two weeks.  We focused on Bloom’s taxonomy and created a taxonomy table related to online courses and technology tools as appropriate assessments.  I am amazed how thorough and relevant Bloom’s taxonomy still is, and so deceptively simple.  He has started some of the best discussion and debates in education on what and how we learn and how to build learning.  How educators love him!

The Iowa State University Center for Excellence in Learning and Teaching Model of Learning Objectives is a fantastic and fantastically modern remix of his ideas.  The CELT model is interactive and colorful, and lists in a matrix Bloom’s levels of learning with knowledge and cognitive processes on two axes, and suggests requisite action verbs and short examples.

The previous weeks are coming together into the final with objectives, activities and technology-based assessments that could be used in a face-to-face or online class.  The articles were a nice mix of practical and theoretical this week and are especially interesting and helpful to me.  Following the discussions in the forum shape our assignment has been helpful.  I see other students’ thinking and Dr. Khalsa’s help in developing clearer objectives / activities / assessments.  Watching them learn helps me to think through my own online course.

 

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Midterm Reflection

Our midterm project was to collaborate with two classmates and produce a technology assessment toolbox.  This is a great idea and I if I put all three toolboxes together, that’s one great toolbox!  The research was easy and so helpful, especially with strengths and weaknesses and examples of its use and I am so glad to have more than one tool to consider.  We used G-Drive for this project and found it incredibly easy to work together on editing while we talked on the chatline.  It was also easy to format, add images and download into a useable format – Word or pdf.  I had not worked online in real time and this was fantastic.  I feel much more connected to these two classmates.  I regret having to miss an earlier synchronous meeting with the class when I was working on a Saturday.   Our midterm project is attached below.toolbox

I still struggle with writing good learning objectives, but I am working on it. I look forward to the time it is nearly automatic.  I’d like to work with the faculty at my university on    this and reviewing technology options with them, at least in the short run before I can teach online myself.

Midterm Jigsaw Team Project: Technology Assessment Toolbox

(Graphic: all-free-download.com)

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Midterm – Group Jigsaw, Assessment Toolbox, Tech Tools for Assessment

Two classmates and I worked together in Google-Drive to collaborate on our midterm Jigsaw Assessment Toolbox.  The process worked very well, especially when we were all online at once and communicating in Google chat.  After we wrote our sections we added them together and began to work together, added the introduction and the conclusion.  We edited and commented and got to know each other.  We volunteered to work on different aspects and edited.  It was smooth and very enjoyable.

The final document is cohesive and flows in one voice.  The evaluations are comprehensive and engaging. I intend to try Twitter in in my online courses and already use and love Jing.  My evaluation is on Edublogs.

Here is our final midterm project, Jigsaw Assessment Toolbox, by Nancy Evans, Mac Patrick, and Jeanne Sargeant, January 30, 2015.

 

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