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"This module focuses on how to assess student messages in an online discussion forum when teaching in an online environment. This module is part of the Best Practices in Online Teaching Course created by Penn State University World Campus as a guide for faculty who are new to teaching in an online environment."

INTRODUCTION: WHAT IS UbD™ FRAMEWORK? The Understanding by Design® framework (UbD™ framework) offers a planning process and structure to guide curriculum, assessment, and instruction. Its two key ideas are contained in the title: 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum "backward" from hose ends.

resource for using and assessing online discussions

A lengthy but good overview of MOOCs, with a close look at xMOOCS - Coursera, Udacity, edX that have taken advantage of scalability but tend to reinforce a traditional teacher-student model, and cMOOCS - knowledge building/networking, flexible tools, self directed, chaotic learning. Siemens goes on to share lessons learned from cMOOCs he has been involved with and provides 9 Steps How to Plan/Create a MOOC [approx 58:00] Around 18:00 he makes a provocative statement that because of the expertise available in xMOOCs, he would throw out all of his content, tell his students to take one of these courses, interact with them around the content themes and then assess their work. Other interesting ideas include: the need for regional MOOCs to diversify and fully explore potential innovation [export vs import]; the concern that mid-range universities stand to loose to the 'superstar' professors in the xMOOC model; & the notion of teaching globally, accrediting locally [e.g. Udacity -Pearson testing option for credit]

OU Innovating Pedagogy 2013 Report looks at new forms of teaching, learning and assessment for an interactive world; and presents 10 innovations - starting with MOOCs - that are currently in practice but have not yet had a profound influence on Education

"Critical thinking is an expected learning outcome of higher education along with mastery of a studied discipline. Yet several studies including one outlined in Academically Adrift, suggests that a significant percentage of students are graduating after four years of college with little intellectual growth; critical thinking gains barely budging from the 'before' to 'after' assessment."

"Thousands of educators across the country use the Understanding by Design framework, created by the late Grant Wiggins and Jay McTighe, to get a handle on standards, align programs to assessments, and guide teachers in implementing a standards-based curriculum that leads to student understanding and achievement. "