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Dagmar Machutta

7 Effective Templates For Teacher Feedback - Edudemic - 1 views

www.edudemic.com/templates-for-teacher-feedback

templates feedback evaluation evaluation forms blendkit2014 blended learning

shared by Dagmar Machutta on 17 May 14 - No Cached
  • Dagmar Machutta on 17 May 14
     
    "End of Semester Evaluation Form Student Survey of Teachers Teacher Assessment Survey Teacher Feedback Form Course Evaluation Form Evaluation of Teacher Use of Technology Form Daily Feedback Form"
Cathleen Cuppett

Assessing online faculty: more than student surveys and design rubrics Anthony A. Pina ... - 0 views

go.galegroup.com/...i.do

online teaching evaluation quality matters assessment

shared by Cathleen Cuppett on 28 Mar 17 - No Cached
  • Cathleen Cuppett on 28 Mar 17
     
    Increasingly, faculty who teach an online course may not be the ones who actually designed the course. Thus, current measurements, especially those that focus on course design and innovation, are not appropriate tools for assessing these faculty members. Instead, the authors assert: "We must look at the actions performed by the instructors within the course." The objective of the authors' study was "to identify a set of criteria that would yield objective data easily examined by supervisors and peers during an online course observation and serve as a balance to the more subjective data gathered from student surveys." The authors identified six questions to be used as a starting point for evaluating online instructors. These questions are copied below verbatim: Has the instructor logged in at least an average of every other day? Has the instructor posted a biography of at least a paragraph, in addition to contact info? Has the instructor posted announcements at least weekly? Is there evidence that the instructor answers student inquiries in two days or less? Does the instructor participate in discussion forums where appropriate? Does the instructor provide feedback on assignments? This article is an excellent resource because it clearly delineates between design and instruction. It also provides the six very concrete questions to use when evaluating instructors.
Paula Michniewicz

Maintaining Quality in Blended Learning: From Classroom Assessment to Impact Evaluation - 3 views

www.educause.edu/...m-assessment-impact-evaluation

blendkit2014 blended learning blended learning evaluation ELI Educause

shared by Paula Michniewicz on 30 May 14 - No Cached
  • Paula Michniewicz on 30 May 14
     
    Educause's ELI was mentioned in the week 5 webinar. Here are materials from one of their webinars covering evaluation of the course from the assignments perspective. This can lead back to student value of the class.
docwass

Scaffolding Student Learning: Tips for Getting Started | Faculty Focus - 1 views

www.facultyfocus.com/...rning-tips-for-getting-started

Scaffolding

shared by docwass on 26 May 14 - No Cached
  • docwass on 26 May 14
     
    Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.
  • docwass on 26 May 14
     
    Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.
JR Dingwall

Hybrid Redesign Evaluation checklist - 18 views

I usually end up landing at this resource page http://www.uwex.edu/ces/pdande/evaluation/

BlendKit blendkit2015

started by kassymt on 23 Mar 15 1 follow-up, last by JR Dingwall on 24 Mar 15
arhprofprof

Week 4 - Sources to integrate in hybrid course - 1 views

As I teach rhetoric/comp and in particular a rhetorical analysis module, these sites would work well with " technology affordances " for learning about evaluating claims and evidence. http://er....

started by arhprofprof on 09 Apr 17 no follow-up yet
Kelvin Thompson

Tips for Blending Your Course with Karen Teeley (Simmons College) - 5 views

at.simmons.edu/...index.php

blended learning blendkit2011 case study rubrics muddiest point online f2f backward design assessment course design storyboarding course planning simmons teeley video transcript examples

shared by Kelvin Thompson on 14 Jul 11 - No Cached
  • Kelvin Thompson on 14 Jul 11
     
    Simmons College instructor Karen Teeley describes her decision-making process for deciding what goes online and what goes face-to-face in her blended learning course. This case study features short video clips, complete text transcript, and an example simulation exercise from Teeley's course. In addition, she provides a sample welcome letter, student expectations statement, and a couple of evaluation rubrics from her blended course.
Karen Haines

https://blended.online.ucf.edu/files/2011/06/blended_course_peer_review.pdf - 13 views

blended.online.ucf.edu/...blended_course_peer_review.pdf

evaluation

shared by Karen Haines on 27 Mar 15 - No Cached
  • Karen Haines on 27 Mar 15
     
    Useful to reference when designing a course - have you included all of these?
  • Carmen Bou-Crick on 27 Mar 15
     
    I agree that we should follow the guidelines included in the peer review document to know what to do in order to create an "exemplary" course. Why settle for less?
Amy Roche

Faculty Peer Review of Hybrid Courses - 3 views

facdev.e-education.psu.edu/...peerreviewhybrid

blendkit2014 blended learning blendkit hybrid Assessment quality peerreview

shared by Amy Roche on 27 May 14 - No Cached
  • Amy Roche on 27 May 14
     
    A peer review guide for the teaching of an already existing hybrid course. Based upon Chickering and Gamson's "Seven Principles for Good Practice in Undergraduate Education"
James Buckingham

Blended Learning Quality - 2 views

www.blendedlearning-quality.eu

blended learning quality assessment blendkit2016

shared by James Buckingham on 28 Mar 16 - No Cached
  • James Buckingham on 28 Mar 16
     
    An ambitious project being funded by the EU (EU project number 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP) that is designed to "develop an appropriate quality framework as well as tools to evaluate the quality of Blended Learning." Will be interested to monitor how they come to resolve some of the issues pointed out in the Blendkit2016 material.
  • sefaye on 03 Apr 17
     
    Interesting! I was a bit taken aback by the lack of concrete ways to assess online courses from the readings, so this is helpful!
Amy Roche

Designing Blended Courses the ADDIE Way - 2 views

www.facultyfocus.com/...-blended-courses-the-addie-way

blendkit blended learning blendkit2014 ADDIE

shared by Amy Roche on 28 Apr 14 - No Cached
  • Amy Roche on 28 Apr 14
     
    Blended learning does not simply involve shifting portions of face-to-face instruction Faculty Focus is a free e-newsletter and website that publishes articles on effective teaching strategies for the college classroom. This articles explains the re-conceptualization of the learning process in a hybrid course, as well as, detailing the steps of the ADDIE method (analysis, design, development, implementation, and evaluation).
blendeddesign

How Will I Determine That Students Are Learning? - 7 views

DIY 3 Assignment Instructions Heidi Keller Title: Scientific Journal Assignment Learning Objectives: 1.2 Evaluate the validity of information from a variety of information from a variety of sourc...

blendkit2014

started by blendeddesign on 07 May 14 no follow-up yet
blendeddesign

Blended Evaluation - 1 views

Written Reaction to Week 5 At Broward College, we have adopted Quality Matters (QM) as the gold standard for our online courses. I don't believe that blended courses can be reviewed and approved b...

blendkit2014

started by blendeddesign on 15 May 14 no follow-up yet
briandavidson

Learning Technology Center Help Blog | Evaluation Checklist for Online and Blended Courses - 7 views

uwmltc.org/?p=3813

online blended blendkit2014 blended learning Assessment

shared by briandavidson on 28 May 14 - No Cached
  • briandavidson on 28 May 14
     
    Another checklist for online/blended courses (University of Wisconsin-Milwaukee). I liked the straight-forward language.
kornegay

Classroom Assessment Techniques in blended learning environments - 4 views

www.slideshare.net/...cats-and-rubrics

blendkit2014 blendkit

shared by kornegay on 19 May 14 - No Cached
  • kornegay on 19 May 14
     
    An specific Classroom Assessment Technique (CAT) has to be evaluated for its use in blended learning environment, if online of offline.
t_ooms

Blended and Online Assessment Taxonomy Infographic - - 7 views

elearninginfographics.com/ssessment-taxonomy-infographic

blended

shared by t_ooms on 31 Mar 16 - No Cached
  • t_ooms on 31 Mar 16
     
    rather simplified, but it could be of any help
  • t_ooms on 31 Mar 16
  • sefaye on 02 Mar 17
     
    Thank you! I wonder if it would be a useful material to share with students to discuss how the class is organized/evaluated and have them make decisions about their own learning trajectory?
dr_bzen

BlendKit Course: BlendKit Reader: Chapter 2 | Blended Learning Toolkit - 5 views

blended.online.ucf.edu/urse-blendkit-reader-chapter-2

shared by dr_bzen on 07 Mar 16 - No Cached
  • High impact activities increase learner engagement and result in greater success in learning.
    • Robin Thompson
      Robin Thompson on 07 Mar 16
       
      What are high impact activities?
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      In my reading of this sentence, these activities are related to collaborative learning situations.
  • link the best technological solutions for teaching and learning with the best human resources…. encourag[ing] the development of highly interactive and collaborative activities that can be accomplished only by a faculty member in a mediated setting.
  • e second relates to the rapid decentralization and distribution of most of society’s channels of communication – newspapers, television, radio, and, more recently, academic publishing – and raises concerns of how learners are to make sense of information in a field that is fragmented and distributed, rather than well organized and coherent (such as information found in a traditional textbook).
    • Robin Thompson
      Robin Thompson on 07 Mar 16
       
      Very valid concern!
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      I have been working on creating a feedly site where students are directed to go for information.
  • ...21 more annotations...
  • Students are able to read each other’s work and gain insight from both instructor and their fellow students.
    • Robin Thompson
      Robin Thompson on 07 Mar 16
       
      This is what we are doing in our discussion posts for this course.  
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      So very true! Its interesting the anxiety I feel when I read this model. Even with my desire to turn this learning over to students, a part of me wants to hold onto control.
  • only asynchronous forms of communication can cause students, and even instructors, to feel disconnected
  • Blended learning, in all its various representations, has as its fundamental premise a simple idea: link the best technological solutions for teaching and learning with the best human resources…. encourag[ing] the development of highly interactive and collaborative activities that can be accomplished only by a faculty member in a mediated setting. (p. 332)
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      I've seen this dynamic happen in my classes when I don't give enough structure to an activity.
  • disruptive strategies
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      What does this mean in this context?
  • often fall into conflict on principles of minimal or guided instruction and instructivism or constructivism
  • Atelier Learning
  • Helping students to gain the skills they require to construct these networks for learning, evaluating their effectiveness, and working within a fluid structure is a massive change in how the dynamics of classrooms are usually structured.
  • Curtis Bonk (2007) presents a model where the educator is a concierge directing learners to resources or learning opportunities that they may not be aware of. The concierge serves to provide a form of soft guidance – at times incorporating traditional lectures and in other instances permitting learners to explore on their own. Bonk states:
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      This is the model I see myself gravitating toward -- though without knowing it was actually a model. I wonder what about my background learning/teaching has drawn me to see this as a way of doing blended learning.
  • While learners are free to explore, they encounter displays, concepts, and artifacts representative of the discipline. Their freedom to explore is unbounded. But when they engage with subject matter, the key concepts of a discipline are transparently reflected through the curatorial actions of the teacher.
    • dr_bzen
      dr_bzen on 08 Mar 17
       
      Is the difference between this and concierge that the instructor sets up the frame in which the learning happens?
  • media to articulate ideas or thoughts”
  • When you design your own online course environment, keep interaction in the front of your mind.
  • Create a threaded discussion or wiki assignment,  asking students to review the syllabus and then to write one or two things that they would like to get out of the course, how the material could be made more meaningful to them or for their goals, and even their preliminary opinions about some of the main course themes or topics.
  • Again, it will not require a huge effort to create one general threaded discussion to let students tell you about the applicability of the materials to their lives or studies or to express their opinions about different aspects of the content itself.
  • The assignment can also enable other student techno expressions, such as photos, brief descriptions of where they are from, or even a sense of “in the moment” place (e.g., “From my computer, I can see the pine tree in my yard through the San Francisco fog each morning”).
  • The first classroom meeting is face-to-face. At this meeting, we ask students to use pastel pencils and construction paper to draw a symbolic representation of how they see the educational process.
  • If you have a choice, we recommend designing a hybrid course over a fully online course. 
  • There are a number of potential audiences to whom students could express themselves: to the instructor, to an expert in the field, to a small group of peers, to the entire class, to prospective employers, and to the public.
  • A special education credential  student writing a reflective weblog entry about a classroom observation only for the supervising faculty member might use different language than for the public at large. These types of experiences will prepare the students not only for future coursework but also for job interviews.
  • VODcasts
  • Before, the assignment, write clear instructions, including information about your policies on academic integrity and plagiarism. Provide examples of prior students’ work.
  • If this is the first group to do this type of assignment, go through the assignment yourself to create a model of what you consider to be good work. Let students know what could happen to their work if someone else were able to change it.
  • sefaye on 03 Apr 17
     
    I had the same thing happen to me: I was using a model without knowing it was a model! I'm glad I now have vocabulary to describe my work in the classroom.
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