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I find it interesting when searchng for examples of technology tools used for online classes that some of the better ones are from outside the US. I have found sites at US universities & colleges, but find the examples up for the public to be from older courses...2005 and earlier.

This website is geared more toward corporate training vs. higher education. I found it interesting and helpful for me in my role at work.

This seems to have a great support on tools, which is always needed and helpful.

I designed a 5 question form that asks you to think about what you did during this Module and to respond with brief text answers. Enjoy!

The questions were quite reflective and more of "test" in a way, although there is obviously not a right or wrong answer. I must admit that the modules have somewhat blended, so I couldn't answer precisely. That being said, I used a similiar concept in my course framework, where I combined self-check with a "quiz", with the difference being the quiz questions are more reflective and would contribute to the score I give to the activity. Good questions!

This is the recording from the office hours session on Thursday. Bruce was the only student from our class who showed up. The session was very informal and fun, with lots of drop-in guests along the way. Howard Rheingold showed up to see how we use Elluminate for office hours, so we gave him a tour through it. Dean Shareski joined us and helped share how he uses Elluminate with his students. We had a student from another course show up and share how she uses Twitter, and then ask some questions about google docs.

Unfortunately, I had to go to Renton on Friday...so I was busy creating a legal document ( during that time) for a situation with the state, I have found myself in! I started to watch this and will continue sometime this week.

This well written article gives pointers to teachers on how to discourage plagiarism in their classes as well as how to teach students about plagiarism in a positive light before it occurs. Very helpful!

I think this Virtual Salt article does a good job outlining the reasons why students plagiarize. While poor time management and procrastination are major factors, I also think that students are afraid of looking stupid by using their own writing styles - especially with international students. My policy regarding plagiarism now is to "fire a shot across the bow - to make sure that a student understands how serious un-cited work or ideas can be. What follows is an example of an evaluation that I wrote for what I consider to be very good student, who should've known better. It was simple to discover the plagiarized material by putting a suspected plagiarized phrase in quotes and pasting into a Google search box. That approach works very well in my experience. *********** Evaluation note to a student who plagiarized content **************** Your assignment was copied and pasted directly from an online essay called "The Impact of the Information Revolution", written by Kerby Anderson at the following URL: a href="http://www.lifeway.com/" This is plagiarism. I can't emphasize how serious this is. Repeat occurrences can get you kicked out of school and can have a long term impact on your academic record. It also represents a careless and irresponsible attitude towards your work at Bellevue College. On a personal level, I'm also surprised and disappointed, since you've been a good student up to this point in the class. Since this is a 100 level communications class, I'm giving you zero points for this project. If it happens again, I'll fail you from this course, and will also notify the office of the Dean of Student Services, to let them know that there were instances of plagiarism on your part. If you feel that this action is unfair or unreasonable, you may contact XXXXX, Chair of the Communications Department at xxxxx@bellevuecollege.edu.

I found both comments and the presentation an interesting read. Maybe students plagiarize because of the pressures inside the system of education and in the business world. I have never felt the need; but I have felt the need to get good grades. I use to spend three days studying before finals and sometimes without sleep (no drugs) and then crash for 24 hours...sleeping. I did more than most students and worked hard to stay on the Dean's list. By the time I entered my doctoral program it was so cocmpetitive, I started rethinking the reason I had for being there. It was not a pleasant expereience. You had to be a 3.65 or higher just to get into the program and then write a reseach paper and defend it before a committee of three to just get in the door.

On my blog is my reflection of this course and fellow learners. I truly appreciated everything I learned and experienced this quarter with everyone!

Hyerin, Is this Badminton course designed for students to take along with live practice sessions during the week? I'm curious to know how you will integrate this online theory side with the hands-on practice... Interesting topic!

I love playing badminton. I am wondering whether you will have anyway of knowing how much they have learned from their practices and if they have really done what they said they did. I have always felt badminton is more fun than tennis or handball!

I learned alot about badminton - something I hadn't really focused on before as a sport.

Hybrid Class QM video. About an hour long.

This is a great example of student response to posting an hour long video. I've found most students don't want to take the time to watch something for an hour. If you are in instructor and would like students to watch a long video, how do you motivate them to do it? And how do you decide whether the long video is the best way to help them learn? Also, how do we balance the amount of resources we provide learners, with giving them time to find things on their own?

First of all, it is a video that you have to want to view. Students may or may not view it. It shoud be informative; but not mandatory. That way, those who are truly interested will watch and those that are not will not. The same can be said about those who have the time. There is a little nav tool under the video to Fast Forward as well. Hour long videos should be presented to those who want an official or gov reponse to a need or issue. Resources are optional or can be made optional. I would not want to limit the possibilities of my learners!

How might this process look for an on-line course? I don't think the QM folks would think highly. Do you? A great idea to have a two-pronged approach to the rubric - Make your own rubric while you're planning the unit. Figure out what students need to demonstrate to master the objectives. In class, explain the project. Place students in think-pair-share groups to discuss what criteria they would use to judge the project. Ask for a volunteer to take notes for the class on the whiteboard and take criteria suggestions from the crowd. Circle those items that have more than one vote. Underline those that you have in your own rubric. Talk about the products and how each criterion will be evaluated. Show the class your rubric and add suggestions from the class's discussion. By having this pre-work discussion, students can show their creativity on the front end of the project. They have a say in what distinguishes a successful project from one that doesn't meet expectations. The students have ownership and have begun the thought process that will lead to the project development. This isn't a waste of class time; it's think time. Best of all, when you receive the students' projects, you'll have a rubric to guide you. You won't be surprised with a clay sculpture when you expected a lab write up. And you'll be assured that your lesson's objectives, the students' work, and everyone's expectations all line up.

Helen, I enjoyed reading this article on the value of clearly stated assignment rubrics. As the author Diane Trim says: If students don't know what product they should turn in and I don't know how to grade the random essays I receive, how can I assess whether or not a student understood the material?

I had to make this important correction for my course design.

thought someone might be interested in assessment

Thanks for posting this, Jennifer! I found some good questions within the text--questions I will continue to think about as I work my way through the elearning assessment course we just began. Hope all is well in your world!