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ann stephens

eTeacher Assessment Example - 5 views

spreadsheets.google.com/ccc

shared by ann stephens on 14 Feb 11 - No Cached
  • ann stephens on 14 Feb 11
     
    This week the focus is on assessment and evidence of understanding. The emphasis is, of course, on how we assess our students. However, eteachers can be more easily observed, so I thought the community might find it interesting as to how I, as an eteacher, am assessed. (The students do an automated self-paced lesson and then take a practice quiz. If they have questions during the lesson or in order to go the next one, we interact. Based on the quiz and other questions/discussions we have, I pass them to the next lesson. I have up to 4 students in one session.) Once a month, my supervisor listens to one of the recorded sessions and writes up an assessment. What I find interesting that is unique to elearning, is that my use of the technology environment goes into my assessment. I need to be logged in on time, I need to effectively switch among my students, etc. Also, if an area is weak, a request by my supervisor to re-take an automated class I have taken before - such as effective questioning - might be assigned.
  • ...3 more comments...
  • Joy LaJeret on 14 Feb 11
     
    I found those examples interesting and am reserving judgement and evaluation until I learn more about assessment.
  • Bruce Wolcott on 14 Feb 11
     
    Ann, Many thanks for this assessment form!
  • Mary Ann Simpson on 14 Feb 11
     
    Great example of a very thorough assessment! It is also of interest that your supervisor logs in on a regular basis to assess your instruction--quite a good strategy to ensure exceptional delivery by the school's online teachers. Thanks for sharing this form, Ann!
  • ann stephens on 14 Feb 11
     
    The online environment provides for easy capture of the session. The requirement for teaching include having a degree and a background check, but not a teaching certificate. I feel the monitoring is an extra check and balance on both how we are teaching and our online presence. We go through training and have guidelines on what we can and cannot discuss with the students - such as sharing emails, contacts outside of class, etc. Recently this has come into focus, as the regular school teachers at the school I am tutoring with (we are a scheduled once a week class during the school year) encouraged the students to ask where we live, etc., to feel more connected. On our teacher platform, the teachers and our supervisor were able to post and share with each other on how they were and should be handling this. It is a balance - just as in a regular classroom - to be connected, yet have privacy. I do not find what information I should and should share or ask to be a problem for me, but the time focus is. The students are used to texting all the time and feel comofrtable with using the time that way. I have now developed my own transitions - from the explicit: "we've chatted enough for right now, please go on with your lesson" to a softer transition by using the information in our dialog to set-up a problem: You got so much snow! So if you had eight snowballs and split them evenly....".
  • Jennifer Dalby on 14 Feb 11
     
    This is fascinating! I've honestly never seen an instrument for a supervisor to evaluate an online teaching session. (Or maybe I just don't remember.) For distance education at BC, instructors/divisions can opt in to the online student evaluations. I don't know if Norma signed up to have this course included in the evals. If so, you may have received access to that today. As far as I know, that's the primary way teachers are evaluated here. It compares to how they are evaluated in f2f classes. For me, I like to get constant feedback from students, and that's why you see me poking around a lot, sending lots of email, and including self-checks. It's always an awful feeling to get to the end of a course and discover you could have made changes early on that would have made a big difference in learning. (But I always expect to discover some of that at the end, as well!) Thanks for sharing this!
Susan Kolwitz

Quality Principles - 1 views

depd.wisc.edu/quality3.htm

#EDUC251 elearning evaluation

shared by Susan Kolwitz on 08 Mar 11 - Cached
  • Susan Kolwitz on 08 Mar 11
     
    This site is from the University of Wisconsin-Madison. There is a list of numerous resources on evaluating quality in all types of online learning. So if I wanted to see what other organizations were using to evaluate, there is an article geared toward benchmarking. There are also several articles on distance learning and accreditation
Mary Ann Simpson

virtual Salt - 3 views

www.virtualsalt.com/antiplag.htm

plagiarism teaching

shared by Mary Ann Simpson on 17 Feb 11 - Cached
  • Mary Ann Simpson on 17 Feb 11
     
    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!
  • ...1 more comment...
  • Joy LaJeret on 18 Feb 11
     
    Thanks for sharing that info Mary Ann.
  • Bruce Wolcott on 19 Feb 11
     
    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.
  • Joy LaJeret on 19 Feb 11
     
    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.
Jennifer Dalby

It is About Time: Getting Our Values Around Copyright - 7 views

lessig.blip.tv/2827842

#EDUC251 eLearning teaching onlinelearning copyright

shared by Jennifer Dalby on 18 Jan 11 - Cached
  • Jennifer Dalby on 18 Jan 11
     
    Lawrence Lessig EDUCAUSE09 keynote, November 5, 2009, Denver, a remix building upon lecture at Tokyo University. While we're finding our role in teaching and learning, I think it's important to recognize some of the cultural movements that will influence our professional practice.
  • ...5 more comments...
  • ann stephens on 19 Jan 11
     
    This was a long video (of a lecture) and although many interesting points were made, the crux of the lecture was out of focus for me. The model of copyrighting in an effort that relies on sharing information - as he points out, such as education and science - does not seem to fit. So many people violate it. Yet, I do believe people should benefit from their creativity.
  • Joy LaJeret on 19 Jan 11
     
    After watching about 15 minutes of this video, I believe the main point of the lecture was to bring the listeners to the point that Copy Right Law needs to be revised and a hybrid created. After all, he is a law professor. Precedents set in a court case or at the US Supreme Court level, means the law is slowly corrected or changed to accommodate new evidence; that it needs guidance from the US Constitution precepts, as determined by the US Supreme Court Justices. Or Copy Right Law changed by Congress and the introduction of new legislation guiding the issue, which in this case would be Copy Right Law and the enforcers of this law, whomever they may be.
  • Bruce Wolcott on 20 Jan 11
     
    Jennifer, Thanks for posting this terrific presentation from Lawrence Lessig! He's one of my personal heroes for bringing up concerns over the growing privatization of information - looking at ideas and creative work as strictly property to be bought and sold. It's interesting that Walt Disney, whose company became one of the staunchest and most powerful advocates for expanding and enforcing copyright law, benefited mightily from public domain stories - Alice in Wonderland, Pinocchio, Snow White, Sleeping Beauty, and Cinderella, to name a few. It's doubtful that Disney would've survived without his release of the first cartoon with sound - Steamboat Willie (with Mickey Mouse). This cartoon took its premise freely from a movie made in the same year with Buster Keaton, called Steamboat Bill. That kind of informal use of other people's idea was common at the beginning of the 20th Century. Now a documentary film maker can be sued for accidentally including a Wendy's or McDonald's logo within a frame. The incredible complexity of copyright law makes it difficult to know what's legal and what's not under Fair Use. Lessig advocates the use of the new Creative Commons copyright designation (CC) - where creators/inventors can designate how their works can be used (non-commercial, commercial, credit, etc.). A great description of how Creative Commons works can be found at: http://www.youtube.com/watch?v=io3BrAQl3so I think it's extremely important that folks in the education fields stand firm in their insistence on continuing non-commercial access and use of a variety of media and information resources - it's the lifeblood of our profession - the open exchange and evaluation of ideas. Lessig is looking to build a future that moves us in that direction, while providing Creative Commons copyright protections. He also wants us to actively advocate for changes in the existing (broken) copyright regime and has posted a http://bawolcott.brinkster.net/educ251
  • ann stephens on 21 Jan 11
     
    Bruce - I tried going to the link at the end of your last post and got an error - page not found.
  • Bruce Wolcott on 21 Jan 11
     
    Ann, Thanks for spotting this glitch! The last line of the post should read as follows: He also wants us to actively advocate for changes in the existing (broken) copyright regime, and has posted a "Certificate of Entitlement" that give us official (tongue in cheek) permission to question the current copyright legal framework. Here's a link to the certificate...
  • Bruce Wolcott on 21 Jan 11
     
    A excellent case is made by Johanna Blakely for not having copyright protections on creative work. In this TED TALK she talks about the fact that the fashion industry has trademark protections for logos, but not clothing design - leading to many economic benefits for the entire industry. Here are a few interesting observations from her presentation: The reason the fashion industry doesn't have any copyright protection is that the courts decided long ago is that apparel is too utilitarian to qualify for copyright protection. They didn't want a handful of designers owning the seminal building blocks of our clothing. Somebody would have to license this cuff or this sleeve, because Joe Blow owns it. Because there is no copyright protection within this industry, there is a very open ecology of creative activity. Fashion designers can sample from all of their peers designs - they can take any element from any garment in the history of fashion, and incorporate it into their own design. As a result of this high level of continuing innovation, world wide fashion trends are quickly transmitted worldwide, and the entire fashion industry thrives. Blakely calls it one of the magical side effects of having a culture of copying.
  • Bruce Wolcott on 21 Jan 11
     
    I should amend this last comment to say that I'm recommending this for all kinds of creative work - there should some protections in place. However, I would advocate a shorter copyright period than the current 90 years past the death of the creator. Sonny Bono, a former entertainer (Sonny and Cher) and congressman from Los Angeles who was a staunch advocate of extended copyright thought that intellectual property protections should last "forever less a day". At the time of Thomas Jefferson, copyright protection extended only 14 years past the date of creation.
Joy LaJeret

Understanding Understandings - 16 views

Each day I read more and view more videos outside the class. I am learning quite a bit about Ubd and assessment and will take the next course on my way to the certification. There is nothing, so ...

#EDUC251

started by ann stephens on 03 Feb 11 5 follow-ups, last by Joy LaJeret on 06 Feb 11
ann stephens

What makes a Quality Course from a Student Perspective - 3 views

www.slideshare.net/...he-student-perspective-1829440

#EDUC251

shared by ann stephens on 08 Mar 11 - Cached
  • ann stephens on 08 Mar 11
     
    The author of this study is Penny Ralstom-Berg, a Senior Instruction Designer at University of Wisconsin, where a survey of what makes a good course from a student perspective was conducted. The summary of the study starts on slide 20. The top 10 desires is consistent with what we've been focusing on in this class, however the bottom top is somewhat at odds and seems, to be, counter-intuitive to what I would have expected. Top 10: Assessments are appropriately timed, varied and appropriate; Instructions on how to access resources are sufficient and easy to understand; Course components are web-based or easily downloaded for use offline; Requirements for interaction are clearly explained; Opportunity to speak with instructor, classmates through email, bulletin boards, any time / any place; Technologies required are readily available - provided or easily downloaded; Clear instructions tell me how to get started and to find course components; Criteria for how I will be evaluated is descriptive and specific; Navigation is logical, consistent, and efficient; The grading policy is clearly stated Bottom 10: I find course-related content and share it with the instructor and classmates; I use wikis, shared documents, or other online collaborative tools to complete group work; I am asked to introduce myself to the class; I coach other students and help answer their questions; Opportunity to speak with my instructor and classmates through… same time, same place technology; Instructor does not participate in class discussions Course contains interactive games or simulations; I author / create course-related content and share it with instructor and classmates; I work in groups with other students; Course contains audio and video content
  • ...2 more comments...
  • Helen Maynard on 09 Mar 11
     
    I'm surprised to read "working in groups" and "being asked to introduce myself" are in the bottom. Seems like the Top 10 are all about quick access to information/clear guidelines. Some of the Bottom 10 require more reflection and time on task. This is disappointing to me but a revelation.
  • ann stephens on 10 Mar 11
     
    Your characterization is right-on. I was thinking that perhaps this reflects how maybe college students are - which is to get through the courses to get a degree and not always on the what they can learn component. What I personally find more challenging on internet courses is finding who I really resonate with. There is a delay in the dialog and reading something is different than inflection.
  • Bruce Wolcott on 10 Mar 11
     
    Reading through these student recommendations was very helpful, and as you say - they complement the material presented in the Boettcher textbook very well. I was somewhat confused by Penny Ralton-Berg's differentiation between the Top 10 and Bottom 10 items. My impression is that there is a low student positive response for their contributing course materials for a class site.(??)
  • Joy LaJeret on 10 Mar 11
     
    I am not certain I grasp the meaning of that slide presentation. Some of it I get and agree with.
Jennifer Dalby

Bellevue College Student Code - 2 views

bellevuecollege.edu/...dent_Code_%28Procedures%29.asp

#EDUC251 assessment policy

shared by Jennifer Dalby on 19 Feb 11 - No Cached
  • Jennifer Dalby on 19 Feb 11
     
    I thought you might like to review this, based on our topic this past week. I don't think this document gets as much attention as it should. I like that this is posted as a "right" - "Students shall be protected from academic evaluation which is arbitrary, prejudiced or capricious, but are responsible for meeting the standards of academic performance established by each of their instructors."
  • Joy LaJeret on 19 Feb 11
     
    I send students to the Omsbud office quite often when they are in a dispute with grading and their instructor...just thought it was worth mentioning.
Helen Maynard

Two-pronged Approach to Designing Rubrics - 1 views

www.insidetheschool.com/...the-pros-and-cons-of-rubrics

shared by Helen Maynard on 16 Mar 11 - No Cached
  • Helen Maynard on 16 Mar 11
     
    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.
  • Bruce Wolcott on 18 Mar 11
     
    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?
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