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INSTRUCTIONAL DESIGN (NACOL 2)
Contents contributed and discussions participated by nkrager
ol101-2020: Iowa Online Course Standards - 0 views
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The instructional design is so important to start off on the right foot with students! If the course is not set up effectively and clearly, students will lose interest right away if they are confused. Expectations, requirements, privacy, netiquette, integrity, etc all must be addressed early on in a clear manner to provide the structure for a successful course.
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ol101-2020: Iowa Online Teaching Standards - 9 views
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Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
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Teachers must be able to set up a course online successfully using the necessary tools. It seems that some think you can just a F2F class and put it online. There is a lot of prep work that goes into doing this successfully and knowing what resources/tools are out there is vital for success.
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Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a
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Hopefully this takes on the same importance as it does in a F2F classroom. Our assessments should align with the content we are teaching and finding ways to best assess this is critical.
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Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
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This is so important in the online world. We want our students to know that we are "with them" and paying attention to them, just as we would be in a F2F class. This can actually be more time consuming as we may need to address each student individually to motivate, prompt, encourage, guide, etc and it will take longer than it would in a F2F setting. Feedback is so important in all settings!
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Article(s): Self- and Peer-Assessment Online - 1 views
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Effective group collaboration begins with a well defined assignment that has clear goals and expectations. A well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated.
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I feel like this is super important no matter which of the methods you might choose to do group grading. The expectations should be clear and direct with the project, and maybe even more so with a group project. When you have to get everyone to work towards the common goal, it should be laid out well. Team/group grades are hard for me because of things already mentioned and I have tended to shy away from them in general. I like the peer reviews but group work is so hard for me to grade to make sure it is "accurate" for all members.
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The successful use of student self assessment depends on three key elements: Goal setting Guided practice with assessment tools Portfolios
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The 3 key elements make this sound so simple. I really like the ideas behind this but I know that there is a lot of front loading that must be done in order to make this successful in my classroom. I have tried portfolios with classes before but I feel like I will go back to this as it is a natural way in my view to move students through the learning progression. This article has some great reminders in the 3 key points that I will refer back to for next school year.
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•Students are involved in the process and are encouraged to take part ownership of this process.
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Hopefully if this is set up well and the students buy into this process, they would take the ownership needed to contribute their part to the common goal. Too often students slack off during a group project unless the topic is a high interest level to them. Knowing peer assessments would take place might motivate them to do the necessary work.
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ollie-afe-2020: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views
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Effective formative assessment involves collecting evidence about how student learning is progressing during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals.
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These are only effective when teachers/students use them to drive the instruction further. It is not enough to just say that we are doing formative assessments but then disregarding the data that they give us. Changes and adaptions must be made to successfully move all students forward with the material.
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A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers and students. The students must be actively involved in the systematic process intended to improve their learning.
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So important to build this process in our classrooms so that students take ownership of their learning and want to do better. (I would love tips on how to do this better in my own room if anyone has some!) :)
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ollie-afe-2020: Building a Better Mousetrap - 2 views
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“The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all.”
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I think this applies to all classes on some level. Too often the "final product" whatever that might be only has the feedback on the final version that is turned in and graded. I have given assessments at the beginning of a project for student reference but I need to place more importance along the way for individual reflection using the rubric so it is a tool for them, not just for me in grading.
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I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent.
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Sometimes we have good intent, but we really need to step back and analyze what we are directly asking for...not leaving things "implied" vs stated on the rubric.
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Both types of rubrics benefit the teacher and the student in varying degrees: the teacher who relies on a general rubric does not have to develop a new one for each assignment and the student grows to understand fundamental standards in writing—like form and coherence—exist across the board; meanwhile, the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have clearer directions for each assignment
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I think that both have a place for me, just as described. A general rubric might apply to overall industry standards, classroom norms/expectations, etc for the teacher while the specific rubric would be individual for specific projects/purposes.
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ollie-afe-2020: Educational Leadership: The Quest for Quality--article - 7 views
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Clear Purpose
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The purpose is so important! I feel like sometimes we test just to test...and then send the results off to someone else. The kids need to understand the purpose as internal motivation is not always there.
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Teachers have choices in the assessment methods they use, including selected-response formats, extended written response, performance assessment, and personal communication. Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
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All teachers know that they have choice in the types of assessments to give students but I wonder if we all really think through what type we are giving every time. Do we just give what we did last year? Do we give what is easiest? The fastest to grade? Things to think about...
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This key relates directly back to the purpose of the assessment.
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Feedback can be challenging as we all know. I tend to get frustrated when I have taken the time to provide detailed feedback and the students could care less about it, they just want to know a grade and move on.
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nkrager