delivery and assessment

DELIVERY AND ASSESSMENTBill WisserASIS&T webinar series

Agenda

• Engagement

• Student to material

• Student to instructor

• Student to peers

• Time Management

• Assessment

Resources• http://at.simmons.edu/blendedlearning

• http://blended.online.ucf.edu/

Student to Material

Student to

Instructor

Student to Material

Student to

Instructor

Student to Material

Student to

Instructor

Student to Material

Student to material

Universal Design (UD)

Universal Design (UD)

Universal Design• “Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”–Ron Mace

• http://www.design.ncsu.edu/cud/about_ud/about_ud.htm

Principles of Universal Design• Provide choice in methods of use.• Eliminate unnecessary complexity• Be consistent with user expectations• Use different modes for redundant presentation of

essential information.

• http://www.ncsu.edu/project/design-projects/udi/center-for-universal-design/the-principles-of-universal-design/

Universal Design for Learning (UDL)• Apply UD to the learning environment

• Provide multiple means of representation• Provide multiple means of expression• Provide multiple means of engagement

Practical applications• Technology is boon and bane• Consider the alternatives• Scaffold learning

Online lecture

Online lecture

Student to Instructor

Media-rich theory

Cognitive Apprenticeship

NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu

Cognitive Apprenticeship•Learning is:

•Visible•Authentic•Situated

NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu

Cognitive Apprenticeship•Learning is:

•Visible•Authentic•Situated

NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu

Visible• Analyze the discipline• Place learning in context

Cognitive Apprenticeship•Learning is:

•Visible•Authentic•Situated

NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu

Authentic assessment• Real-world assignments• Preparing learners for the profession• Promote higher-order thinking

Cognitive Apprenticeship•Learning is:

•Visible•Authentic•Situated

NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu

Situated• Current• Context specific• Development of professional skills

Cognitive Apprenticeship

NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu

Novice

Expert

Cognitive Apprenticeship•Steps

•Modeling

NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu

Cognitive Apprenticeship•Steps

•Modeling•Scaffolding

NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu

Cognitive Apprenticeship•Steps

•Modeling•Scaffolding•Reflection

NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu

Online discussions

Opportunities

• Hear all voices

• Deepened reflection

• Outside readings or experiences

• Community

Challenges

• New skill for faculty

• Time management

Design of an effective online discussion

Facilitation strategies• Focus• Connect• Summarize• Extend• Model

Presence

Presence

Student to peer

Community

Assessment…• …of student learning• …of course effectiveness

Formative assessment

Summative assessment

How do we know students are learning?

Formative Assessment• CATs =

• Classroom Assessment Techniques

Formative Assessment• One-minute paper

Formative Assessment• One-minute paper• Muddiest point

Formative Assessment• One-minute paper• Muddiest point• Plus/Delta

Summative assessment• Rubrics...

• Make scoring easier• Make scoring consistent• Guide student learning• Expose learning process

What is quality?

Quality

Students

Faculty

Designers

Accreditors

What is quality?

Quality

Students

Faculty

Designers

Accreditors

Assessment tools

FORMATIVE leads toSUMMATIVE

Categories• Student Support and Resources

• Online Organization and Design

• Instructional Design and Delivery

• Assessment and Evaluation

Thanks!

Bill Wisser, Ph.D.bill.wisser@simmons.edu

at.simmons.edu/blendedlearning