blended by design: day 3

+Blended by Design: Designing and Developing a Blended CourseVeronica Diaz, PhD, [email protected] Jennifer Strickland, PhD, [email protected] Laura Ballard, [email protected]

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Day 3: Online assessment, student success, and collaboration

+Objectives

Describe the importance and value of interaction in the blended course.

List various types of student interactions for blended learning environments.

List strategies to assess student readiness for blended learning environments.

List ways to utilize teams in blended learning environments.

+Figure out what your assessing

Good ole’ Bloom’s Taxonomy

+Benefits of Assessing Online

Automatic grading & instant feedback

Anytime, any place

Easily randomize question sequence

Can randomly pull certain categories of question so no two tests are alike

Can build and track portfolio and project based assessments

Instant access to resources

+Limits to Online Assessment

Cheating

Quirkiness of technology

Access to online resources & paper mills

+How do you build a foolproof online assessment?

?????

+Suggestions for Better Assessment Build multiple “check point” assessments

Allow open note/book timed tests

Have in class quizzes and tests as well

Project-based assessments

Portfolio assessments

Assign group work in a wiki area that tracks student participation

Provide best practice guidelines for taking exams online (See handouts)

+Don’t forget formative assessment!

In any technology mediated course, you MUST check frequently for comprehension – this helps with retention & success

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Brainstorm ideas for formatively assessing student learning…

+My Formative Assessment List

CATs!!! (most can be created using a survey tool, or just email your students questions)

Polls (polldaddy.com, survey monkey, survey tool in Bb)

Drill & practice activities w/participation points (softchalk, quizzes)

Peer review & feedback

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Student Readiness

+Support in the blended course?

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+Readiness Assessment Strategies

eLearning website

Screening surveys

Pre and post enrollment with feedback

Debunking incorrect impressions

Advisor meeting

Website

Welcome materials

FAQs

Examples

Pros/Cons

Testimonials

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Formal Informal

+Assess…

Skills (reading)

Learning styles

Work and study habits

Technical requirements (hardware, software, connectivity)

Need and immediacy for course

Feedback preferences

Ability to self-help (when things are difficult)

Attitude toward the nature of learning online

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+Readiness Means…

Determining who is ready

Ready now = start course

Not ready now = Tutorials Support Advisor meeting

UCF Learning Online

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+Are you ready for MY course?

Take a moment to review some of the course readiness surveys

Identify 2 areas where your students might struggle

Come up with a strategy that you would offer to support students with these

How would you customize these readiness surveys for your course to further communicate to students specific success requirements

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Student Crisis Points

+ Student Crisis Point Causes20

+What are they?

Moments during your course when students are most likely to need support and assistance Example: The first time a student logs in to your course

web site and cannot successfully locate the address and insert the username and password?

Identify crisis points in advance, so you can make sure that you have a plan in place to mitigate student problems and avoid frustration

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+How do you identify them?

Review the sequence of learning activities and course modules you have planned

What student skills will be required to be successful Technological skills

Using course management system (tests, finding materials, email, groups, web 2.0 tools, etc.)

Learning skills Time management Ability to retain and use your course content

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+Preempting Crisis Points

Identify 4 potential student crisis points 2 technological 2 pedagogical

How will you address, support and troubleshoot your students' technological and pedagogical needs during your course

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+Utilizing Student Teams and Community Building

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+Which best describes your experience with student teams?

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+Using Teams

Based on the work of Larry Michaelsen (University of Oklahoma)

3 Keys Promoting ongoing

accountability Using linked and mutually

reinforcing assignments Adopting practices that

stimulate idea exchange

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+Promoting Ongoing Accountability

Require pre-group work

Require group members to express individual opinions and monitor via another member

Include peer evaluation in grading

Readiness Assurance Process Test over readings Group: Test, discuss, reach consensus and retest Provide information for peer feedback process

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+Using linked and Mutually Reinforcing Assignments

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+Adopting Practices that Stimulate Idea Exchange

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Use of assignments that create conditions that foster give-and-take interaction

Assign roles

Use permanent groups

Allow some in-class group work

Size: 4-7

Diversity of opinion, ideas, and perspectives

Not too easy

Not too much writing

Employ, select, apply concepts from the course

+Team Teaching Tips

Outline learning goals

Teach team skills

Clear and detailed instructions

Rubric

Stages of team development Forming - polite but untrusting Storming - testing others Norming - valuing other types Performing - flexibility from trust

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+Team Contracts

Purpose, goals, and missions

Expectations

Roles

Conflict resolution strategies

Meetings

Communication

Decision-making policy

Agendas

Record-keeping

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+Other Resources

Team Based Learning (Michaelsen) http://www.ou.edu/pii/

teamlearning/index.htm

Video Demonstrations http://www.ou.edu/pii/

teamlearning/video.htm

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+4 Questions

What do I want students to be able to DO after this unit of instruction (behavioral outcomes)

What will students have to KNOW to do XYZ (learning outcomes)

How can I ASSESS whether or not students have successfully mastered key course concepts?

How can I tell if students will be able to USE their knowledge of key course concepts? (application)

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+Activity

Using the 4 questions, develop some type of team activity for a unit in your course

Report out

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