e assessment

Eassessment: using technology and learning design to gather quality assessment evidence.

Give me the pillsGive me the pills

I am starting to believe

I am starting to believe

Sparks out of ears

Sparks out of ears

Hitting the wall

Hitting the wall

Use the text tool to record your current mood state

Use the text tool to record your current mood state

On top of the world

On top of the world

• Virtual Classrooms – Pitch and Peer Review

• Using Case Studies, Problem Solving and Decision Making Trees for Assessment – Design and the Art of Writing

• Using industry case studies – the Brief

• Action Learning Sets

Today’s agendaToday’s agenda

Most of our training is conducted

•A In our training rooms•B At clients workplace•C Online•D Blended

Burning QuestionsBurning Questions

Do you use eLearning currently?

• A No• B Yes – self paced learning• C Yes – Blended Learning• D Yes – Virtual Classrooms


I use the following in my assessments

• A Video and Audio• B Group Work/Collaboration• C Problem Solving/Case Studies• D Peer Review


Knowledge/Skills

Industry Knowledge

Staff Capacity

ComplianceeLearning Training Tools Collaboration

Authentic Tasks

Trainer/LearnerCommunication Model

Self Paced

eLearning PlatformStructured

Delivery questionsDelivery questions

Uses for Virtual Classroom

• Lecture/Software demonstration• Student presentations/peer review• Q and A sessions• Assessment clarification• Role play• Meetings/Assessment Validation

Virtual ClassroomVirtual Classroom

Uses for Virtual Classroom

• Assessment• Peer Review• Resubmit


Assessment and Peer Review Context

• Students self select - motivated• Course is fully online – Moodle and BC• Diploma level• eLearning industry focus – knowledge and skills• Medium to High ICT skills. Quick Learners• ACE, RTO, Uni, TAFE, Corporate, Industry asc.


PresentationPresentation

Assessment and Peer Review Context

• Students didn’t volunteer• Course is blended – F2F, Moodle and BC• Diploma level• ACE Sector• Wide range of technology skills. Many with entry level

ICT skills.


Using a Project “Pitch”


Using Project Wiki


Wikis and Virtual Wikis and Virtual ClassroomsClassrooms

WikisWikis

•Slabs of Text•Multiple Choice Questions•Few opportunities to apply knowledge•Poor demonstration of skills•No supporting resources•Fail to exploit nature of the web with multimedia•Working solo, without access to other learners.•No facilitation or group sessions online

Issue - ContentIssue - Content

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How do you demonstrate How do you demonstrate you know something?you know something?

•Most e learning courses purpose is to share information or change/improve job role performance.

However, most courses focuses on sharing information rather than performance improvements.

This happens because most people focus on delivering content rather than on changing job role performance.

PurposePurpose

How do your learners How do your learners demonstrate they know and demonstrate they know and

can apply something?can apply something?

•Learners exhibit a variety of learning styles, Computer literacy & attitudes to learning preferences•Have a Goers•Reflectors•Watchers•Listeners

All shapes and sizesAll shapes and sizes

• Reduce reliance on text thru multimedia(Audio, Visuals, Video)

• Engage learner to think through online material

• Get learners to make decisions(learning activities)

• Have learners understand how to acquire information

(decision making)• Assess the sharing of perspectives• Put back industry knowledge(pre existing workplace experience)

Cater for them!Cater for them!

Push or PullPush or Pull

SOPSSOPS

WorkplaceSupervisorWorkplaceSupervisor

Co WorkersCo Workers

Learning MaterialsLearning Materials

Video demonstrationVideo demonstration

Existing KnowledgeExisting Knowledge

TrainerTrainer


•“How do we get the learners to pull this information?”

Making Decisions

•Case studies or scenarios can create a need for the learners to pull the information

•You can present some simple questions or problem-solving activities that require a solution.


Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices

The process of finding the solutions to the problems is more important than the solutions themselves.

Decision Making Decision Making TreesTrees

Learners can investigate the possible outcomes ofchoosing those options.

They help the learner to form a balanced picture of the risks and outcomes associated with each possible course of action.


Well as for decision making trees…

• A Wouldn’t use em!• B Can see a use NOW with an

existing course!• C Like to use but cant see how

to make em• D Didn’t you say there was free

chocolate today Toni?


StoriesStories

•Character

•Setting

•Disruption

•Solving the disruption

•Resolution

•Worker

•Workplace

•Problem/Skill

•Asking/Reading/PolicyCommunication

•Learnt the skill

StoriesStories

•Problem for learner to solve•2 branches to solve, 3 choices per branch

•Feedback on each choice•Content to support learners at each choice(Video, Audio, SOPS, supervisors, PDF, policy etc)

Draft a scenarioDraft a scenario

Skills to create!Skills to create!

Roadblocks

• A Turning content into stories is tough for me

• B I don’t have access to a tool to build these

• C Convincing/training my SME to provide content in this way

• D Cant see the link between Decisions and assessment outcomes


The LessonThe Lesson

•Udutu•PowerPoint•Articulate•LMS Tools – for example the Lesson Activity in Moodle•Adobe Captivate•Blog/Wiki

Tools to createTools to create

Examples of real life scenarios for problem solving and decision making to present the learner with a situation that they may one day encounter in their normal work practice

Case StudiesCase Studies

•Industry experts (audio/video/webinars)•Discussion forums•Group Work•Action Learning Sets(finding solutions to workplace issues)•Using Social Media to follow Industry events/conferences•Learners creating reports in variety of formats

Industry KnowledgeIndustry Knowledge

Industry Project

• Students self select – Vet in Schools• Course is fully F2F – Blog and Google Docs• Certificate II Level• Entry level Multimedia • Focus on Team work, reflection and communication

Industry BriefsIndustry Briefs

Google Doc Google Doc submissionsubmission

Blog ProductsBlog Products

Peer SurveyPeer Survey

AssessmentAssessment

Working in Creative Teams

Working in Creative Teams

CommunicationCommunication

Multimedia Product

Multimedia Product

Documenting Decisions

Documenting Decisions

Reviewing and Improving

Reviewing and Improving

Self ReflectionSelf Reflection

•Learners raises work place problem (LMS, Webinar, F2F)•Co Learners commence deep questioning to uncover nature of the problem – to understand it (non subjective)•Learner clarifies co learner questioning reflects understanding of the problem•Co-learners provide range of solutions (subjective)•Learners devices strategies from offered solutions for implementation.

Action Learning SetsAction Learning Sets

•Writing**•Using a video camera•Recording and mixing audio•Basic photoediting skills•Use of PowerPoint and rapid elearning skills•Relationship with SME•Commitment to developing activities that test decision making and problem solving

Skills to create!Skills to create!

•Motive•Relevance•Application•Working with others

Princeton University Learning Process 70:20:10 model, -70% of workplace learning is experiential, -20% comes from interaction with fellow workers (including coaching and mentoring) –10% from formal learning interventions, where the training department rules.

Informal Learning – Informal Learning – the next Challengethe next Challenge

Any Questions?

[email protected]

ResourcesResources

e assessment

Education

virtual classroom

skills

problem

learners

learner

solutions

video

subjective