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Visual, aural, verbal, physical, logical, social, solitary. As an online educator, teacher, facilitator you probably wonder what kind of the 7 styles of learning are the most effective for your students, learners.
E-learning is made for differentiation. Understanding the learning styles of your online learners (and designing to accommodate those styles) is part of being a professional e-learning teacher and designer.
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6th Annual International Symposium for Emerging Technologies for Online LearningA conference devoted to the emerging and innovative uses of technology designed to improve teaching and learning online Las Vegas, Nevada April 9-11, 2013
I enjoyed attending this symposium. The size was just right, about 800 with a wide variety of presentations and ideas. This site provides you with a strong archive of those presentations.
I always ask myself what is one strong 'take away' from all this exposure to emerging tech. Honestly, very little of what I learned was new, but I was struck by the prediction that Gesture Based computing would be a major part of the near future.
One more interesting technology to track!
Credly provides simple and powerful ways to issue and display digital badges and credentials for achievements. Credly is available on the web, on mobile devices and through the Credly “Open Credit” API, the most advanced means to integrate credit-issuing into any organization’s existing programs.
Credly is a new online tool from the thinkers at LearningTimes.org. This is the first truly user friendly, online system for creating digital badges and issuing those badges to acknowledge the special skills and abilities of people working both academic and open resource venues.
This is a technology to watch!
‘If lower-order learning is an unintended educational consequence of on-line assessment, then any perceived or real gains made in efficiency, staff workload reduction and/or cost savings are at a questionable price.’
Course evaluations are often viewed as a chore; one of those unpleasant obligations we do at the end of each course. In the Teaching Professor Blog post "End-of-Course Evaluations: Making Sense of Student Comments," Maryellen Weimer is bang-on in stating that the comments students dash off can be more confusing than clarifying.
Evaluations as formative evaluation will structure feedback and give your students a voice. Sometimes you're able to make course corrections during the class. Other times, you revise materials for the next semester.
I'dlove to know more about this course!
How to create a self-grading quiz using Google Forms.
Anything you can do to automate assessment will help you save time for your real job (teaching).
This is a very easy to use tool, well explained with good potential for marketing, training, PR and community relations.
As online learning platforms like Coursera, Udacity and edX raise the stakes for students with increased partnerships with traditional universities and credit-bearing classes, here are five technologies that can help them thwart cheating.
Cheating is pervasive in both face to face and online environments. I think it's easier to recognize in an online environment where the voice of a student is established in discussion threads. Ultimately, creating assignments that call for creative and critical thinking and a unique product are the best way to avoid the classic 'answers on the hand' scenarios.
Formative assessment began long before blended learning. But formative assessment is particularly in the spotlight now because it features so prominently in emerging blended learning programs.
I don't agree with the "third party" reference to NWEA, DEA, Acuity, etc. To me these are more interim instead of formative.
Still, there is some good information about formative instruction and blended learning in this article.
List of assessment and rubric information...
Thirteen examples of how teachers have made feedback (as opposed to advice and evaluation) more central to their work with students:
Here’s an empirical result I would not have predicted. It emerged in a meta-analysis of research on group learning activities as reported in 32 studies published in Teaching of Psychology between 1974 and 2011. I’ll be doing a detailed highlight of the entire article in an upcoming issue of The Teaching Professor. But the finding that surprised me involved the use of peer assessment within groups: “Our hypothesis of better learning outcomes with peer assessment was not supported. In fact, the data suggest that the opposite pattern may exist.” (p. 164)
This briefly summarizes how proper utilization of this tool can deepen our understanding of resource alignment to the Common Core as well as foster a spirit ...
Expansion of distance education programs institutions and the influx of new faculty, qualification of applicants for faculty positions has been questioned.
Thomas B. Cavanagh, Ph.D. is Assistant Vice President of Distributed Learning at the University of Central Florida (UCF). UCF is one of the fastest-growing universities in the country. In his role, Cavanagh oversees the university's distance learning strategy, policies, and practices, including program and course design, development, and assessment. Seeing the need, and its priority, Cavanagh's group set themselves to develop a state-of-the-art instrument for measuring concretely and in detail the experience and qualifications of would-be online instructors.
There are those in the academic community who dread hearing and reading about assessment. But aside from the mandatory reporting required by credentialing and accreditation agencies, how can faculty members be sure that all of the assessment activities they are required to report actually produce change and are not just more paperwork?
By: Vickie Kelly, EdD in Educational Assessment
• on-line assessment • 34 strategies • where to start? • assessing large classes • 5 assessment challenges • resources • minimising plagiarism • 36 strategies • advice on detection software • assessing group work • common issues and concerns
• assessing students unfamiliar with assessment practices in Australian higher education • advice for students unfamiliar with assessment practices in Australian higher education
There is a need to build greater understanding and more formal links between schools and universities. Not easy but this resource a step in building understanding.
"This is a very different type of test," said Leslie Arnold, the Clark County School District's director of research, data and assessment. Preparing for the new test "is a big task for a district our size."
Accurate and automated assessment can greatly improve instruction. This is especially true when teachers have easy access to results, and when results are considered formative information.
It' is important to note that these are Common Core driven tests that the kids take directly on the computer. As a long time Nevada teacher (retired), I'm always interested in what the Silver State is up to!
Using Blubbr you can create interactive quizzes that are based on YouTube clips. Your quizzes can be about anything of your choosing. The structure of the quizzes has a viewer watch a short clip then answer a multiple choice question about the clip. Viewers know right away if they chose the correct answer or not.
Quizzes embedded in YouTube video... what a great idea! I've found that most students don't really get the point when viewing a video. A brief quiz style check for undestanding could be a great way to improve comprehension.
I must test it!
That solves the problem of 20 minutes tomorrow between put the yourk shire in and the veg on.
A key component to this process, which is tied directly into active assessment strategies, is synthesizing or making sense of the information gathered. Sense making can be writing a blog post using the links (like this post) or summarizing the key points in a presentation. Gathering and collecting specific content points is the beginning, and creating the theme is where an individual demonstrates their analysis and evaluation of the content included in a post or presentation shared. Kanter wrote, “Content curation is not about collecting links or being an information pack rat, it is more about putting them into a context with organization, annotation, and presentation.”
This article will help you understand how curating relates to both Bloom's taxonomy and the Engagement Pyramid proposed by Charlene Li and Jeremiah Owyang.
For those who must plan to standards, this article will give you great theoretical backing for teaching and using curation in your classroom.
I agree. Education used to be about finding the information. With potential access to everything now, the focus should be on making sense of it and finding connections, drawing correlations and making conclusions - to become thinkers.
I'm no fan of high stakes quizzes/tests. Instead I prefer the method advocated in this blog piece: unlimited attempts.
For me a quiz is a highly motivating opportunity for some guided review. In an online environment where test security is always an issue, unlimited attempts removes the pressure.
Can effective teacher evaluation improve education? A nation wide look at how teachers are experiencing new evaluation methods.
Assessing and Facilitating Collaborative and Team-Based Learning
This newsletter focuses on strategies for assessing, developing and managing successful team-based learning experiences.
Grading can be a daunting task, but these apps can save teachers a lot of time.
Coordinating Student AchievementJumpRope produces helpful gradebooks and systems that allow teachers, administrators and networks to implement standards-based grading in every classroom. MORE+
I've been tinkering with assessment for the past several years. My role at the district had me knee deep in shifting the notion of Assessment and Evaluation from primarily assessment OF learning to assessment FOR learning. Simply put, a stronger focus on formative and less on summative. That's the simplistic summary but it included moving much of the control over to the student. It certainly wasn't perfect, not always embraced, and challenging to implement. However, at its core, the idea of empowering students to assess their own work is a goal I've been moving towards in my own teaching practices at the University of Regina.
"When you write test items in a matching format, do you stress about which terms should go on the left and which on the right? Are you puzzled about when to use the matching format and whether multiple choice would be better?Here are some answers to these perplexing issues..."