Curriculum Development and Assessment in Higher Education
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How To Encourage Continuously Interactive Online Discussions

How To Encourage Continuously Interactive Online Discussions | Curriculum Development and Assessment in Higher Education | Scoop.it

"Ever get tired of grading posts at 11:00 pm on a Sunday night as the last students desperately try to finish the week’s discussion question with just minutes remaining? Looking for ways to keep a more even flow of posts and better interactions among your students? This article shares two techniques to develop better learning communities with more and better interactions among students in online discussions."


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UNC Extended Campus IDD's curator insight, June 1, 2015 5:26 PM

A few good tips from an experienced instructor.

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7 Good Grading iPad Apps for Teachers

7 Good Grading iPad Apps for Teachers | Curriculum Development and Assessment in Higher Education | Scoop.it

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Cindy Peters's curator insight, January 11, 2015 10:47 PM

For my teacher colleagues: 7 Good Grading iPad Apps

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An Excellent Rubric To Assess Students Multimedia Projects

An Excellent Rubric To Assess Students Multimedia Projects | Curriculum Development and Assessment in Higher Education | Scoop.it
Here is another wonderful rubric for evaluating multimedia projects in your classroom. This rubric which I came across through Nort
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Excellent example of formative assessment in a...

Excellent example of formative assessment in a grade 8 math classroom. My Favorite No (by TeachingChannel). Also see: Standardized Test Scores Can Improve When Kids Told They Can Fail, Study Finds.
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Chandrika Shenoy's curator insight, June 2, 2016 2:32 AM
An interesting way to analyse mistakes!
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Developing Students’ Self-Assessment Skills

Developing Students’ Self-Assessment Skills | Curriculum Development and Assessment in Higher Education | Scoop.it
Accurate self-assessment requires multiple opportunities to practice within courses and across them. Because the most important goal isn’t agreement between teacher and student assessments. The ultimate goal is for students to make accurate judgments on their own

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Wired @ Heart's curator insight, January 1, 2015 3:12 AM

#student #develop# skills

Wired @ Heart's curator insight, January 2, 2015 1:02 AM

#student # skills #develpoing

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2013 Survey of Online Learning Report

Key report findings include:
Over 7.1 million students were taking at least one online course during the fall 2012 term, an increase of 411,000 students over the previous year.


The online enrollment growth rate of 6.1 percent is the lowest recorded for this report series.
Thirty-three percent of higher education students now take at least one course online.


The percent of academic leaders rating the learning outcomes in online education as the same or superior to those in face-to-face grew from 57.2 in 2003 to 77.0 percent last year, but fell back to 74.1 percent this year.


The proportion of chief academic leaders that say online learning is critical to their long-term strategy dropped from 69.1 percent to 65.9 percent.


Ninety percent of academic leaders believe that it is likely or very likely that a majority of all higher education students will be taking at least one online course in five year’s time.


Only 5.0 percent of higher education institutions currently offer a MOOC (Massive Open Online Course), another 9.3 percent report MOOCs are in the planning stages.


Less than one-quarter of academic leaders believe that MOOCs represent a sustainable method for offering online courses.


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Dennis T OConnor's curator insight, October 4, 2014 3:15 PM

While we can't completely predict the future of online education, research reports help us see the way a bit more accurately.

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Exclusive Special Report on Blended Learning

Exclusive Special Report on Blended Learning | Curriculum Development and Assessment in Higher Education | Scoop.it

This Education Week special report is the latest installment in an ongoing series about online education. These stories examine the opportunities and persistent questions that surround schools' and districts' implementation of blended learning, the widely used instructional approach that combines technology-based instruction with traditional, face-to-face lessons.


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Dennis T OConnor's curator insight, February 15, 2014 4:56 PM

Blended learning requires strong classroom teaching skills and a fluent understanding of online teaching technology.  A challenging and very rewarding way to re-imagine your classroom.

Paula King, Ph.D.'s curator insight, February 16, 2014 3:40 PM

Read and share.

Greg Alchin's curator insight, February 16, 2014 8:56 PM

For Blended learning to be successful educators need to really unpack the principles of TPACK and SAMR. It is the considered use of the tech for education purposes not the tech itself that is the driver.

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E-Learning Challenge: Decision Map to Branching Scenarios - E-Learning Heroes

E-Learning Challenge: Decision Map to Branching Scenarios - E-Learning Heroes | Curriculum Development and Assessment in Higher Education | Scoop.it
E-Learning Heroes: Step-by-step tutorials for building better courses, fast answers to your e-learning questions, free downloads for your e-learning projects.

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Dennis T OConnor's curator insight, February 15, 2014 4:53 PM

Advice and a flow chart for branching scenarios?  Free.  Worth a close look.  This is a powerful e-learning design, great to have a guide.

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Teacher's Guide to Using Shared Google Docs with Students ~ Educational Technology and Mobile Learning

Teacher's Guide to Using Shared Google Docs with Students ~ Educational Technology and Mobile Learning | Curriculum Development and Assessment in Higher Education | Scoop.it

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Dennis T OConnor's curator insight, February 18, 2014 12:28 AM

Job aide for document sharing in Google Docs

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How to facilitate online discussions

How to facilitate online discussions | Curriculum Development and Assessment in Higher Education | Scoop.it
Online discussions may seem to happen naturally but there are specific ways a facilitator can ensure comments evolve into good online conversations.

 

As much as students like to chat amongst themselves the success of an interaction is that it develops into a full learning experience. Here’s some tips on how to get through the chit chat and push those interactions into areas of thinking, collaborating and learning.
 
1. Keep the chit chat to a ‘water cooler’ area. This means setting up a space where people can chat about things that aren’t related to the topic. Encourage this, it’s great for people to find things in common and connect.
 
2. In the first week start a friendly fun conversation introducing everyone. Ask questions that will help establish relationships among the students, help people to meet each other.
 
3. People need somewhere to vent so regularly have a conversation space that is not tied too closely to the content but more of a debrief space.
 
4. Ask good questions, forget the yes/no questions, ask a question that relates to the course content and takes it one step further. Remember to always link these questions to your objectives, are you wanting students to analyse, identify, describe etc. Good ways to ask questions are to relate a topic to personal experience, or ask what they would do if they had hindsight, or what they thought the author meant when …

5. Ask people to respond to other’s posts with an explanation or reflection or furthering the discussion. Set discussion guidelines such as to be supportive, considerate and to always proof read your post. You can incorporate this into the assessment.

6. Give a minimum posting requirement. People are working from a distance so ask everyone to check in regularly and set a required number of time they must post. This will also help to stop people ‘lurking’.

7. Get everyone involved. Have different participants moderate discussions and also make this part of the course assessment. This is a sure way for students to learn the importance of meaningful interaction.

8. Add to the discussion yourself. If you can see a way to develop a comment or want to ask for further clarification, get in there, be part of the learning. Remind students to contribute if they’re falling behind.

9. Remember the ‘I’m confused’, ‘I don’t know what to do’ or responses that don’t go anywhere can be a cry for help. Reach out and give support to these students, guide them and help to get them on board.


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Pedagogy...Technology...Which Should Come First?

Pedagogy...Technology...Which Should Come First? | Curriculum Development and Assessment in Higher Education | Scoop.it

"...using technology does not necessarily make a teacher effective. I am going to repeat that, because I want this to be very clear: technology is not pedagogy. I actually learned that lesson the hard way. I spent my first two months as a teacher building a paperless, hybrid-online, flipped classroom using Moodle, and marching students through standards by having them click through links and complete digital quizzes and activities."


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Beth Dichter's curator insight, February 5, 2014 6:37 PM

What comes first? Pedagogy or Technology? This post explores this issue. It also includes a great visual "Let's stop talking about teaching with technology, and let's start talking about learning." The visual is in Google Docs and you can download it at:

https://docs.google.com/drawings/d/1FjgMrO6d_3B6NBFLhteCjP5EGWaZymOYIRrWtJLt8PY/edit

The visual shown above is also used in a free online course you may want to check out. For more information on the course: http://www.edtechchallenge.com/

Viljenka Savli (http://www2.arnes.si/~sopvsavl/)'s curator insight, February 14, 2014 4:24 AM

Here is a nice example of evolution of a teacher approach to ICT :)

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3 Statements That Describe Rigorous Assessment

3 Statements That Describe Rigorous Assessment | Curriculum Development and Assessment in Higher Education | Scoop.it

"As we’ve discussed 7 myths about rigor, and the characteristics of rigor in curriculum, the final component is rigorous assessment. There are (at least) three aspects of rigorous assessments."


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Rosemary Tyrrell, Ed.D.'s curator insight, February 8, 2014 1:16 PM

We've been talking a lot lately about "authentic" assessment.


Here are the three statements discussed in this post. 

1. The Assessment Is Appropriate

2. The Assignment Is Purposeful

3. The Assessment Promotes Understanding

Ness Crouch's curator insight, February 8, 2014 5:53 PM

Rigourous curriculum and assessment is important. These three points are ones that we are continuously focus on. A good read,

Daniel Rimmereid's curator insight, March 25, 2014 8:35 PM

This is a great resource that really describes clearly and concisely what makes a great assessment but it took it one step further by talking about rigor. The first point is that good assessments need to be appropriate. This talks about how the assessment needs to be about what students learned but more importantly it needs to talk about and address what the students learned in a challenging way. If the assessment is too easy then students will not be truly assessed on the material and thus the assessment will be weak. The second point is that assessment needs to be purposeful. It is good for your students to finish an assessment and for them to clearly see what they have produced from that assessment. The third point is that the assessment should allow students to come away with some deeper form of understanding on the topic. I think something that I have taken away from this article is that assessment can be a great tool for deepening students understanding and really giving them something to be able to look back and know that they have accomplished something. 

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The Other 21st Century Skills: Why Teach Them

The Other 21st Century Skills: Why Teach Them | Curriculum Development and Assessment in Higher Education | Scoop.it
Many have attempted to identify the skills important for a learner today in this era of the 21st century (I know it is an overused phrase).  I have an affinity towards the skills identified by Tony...

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Beth Dichter's curator insight, February 10, 2014 10:29 PM

Jackie Gerstein reviews the skills identified by Tony Wagner as well as six additional skills and attributes she believes learners need today.  She then looks at a recent Gallup Poll that looks at Americans expectations of schools today. Quoting from the post:

"While student success may depend on mastery of content in core subject areas such as math and reading, it also depends on more than knowledge of core content. Critical thinking, creativity, communication, and other soft skills, as well as student physical and social wellbeing, are also necessary for future success in higher education and in the workplace. Americans Say U.S. Schools Should Teach “Soft” Skills"

The post continues and explores how the other 21st century skills may be classified as social-emotional skills and how the growth of these skills may positively impact students in other areas. As always Gerstein has provided a post that pushes boundaries and provides a variety of resources.

Gary Harwell's curator insight, February 10, 2014 11:35 PM

It seems like a normal thing to do. These are needed SKILLs our students need to have.

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How to Enable Automatic Grading in Flubaroo for Google Sheets via @rmbyrne

How to Enable Automatic Grading in Flubaroo for Google Sheets via @rmbyrne | Curriculum Development and Assessment in Higher Education | Scoop.it
The  Flubaroo  Add-on for Google Sheets is a powerful tool for quickly grading multiple choice and short answer quizzes created wit

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How to Create a Self-Graded Quiz in Google Forms

How to Create a Self-Graded Quiz in Google Forms | Curriculum Development and Assessment in Higher Education | Scoop.it
The new Google Forms allows you to create self-grading quizzes right within the form (no need for an add-on!). This is a great way to create bell-ringers, exit tickets, or quick assessments. Creating a self-graded form is easy!  First, create a new Google Form and give it a title. Next enter your questions (for auto-grading, they…
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History of Educational Technology

History of Educational Technology | Curriculum Development and Assessment in Higher Education | Scoop.it

There is no written evidence which can tell us exactly who has coined the phrase educational technology. Different educationists, scientists and philosophers at different time intervals have put forwarded different definitions of Educational Technology. Educational technology is a multifaceted and integrated process involving people, procedure, ideas, devices, and organization, where technology from different fields of science is borrowed as per the need and requirement of education for implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning.


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The Educational Assessment Landscape Infographic - e-Learning Infographics

The Educational Assessment Landscape Infographic - e-Learning Infographics | Curriculum Development and Assessment in Higher Education | Scoop.it
The Educational Assessment Landscape Infographic gives a clear picture of how educational assessment works and how it supports today's students.

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Dennis T OConnor's curator insight, December 29, 2014 8:37 PM

Assessment is at the heart of it all. This inforgraphic gives you a nicely detailed overview of a most important topic!

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Disrupt Your Grading Rut: Alternative Assessment Methods for the Online Classroom

Disrupt Your Grading Rut: Alternative Assessment Methods for the Online Classroom | Curriculum Development and Assessment in Higher Education | Scoop.it
Authentic, learner-centered, collaborative assessment alternatives
Alternative assessment methods such as writing assignments, collaborative assignments, case studies, and debates can avoid the problems often associated with tests and quizzes. “There are many ways to approach assessment. It depends on the context of the course. When we teach faculty how to teach online, we try to give them a taste of a majority of those methods. I don’t know that we can cover all of them in one course, but there are multiple ways to get at the issues and make this a real-life situation for the students so they can actually learn from the process,” Pratt says.
Palloff and Pratt recommend selecting assessment methods that are learner-centered and authentic.

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Jose Pietri's curator insight, October 17, 2014 3:43 AM

"... but there are multiple ways to get at the issues and make this a real-life situation for the students so they can actually learn from the process" 

Steve Vaitl's curator insight, October 17, 2014 12:58 PM

For my Teaching friends. Great information about assessments focusing on more than simple memorizing information. With today's "age of information", open book testing can be used, when designed appropriately, to actually teach as well as assess.

Sue Walsh's curator insight, October 17, 2014 7:13 PM

it is a real challege to stretch thinking to real-life assessment approaches and take everyone on the journey. the focus on learner centred and authentic is great, and dare I mention the many of these approaches lend to assessment only pathways ... but thats a whole other challenge!

 

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Assessment on the Web: Part 2

Assessment on the Web: Part 2 | Curriculum Development and Assessment in Higher Education | Scoop.it

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grainnehamilton's curator insight, February 13, 2014 7:21 AM

Part two of a three part exploration of assessment on the web covering new approaches to recognising competencies, contribution and learning within online communities.

Paula Silva's comment, March 4, 2014 2:43 PM
Will you check this scoop? Thank you so much. http://sco.lt/5okJ17 It's for my research project.
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10 Assessment Design Tips for Increasing Online Student Retention, Satisfaction and Learning

10 Assessment Design Tips for Increasing Online Student Retention, Satisfaction and Learning | Curriculum Development and Assessment in Higher Education | Scoop.it
How much time do we put into the design of the assessment plans in our online courses? Is most of that time focused upon summative graded assignments that factor into the course grade? Or, do they also include opportunity for practice and informal feedback?

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Allan Shaw's curator insight, February 24, 2014 4:43 PM

Assessment should reflect purpose. We require summative assessment in our society and yet we know learners thrive, grow and develop on a diet of formative assessment. The balance is the key! Feedback and the use of authentic assessment tasks are critical positive factors.

Ivon Prefontaine, PhD's curator insight, February 24, 2014 5:46 PM

They make sense, but ask teachers about authentic assessment. It is still thought of as an isolated activity where the student does their project alone. That is not the way of the world and has not been forever. We work and learn together. Why not assess together?

Dr Pam Hill's curator insight, February 25, 2014 9:19 AM

Wonderful article that challenges us to think through the online assessments and their prep!

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Exclusive Special Report on Blended Learning

Exclusive Special Report on Blended Learning | Curriculum Development and Assessment in Higher Education | Scoop.it

This Education Week special report is the latest installment in an ongoing series about online education. These stories examine the opportunities and persistent questions that surround schools' and districts' implementation of blended learning, the widely used instructional approach that combines technology-based instruction with traditional, face-to-face lessons.


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Dennis T OConnor's curator insight, February 15, 2014 4:56 PM

Blended learning requires strong classroom teaching skills and a fluent understanding of online teaching technology.  A challenging and very rewarding way to re-imagine your classroom.

Paula King, Ph.D.'s curator insight, February 16, 2014 3:40 PM

Read and share.

Greg Alchin's curator insight, February 16, 2014 8:56 PM

For Blended learning to be successful educators need to really unpack the principles of TPACK and SAMR. It is the considered use of the tech for education purposes not the tech itself that is the driver.

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Facebook Guide for Educators


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Fiona Harvey's curator insight, February 8, 2014 11:15 AM

From the Education Foundation, although very basic, it might be useful for those who need step by step descriptions of each aspect of Facebook. Nice that one of our ex-Digichamps (Southampton University) has a quote there. 

Dennis T OConnor's curator insight, February 9, 2014 2:14 AM

Appears to have been written about a year ago.  

Marco Bertolini's curator insight, February 9, 2014 2:27 AM

What can educators do with Facebook ?  Learning and teaching !  Here is a guide wich tell you how to do it !

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Information Fluency Learning Games and Resources

Information Fluency Learning Games and Resources | Curriculum Development and Assessment in Higher Education | Scoop.it
Online interactive learning games and teacher resources for teaching information fluency. Drop these course games into your online classes, library- media kiosks, or school webpages. (A free service of the 21st Century Information Fluency Project.)

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Dennis T OConnor's curator insight, February 13, 2014 1:03 PM

Here's my Diigo list of 21cif games.  Enjoy!

Patty Cruice's curator insight, February 14, 2014 8:28 AM

share with Ashley

 

Patricia Baker's curator insight, February 15, 2014 6:55 PM

Series of activities or modules to complete.

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Teachers Don't Work Hard Enough? Think Again! [INFOGRAPHIC]

Teachers Don't Work Hard Enough? Think Again! [INFOGRAPHIC] | Curriculum Development and Assessment in Higher Education | Scoop.it

"Our new infographic is called Teachers Don't Work Hard Enough? THINK AGAIN!. What do you think? Let us know in the comments below!"


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Beth Dichter's curator insight, February 7, 2014 8:56 PM

What does a teacher do during a day, or over the year? This infographic explores the life of a teacher and the many roles we play.

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Let's Move Past the Myth of the Average Learner | MiddleWeb

Let's Move Past the Myth of the Average Learner | MiddleWeb | Curriculum Development and Assessment in Higher Education | Scoop.it

"When’s the last time the deficit model of viewing student performance really irked you? Just thinking about it can be quite enraging.  Here’s why:

Students end up being placed along a bell curve  (hope this doesn’t induce a headache) to decipher how on target they are—how close to the “average” learner. And this is deciphered basically by looking at their test scores…then placing them along this line of doom."


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Beth Dichter's curator insight, February 9, 2014 8:41 PM

The myth of average may be a new concept to you but if you listen to the short video clip by Todd Rose you will get an idea of what this issue is, and there is a link to a TEDx talk in the post (a longer presentation on 'Project Variability and the dangers of “averaging” learners.'

Additional resources are also available in this post including a new Universal Design for Learning book that may be found online. For more information click through to the post.