TELedvisors webinar August 2021 Rescued from HERDSA21 – current projects on technology’s role in enabling feedback and assessment at different universities
This Thursday’s webinar allows us to hear about two of the research projects that should have been presented at this year’s HERDSA conference. The presenters are educators in very different roles who have instituted and examined changes in technology-enabled assessment and feedback.
Humanising online learning: screen-casted audiovisual feedback in higher education
Ameena Payne
Deakin University
In short: What are the benefits and challenges of audio/video feedback? How can you measure the impact of audio/video feedback for assessments on the learners, and what they do next?
Research has demonstrated that students benefit from feedback that is consistent, tailored, and explains not only learners’ areas for development, but what they have done well - and why, and how to ‘feed forward’ for their future learnings. Each individual learner presents unique academic challenges, and feedback dialogue needs to be personalised to each learner’s needs.
Written feedback to students has been one of the most widely used feedback methods but has been criticised by students for its sub-par quality. Such criticisms include the vague nature of comments and a lack of clear examples of constructive feed-forward, leaving learners unclear on how to improve their work. Following these criticisms, alternative feedback modes such as audio/video feedback have been explored which may offer richer feedback and have the benefit of being more personalised.
This presentation explores whether this change, from traditional written comments to screen-casted comments + annotated text feedback comments, is effective. Do students see this feedback as clear, relevant and valuable? Does audio/video feedback improve learning?
MCSHE SoTEL Showcase1 best case examples of Technology Enhanced Learning from the University of Melbourne academic community, with invited presenter Gavin Buskes.
Would I recommend Camtasia to people? I have to give the answer I always give at this point…it depends what you are needing to do.
I'm glad that we selected Camtasia for the work I am doing at OSPRI. It's proven invaluable and relatively straightforward to use to create amazing micro videos from screen recordings. It absolutely was the right choice for what we needed. If you stick to using Camtasia on one operating system, it is going to be a joy to use...with some exceptions...such as items missing from one platform that are on another (Gesture effects for example). Or if you are like Steve Dotto and handing off significant content to someone on another platform, Camtasia holds its head above both ScreenFlow and Articulate Storyline, because neither of those products allow you to do that.
What it doesn't have, is the ease at which you can move Adobe Captivate projects between Mac and PC...and if you're jumping between systems often (like me) Camtasia feels frustrating. When you are working like that, the joy of working on multiple systems diminishes immensely because of the extra effort and the need to remember to package things up frequently.
In this live workshop, we developed a 360-degree, interactive escape room in Articulate Storlyine 360.
We use the new 360-degree image functionality to accomplish this, and we also show how you can use layers, triggers, variables, and conditions to add layers of nuance and interactivity to the experience.
Every instructor can expect their college will provide a course shell on the learning management system they support. The shell may be largely empty, or it may be completely filled with the materials for the course, or it may be partially filled. Student are likely to be enrolled in your course shell without the instructor’s intervention; this is accomplished by programs and scripts that share information between the school student information system and the learning management system.
Demand for professional development has grown but the pandemic has forced it online. Decades of evidence from online education tells us how to ensure professional development remains effective.
TELEdvisors Webinar: Enabling HyFlex Teaching - what happens behind the scenes - Thursday 29th July, 12 noon AEST
Concurrent synchronous face-to-face and online teaching (commonly called HyFlex but going by many names) has exploded this year as institutions continue to adapt to COVID-19. It represents one of the most significant changes to learning and teaching practice since flipped classrooms and as we approach the start of a new semester, it seems timely to talk about the different ways that HyFlex is supported by edvisors in institutions and the lessons that have been learned so far.
Join us in the TELedvisors Network July webinar as academic developers, learning designer and education technologist share their stories. Courtney Shalavin and Sandris Zeviots from Sydney Uni Business Co-design team will talk to us about their hybrid spaces and will share top tips and lessons learned from their staff support sessions including some design examples.
TELEdvisors Webinar: Enabling HyFlex Teaching - what happens behind the scenes - Thursday 29th July, 12 noon AEST
Concurrent synchronous face-to-face and online teaching (commonly called HyFlex but going by many names) has exploded this year as institutions continue to adapt to COVID-19. It represents one of the most significant changes to learning and teaching practice since flipped classrooms and as we approach the start of a new semester, it seems timely to talk about the different ways that HyFlex is supported by edvisors in institutions and the lessons that have been learned so far.
Join us in the TELedvisors Network July webinar as academic developers, learning designer and education technologist share their stories.
Michael Crocco is a Learning Designer in the Faculty of Engineering, Monash University Guiding team work and applied learning across the digital divide while maintaining equity for remote and on-campus students.
Laboratory classes are an integral part of many university subjects in disciplines such as science, engineering and health. The pandemic of 2020 forced many such classes to be rescheduled or waived, but it has also seen a rise in interest in on-line laboratory simulations, such as Labster, Open STEM Labs and SimBio.
Over the past few years, online learning in higher education has gone through a period of disruptive change. Not only did the pandemic trigger a massive shift from in-person classes to online, but it also brought new models of hybrid learning to the forefront. And micro-credentials, programs certifying specific competencies that can stand alone or be applied toward a larger degree, have gained momentum as learners have needed to reskill and compete in an evolving workforce. To explore these trends and more, we spoke with Dr. Betty Vandenbosch, chief content officer at Coursera, about the state of online education, the future of the traditional four-year degree, and what universities should be doing to keep up with alternative credential pathways.
...what’s the relationship between technology in the broadest sense and learning and how might that guide our design decisions as we seek to provide the learning experiences that bring about a positive change.
Discover the tools to help you successfully create an engaging online learning course to show off your subject matter expertise from University of Edinburgh.
TELedvisors Network Webinar: Enabling HyFlex Teaching - what happens behind the scenes - Thursday 29th July, 12 noon AEST
Concurrent synchronous face-to-face and online teaching (commonly called HyFlex but going by many names) has exploded this year as institutions continue to adapt to COVID-19. It represents one of the most significant changes to learning and teaching practice since flipped classrooms and as we approach the start of a new semester, it seems timely to talk about the different ways that HyFlex is supported by edvisors in institutions and the lessons that have been learned so far.
Join us in the TELedvisors Network July webinar as academic developers, learning designer and education technologist share their stories.
Kym Schutz is an Educational Technologist at the University of Adelaide. Kym is supporting the University of Adelaide Mixed Cohort Learning pilot in his role as an educational technologist in a number of ways. These includes testing the new bespoke technologies as well as supporting teacher-student logistics and teaching methodologies in this environment.
St Bede’s Catholic College’s approach to integrated digital learning is based on a successful managed bring your own device program that equips every student with a 2-in-1 laptop pre-selected and verified by the school. The right technology, managed seamlessly, supports a fresh, flexible curriculum. Because each student has access to Microsoft software on a Windows device, St Bede’s can cater to a range of abilities and circumstances – including remote learning.
This page has been established to support educators access digital resources that can be used to support remote learning. This page is updated regularly so please visit again to access new resources.
When I was studying visual communications design in college, I was fascinated by how much power designers have in making people think, feel, and act a certain way. After a decade helping scale…
To get content containing either thought or leadership enter:
To get content containing both thought and leadership enter:
To get content containing the expression thought leadership enter:
You can enter several keywords and you can refine them whenever you want. Our suggestion engine uses more signals but entering a few keywords here will rapidly give you great content to curate.
Your new post is loading...
Scoop.it!
