So, here’s one final blog post from yours truly before I head off to New Hampshire!
Couple quick things:
- Even though some folks are moving around, eLi is still here! Tri-C will be hiring a new Assistant Dean to lead eLi and fill the open positions in the department in the coming months.
- If you have inquiries of a technical nature, please route them through eLifacultysupport@tri-c.edu or by calling 216-987-4257. This includes requests for extensions for training for faculty to teach online, course combinations, etc.
- If you have departmental questions, our own Dr. Holly Craider is serving in an interim capacity in addition to her primary role as Director of Curriculum, and can be reached at her Tri-C email.
A big giant thank you to everyone at Tri-C who I’ve had the pleasure and honor of working with. Our common mission is close to my heart. I truly believe that we have, together, improved success for our students online through implementing quality design and innovative learning models. Please always feel welcome to reach me – I am sashatberr on just about everything, and at gmail. You can also find me at www.edusasha.com.
One of my favorite quotes these past few years has been this one (generically labeled “Chinese Proverb”):
“When the wind of change blows, some people build walls, others build windmills.”
Let’s continue to build windmills together.
Interested in learning about some great ways to make assessment more collaborative and relevant? Check out this article from Faculty Focus on ways to flip assessment.
My favorite new idea that I want to implement in my class asap? Suggestion #2 from author Dr. Susan Spangler:
Have students fill in evidence of learning on their assignment/course rubric. Give students a modified rubric with the articulation for the highest achievement level and leave a blank space for them to write in. This flipped assessment strategy enables students to reflect on their learning and take an active role in the grading process by directing the instructor’s attention to their achievements. Instead of passively “receiving” a grade, students actively guide the instructor in assessing their work in a particular context, one that the students articulate for the instructor. This method, coupled with the last, allows students to participate in authentic assessment situations that they might face in job performance assessments as current or future employees.
Looking for more assessment-related resources? Check out these links for more info:
And of course, our own examples are posted in the Faculty Instructional Design Toolkit on the Instructional Design Page.
Interested in still more? Check out this diigo bookmarking list on Assessment, Measurement and Evaluation.
Our friends at Baldwin Wallace are having an APPQMR Workshop on Monday, April 6. This workshop is FREE to Tri-C faculty. Please find details below and here in this printable. You can register directly with Balwin Wallace below.
Applying the Quality Matters Rubric (APPQMR) Workshop
DATE: Monday, April 6, 2015
TIME: 8:30 AM – 4:00 PM (class begins at 9:00 AM)
LOCATION: Baldwin Wallace University, Berea, OH (15 miles southwest of Cleveland)
Kamm Hall, Room 139 (Computer Lab)
Directions to Kamm Hall: http://www.bw.edu/quickfacts/directions/kamm/
REGISTRATION: Sign up at: https://baldwinwallace.co1.qualtrics.com/jfe/form/SV_6QD1vqT25Vli2Tb
This workshop explores the QM Project and Processes and prepares you to be part of an initiative that positively impacts the design of online/blended courses and ultimately, learning and success for the learner. QM is designed to improve the quality of online/blended courses by establishing a peer-reviewed quality assurance review process. You will become familiar with QM standards and participate in a practice peer course review of an online course using the review tools.
Participants in this hands-on workshop can be:
Online/blended instructors • Faculty members • Instructional designers • Course representatives
Virtual student services and social media increase the GPA and persistence of Tri-C students! That’s the data talking – check out the specifics below.
Did you know that Tri-Cs Title III grant created an ecosystem of support for online students that supported face-to-face students as well? eAdvising, eLearning Orientation, online tutoring and other services have increased the GPA of students participating and supported completion and success. Check out what virtual student services can do!
Tri-C leveraged a League for Innovation grant to explore the use of a Facebook App to improve student engagement. Student persistence and GPA improved. Of students who used the app (8,661 enrolled):
- “Active Users are 26% more likely to persist to the next semester compared to non-members of the App.
- Passive Users are 65% more likely to persist to the next semester compared to non-members of the App.” (Rios-Aguilar & Deil-Amem, 2014, p. 9).
The study was funded through the League for Innovation by the Gates Foundation with researchers from University of Arizona and Claremont Graduate University. In other words, it’s legit! Check out the presentation we shared at the Learning Summit 2014 in Phoenix, Arizona.
Stay informed this summer by “Following” our blog at eLearningandinnovation.com. We’ve convened the Taskforce and are working on the Needs Analysis. We’ll be conducting demos, creating a rubric, and exploring in sandbox environments this summer, and making a “down select” to reduce the options to 2 systems in August.
Let us know what you think! Though we’ve completed the surveys, focus groups and interviews, there’s still ample opportunity to provide feedback. Check out this page to fill out a feedback form. Have a great summer, and stay in the loop! – Sasha
Interested in a visual timeline of the process? Check it out here:
For more information on our process to decide if Blackboard is the best choice for an online learning system at Tri-C, see the pages below (on the upper-right hand side of the page).
Questions? Be sure to “comment” below or on the LMS pages. You just have to create a FREE WordPress account. Want to follow us but don’t want to comment? Just put your email address in the field at the left-hand side of the page, and you can get automatic updates without creating a WordPress account. – Sasha
Sending a Tweet just gets so many fingers out there so quickly. I’ve heard of teachers getting in touch with specialists in the community, specialists in the field, and being able to get someone to talk to their kids in the classroom.
~Leslie Fisher, on teachers using Twitter
A recent report published by EDUCAUSE has provided us with some insight into student views of technology. The results indicate eReaders aren’t taking off, and Facebook is far more popular than Twitter. Other interesting results from the survey included 96% of students saying they were on Facebook, with 7% of those respondents noting they used no privacy restrictions.
October 27, 2010
Want to know what the future workforce thinks of technology, how it uses search engines, social networking, and online collaborative tools? The recently released ECAR Study of Undergraduate Students and Information Technology gives some excellent insights into trends in college students’ technology ownership, perceptions, skills, and habits.
The 2010 report was recently released by EDUCAUSE, a non-profit organization that supports the advancement of technology in higher education. The report is based on a survey from the spring of 2010 of over 36,950 freshmen and seniors at 100 four-year institutions and students at 27 two-year institutions.
Full article available at http://goo.gl/tPSH0
At Williamsville North High School, the students are teaching the teachers.
October 15, 2010
Tech-Savvy Kids Play Teachers
The gym at Williamsville North High School was packed. Tables with computers ringed the room as teachers went from station to station, quizzing students and reviewing projects.
But students weren’t learning anything. They were teaching.
At one station, a high school French teacher was asking 12-year-olds how to apply the digital poster program Glogster to her student assignments.
At another, a fifth-grade teacher grilled another set of middle-schoolers about how cheat-proof electronic clickers were when kids use them to complete classroom tests.
In an evolving era of interactive white boards, screencasting and wikis, teachers everywhere are finding it more and more challenging to keep up with the technology applications that are capable of reaching computer-savvy students in ways that pen and paper never could.
“There’s some teachers who really have a good grip on the technology, but there’s others who don’t,” said Bayli Schlierf, a seventh-grader whose group was showing teachers how they used screencasting to help peers solve a complex math problem. A classmate added, “Some teachers don’t even know how to turn on a projection screen.”
There’s no denying that a technology gap exists between students and their teachers, nor is there much debate about how much more interested students are in learning when digital tools and social technology principles are integrated in classroom lesson plans.
Full article available at http://goo.gl/xL1Vp
Here’s an interesting post on the value of laptops, written by students at Council Rock High School-North in Newtown, Pennsylvania.
September 24, 2010
Laptops Become Wave of The Future
As students, we all love technology. We love that we can write an essay on the computer and we don’t technically have to know how to spell. We enjoy being able to do all of our research for a paper without having to go to a library, or even open a book. We can watch a teacher giving a lecture and be completely understanding because of the aide of the technological advancements behind them. If asked if technology should be advanced the answer is always “yes” and students should be one of the major recipients of this technology.
Students are the ones who will be leading the world of tomorrow and they are the ones who need to keep up with the technology of today. What would be a better way of helping students than giving them the access to a laptop at every moment of teaching?
Full article available at http://goo.gl/15mN