Finding a Place for Everyone: Online Course Development for Internship with an Online Media Source Uniting Multiple Sensory Engagement of Learning in a Larger Community. (Khalsa, 2001).
Some thoughts on comparison of assessment techniques from Casey's journalism class to the Khalsa class.
An important aspect of cybercoaching is creating community. Khalsa (2001) maintains that the combination of technology and online coursework, and applied learning connected to future life plans, connects the learner to the community and the community to the learner. Although the Casey course includes authentic learning, it is missing the aspect of creating community, and the techniques of cybercoaching.
In “Finding a Place for Everyone”, Khalsa states that “An optimal online learning community evolves by providing opportunities for growth beyond the confines of the virtual classroom”. Students need the opportunity to actively apply their learning, and as students put their learning into practice, they receive acknowledgement and feedback from the “larger community”. When a student is interested in an area of learning, and the learning is applied, transformation or an altering of world view and willingness to change behavior, is sought. This will allow students to develop the abilities which can move them towards their goals.(Kaipa, 1999)
Other techniques of cybercoaching mentioned in the Khalsa course include choice of learning pathway, and pre-course and interview surveys, designed to bring understanding to students and instructors regarding the students’ learning. Encouragement and support are offered to the students. This takes place through email, a virtual office, discussion threads, chat, instant messaging and f to f meetings as necessary. Further community building is the result of diversity built into the course. Project-based learning, collaborative learning, individual pacing, and enhanced feedback are techniques used. Students survey their individual learning style preferences and a multi-sensory approach is used to expand learners’ styles.
Feedback and reflection are hallmarks of the community building process. Students in my online courses use journals to reflect upon their learnings. I also employ project-based learning. I would like to do more collaborative learning and give more feedback and encouragement. I also intend to use the pre-course survey I have developed, which I think it is an excellent tool.
Sunday, July 27, 2008
Module 6: Reading 2
Cybercoaching: Rubrics, Feedback, and Metacognition, Oh My! Peterson, Naomi Jeffrey. (2004). Paper presented at E. C. Moore Symposium on Scholarship of Teaching and Learning, Indiana University. February 25, 2005.
In Cybercoaching: Rubrics, Feedback, and Metacognition, Oh My! the author encourages readers to use email and online tools as instruments for feedback and for assessment. The author also maintains that the introduction of complex problems, familiar technology, and formative and summative assessment together improves student performance and self-regulation. There are interesting discussions of coaching, and rubrics as the coaches’ tool for feedback. What was most interesting to me, however, was the section calling for increased research on formative assessment. Peterson states that most studies have used survey research centered on student opinion. The result of a study by Peat and Franklin (2003) show that students believe there is value in formative assessment, but “there was no significant difference in summative assessment outcomes based on their use.” In my teaching experience, I have observed likewise, and strongly agree with Peterson that more study is needed. “Student characteristics” in addition to assessment techniques, course content, and tasks is an essential variable to be included.
In Cybercoaching: Rubrics, Feedback, and Metacognition, Oh My! the author encourages readers to use email and online tools as instruments for feedback and for assessment. The author also maintains that the introduction of complex problems, familiar technology, and formative and summative assessment together improves student performance and self-regulation. There are interesting discussions of coaching, and rubrics as the coaches’ tool for feedback. What was most interesting to me, however, was the section calling for increased research on formative assessment. Peterson states that most studies have used survey research centered on student opinion. The result of a study by Peat and Franklin (2003) show that students believe there is value in formative assessment, but “there was no significant difference in summative assessment outcomes based on their use.” In my teaching experience, I have observed likewise, and strongly agree with Peterson that more study is needed. “Student characteristics” in addition to assessment techniques, course content, and tasks is an essential variable to be included.
Sunday, July 20, 2008
Module 5: Reading 2 Reflection
Exploring assessment in flexible delivery of vocational education training programs (Australian National Programs, 2004.)
This is an extensive study designed to determine the range of assessment methods, why certain assessments are selected, and the validity of these approaches in the flexible delivery of vocational education training programs. I was interested in the issue of formative assessment in flexible delivery. Some important considerations related to the modes of delivery were made. For example, it was stated that assessment feedback is particularly important when assignments constitute most of the contact between the teacher and the learner. Assessment strategies need, therefore, to be considered in the design process. Near to my own philosophy and assessment practice was the caveat that the design of the learning experiences should “seamlessly incorporate the formative model of assessment in such
It was concluded that although formative assessment is critical regardless of the learning environment, formative assessment needs more emphasis in flexible delivery programs because of the “learners’ isolation and lack of a supportive learning community.”
This is an extensive study designed to determine the range of assessment methods, why certain assessments are selected, and the validity of these approaches in the flexible delivery of vocational education training programs. I was interested in the issue of formative assessment in flexible delivery. Some important considerations related to the modes of delivery were made. For example, it was stated that assessment feedback is particularly important when assignments constitute most of the contact between the teacher and the learner. Assessment strategies need, therefore, to be considered in the design process. Near to my own philosophy and assessment practice was the caveat that the design of the learning experiences should “seamlessly incorporate the formative model of assessment in such
It was concluded that although formative assessment is critical regardless of the learning environment, formative assessment needs more emphasis in flexible delivery programs because of the “learners’ isolation and lack of a supportive learning community.”
Module 5: Reading 1 Reflection
Studying the First Amendment: Exploring Truth in Journalism, Casey, Christine. (Pittsburgh High School for the Creative and Performing Arts.)
We analyzed the objectives and activities in this article according to a taxonomy table based on Bloom’s Taxonomy. Then, discussions ensued regarding questions which were posed to us. If the Casey journalism class were to be transferred to an online environment, what assessments would we keep, and which would need to be adjusted or eliminated. We were also asked to provide the class with one higher-level online assessment activity. Here are my responses:
If Casey’s journalism course were to be transferred to an online environment, I think most activities could be kept. Some would need to be adjusted, such as documentary viewing. The discussion and writing activities would lend themselves well to using reflection and peer-to-peer tools as Michelle has already stated.
For a higher-level assessment I looked at Activity 2 on page 28. Students could post their persuasive essays on Live Journal, convincing others to their point of view. Students could also insert photos, videos, and widgets into their essays to further illustrate and support the position they are taking.
We analyzed the objectives and activities in this article according to a taxonomy table based on Bloom’s Taxonomy. Then, discussions ensued regarding questions which were posed to us. If the Casey journalism class were to be transferred to an online environment, what assessments would we keep, and which would need to be adjusted or eliminated. We were also asked to provide the class with one higher-level online assessment activity. Here are my responses:
If Casey’s journalism course were to be transferred to an online environment, I think most activities could be kept. Some would need to be adjusted, such as documentary viewing. The discussion and writing activities would lend themselves well to using reflection and peer-to-peer tools as Michelle has already stated.
For a higher-level assessment I looked at Activity 2 on page 28. Students could post their persuasive essays on Live Journal, convincing others to their point of view. Students could also insert photos, videos, and widgets into their essays to further illustrate and support the position they are taking.
Sunday, July 13, 2008
Module 4: Reflections on Readings
Assessment for Understanding (edutopia online, 2005)
This article speaks to the forms of assessment we have, and the forms we need. The author states that often assessment conjures visions of end of the week, or quarter, or year tests. While these tests may serve some purpose, they do not fulfill the real purpose of assessment which is to inform instruction. Assessment needs to be a daily ongoing process. If one waits until the end of the week, and students haven’t mastered the concepts, a week of instructional time is wasted.
Three schools whose assessment practices gauge what students know and can do are reviewed. At the Urban Academy, an alternative high school in New York City, students must show what they are learning in every class, and in order to graduate, must show proficiency in six academic areas through performance assessments. I must disagree with the author’s efforts to link this assessment process with the statistics of the school’s student college acceptance quoted in the article. This is not a school which is open to all students. Prospective students must engage in a rigorous testing and interview process in order to gain admittance. To compare this high school’s college acceptance percentage with other public high schools in New York City is simply ludicrous and has no validity whatsoever!
The other assessment methods highlighted are project-based assessment and portfolio assessment. Each of these practices supports a process where teachers receive important feedback (formative assessment) on their students’ learning needs. Finally, the author addresses the current political climate of ‘accountability” and ‘high stakes testing”. Clearly a single test cannot describe the whole child. Hence, we need new forms of assessment.
Assessment and Online Teaching (Australian Flexible Learning Framework, July, 2004)
This guide presents issues of online assessment such as its importance, uses, barriers and selection of assessment strategies, and provides research resources. I found the issues raised very familiar as I have encountered all of them in my online teaching.
To me, the most interesting piece was the section entitled, “Does online change how, when, and where we select, monitor, or manage assessment?” I would agree with the authors that it has. They state that, in particular, vocational learning is no longer confined to special classrooms in schools, but can now take place anywhere in the private or public community. This is a very significant change that could provide for the resurgence of voc ed. Voc ed has practically disappeared from American high schools despite the fact that vocational students’ skills are an important contribution to society.
Also interesting is the issue of appropriate online teaching and assessment for diverse populations of students. I would agree that people value the flexibility of online learning without always understanding the responsibilities that go with it. Issues of culture, special needs, and lack of proficient reading and writing skills increase the challenge for those who design and teach online courses.
This article speaks to the forms of assessment we have, and the forms we need. The author states that often assessment conjures visions of end of the week, or quarter, or year tests. While these tests may serve some purpose, they do not fulfill the real purpose of assessment which is to inform instruction. Assessment needs to be a daily ongoing process. If one waits until the end of the week, and students haven’t mastered the concepts, a week of instructional time is wasted.
Three schools whose assessment practices gauge what students know and can do are reviewed. At the Urban Academy, an alternative high school in New York City, students must show what they are learning in every class, and in order to graduate, must show proficiency in six academic areas through performance assessments. I must disagree with the author’s efforts to link this assessment process with the statistics of the school’s student college acceptance quoted in the article. This is not a school which is open to all students. Prospective students must engage in a rigorous testing and interview process in order to gain admittance. To compare this high school’s college acceptance percentage with other public high schools in New York City is simply ludicrous and has no validity whatsoever!
The other assessment methods highlighted are project-based assessment and portfolio assessment. Each of these practices supports a process where teachers receive important feedback (formative assessment) on their students’ learning needs. Finally, the author addresses the current political climate of ‘accountability” and ‘high stakes testing”. Clearly a single test cannot describe the whole child. Hence, we need new forms of assessment.
Assessment and Online Teaching (Australian Flexible Learning Framework, July, 2004)
This guide presents issues of online assessment such as its importance, uses, barriers and selection of assessment strategies, and provides research resources. I found the issues raised very familiar as I have encountered all of them in my online teaching.
To me, the most interesting piece was the section entitled, “Does online change how, when, and where we select, monitor, or manage assessment?” I would agree with the authors that it has. They state that, in particular, vocational learning is no longer confined to special classrooms in schools, but can now take place anywhere in the private or public community. This is a very significant change that could provide for the resurgence of voc ed. Voc ed has practically disappeared from American high schools despite the fact that vocational students’ skills are an important contribution to society.
Also interesting is the issue of appropriate online teaching and assessment for diverse populations of students. I would agree that people value the flexibility of online learning without always understanding the responsibilities that go with it. Issues of culture, special needs, and lack of proficient reading and writing skills increase the challenge for those who design and teach online courses.
Module 4: Midterm Team Assessment Toolbox
The group project was a challenge, as group work always is. Good communication and willingness to consider others’ suggestions are necessary components for a successful conclusion. I have always believed in the power of several minds collaborating to produce a solution, and still do. Please view our presentation at http://docs.google.com/View?docID=dcx98mfh_2cpq5c5hp&revision=_latest.
Friday, July 4, 2008
Module 3: Perfect e-Storm: emerging technology, enormous learner demand, enhanced pedagogy, and erased budgets. Bonk (2004).
I really could not pick just one point from the Bonk (2004) article, but I did limit myself to three!
The Explosion of Online Learners – At my college, as elsewhere, there has been a tremendous increase in the number of online learners. While, college-wide there are 28 programs offered fully online, in my division we have been limited by the New York State Department of Education. They require a separate registration application for online programs, although they are the same as the f2f programs, which are already registered. Because of the demand we are experiencing, a colleague and I are beginning to write the above applications.
Emerging Technology – Asynchronous conferencing and discussion forums. I researched the sites mentioned in the article, and came across World Crossing (a free version of WebCrossing). World Crossing offers public or private asynchronous forums, threaded messages or linear conversation, unlimited participants and unlimited messages, personal email, chat rooms for synchronous communication, and several other features. The college where I teach has four campuses plus a fifth, the online campus. I think World Crossing could provide a place for all students in our Literacy Program to come together for mutual support and learning, professional development, mentoring, etc.
Emerging Technology - Reusable learning objects – This is an intriguing concept, forms of which are already used in industry. While it has the opportunity to provide rich resources for online courses, which I would like, I wonder if it also has the ability to provide “canned” courses.
The Explosion of Online Learners – At my college, as elsewhere, there has been a tremendous increase in the number of online learners. While, college-wide there are 28 programs offered fully online, in my division we have been limited by the New York State Department of Education. They require a separate registration application for online programs, although they are the same as the f2f programs, which are already registered. Because of the demand we are experiencing, a colleague and I are beginning to write the above applications.
Emerging Technology – Asynchronous conferencing and discussion forums. I researched the sites mentioned in the article, and came across World Crossing (a free version of WebCrossing). World Crossing offers public or private asynchronous forums, threaded messages or linear conversation, unlimited participants and unlimited messages, personal email, chat rooms for synchronous communication, and several other features. The college where I teach has four campuses plus a fifth, the online campus. I think World Crossing could provide a place for all students in our Literacy Program to come together for mutual support and learning, professional development, mentoring, etc.
Emerging Technology - Reusable learning objects – This is an intriguing concept, forms of which are already used in industry. While it has the opportunity to provide rich resources for online courses, which I would like, I wonder if it also has the ability to provide “canned” courses.
Module 3: Concept mapping case study: Concept mapping used in a business education evaluation process. McLinden & Trochim. (1998).
I found the Concept Mapping article difficult to follow at times although I’m familiar with mapping as it is a staple strategy in ELA. However, it was interesting to see how another profession operates, and what it values. I think the strengths of the study would be that all stakeholders were able to give input (rating and sorting), the statistical analysis was sophisticated, the graphs, reported results with “high impact”, and it provided the ability to assess diagnostic information to improve the program.
There were some negatives. Regardless of all the effort that went into quantifying elements in the study, people’s behaviors are still hard to quantify. This is the point at which I thought the business model came closest to the challenges educators face. Learning was measured by a self-reported survey; the authors allow that a testing program would probably have given results that were more valid. Given the different goals of each stakeholder group, however, it seems inevitable that the “problem” would produce unexpected results.
There were some negatives. Regardless of all the effort that went into quantifying elements in the study, people’s behaviors are still hard to quantify. This is the point at which I thought the business model came closest to the challenges educators face. Learning was measured by a self-reported survey; the authors allow that a testing program would probably have given results that were more valid. Given the different goals of each stakeholder group, however, it seems inevitable that the “problem” would produce unexpected results.
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