And another item from Monday’s inbox… E-Learning Graduate Certificate Program EDUC 762 – Online Assessment – Register Today! Posted: 19 Jun 2017 10:01 AM PDT EDUC 762 Assessment in E-Learning Online Course 3 semester hours graduate credit Instructor: Maggie Rouman Summer:
Fall session open for registration.
As a new teacher, one of the resources I found most helpful in shaping my grading practices was Grant Wiggins’s advice on feedback and assessment. Meaningful feedback, he suggests, is much more than assigning a grade or even offering recommendations for improvement. Rather, meaningful feedback is descriptive, “play[ing] back” the student’s performance and connecting it to the learning outcomes of the course.
Here is an article from one of UW-Stout’s graduate students from the E-Learning and Online Teaching Program. Megan, all your instructors are proud of your accomplishments!
EDUC 762 Assessment in E-Learning
Online Course 3 semester hours graduate credit
Instructor: Maggie Rouman
Summer: EDUC 762 961 June 26 – August 18, 2017
Last Call for a great online summer class. Register now and start learning with Maggie Rouman next week. Online assessment strategies that make blended courses more efficient.
In this article, we will walk you through the features of some of the interactive video tools that can take learning experience to a different level. Also we have included, at the end, a feature comparison table for the various tools.
This tool review article should spark some ideas on how to make your videos more effective.
This section covers checklists, rubrics, and guidelines for evaluating online programs and course quality. The Selection/Application/Implementation Guide and Resources/Examples may be used to create a customized program and course evaluation process for an institution’s specific needs. These artifacts may be used in a variety of contexts such as self-assessment, instructional designer review, peer review, institutional online program effectiveness, and accreditation standards.
This is a deep resource from TOPkit. Many links to quality tools for online educators.
Who Should Enroll
Educators and trainers interested in using blended or fully online delivery for courses or training, or adding web-based components to enhance face-to-face instruction. Participants may include:
Technical and community college instructors (adjunct and full-time)
College and university professors (adjunct and full-time)
K-12 teachers (blended classrooms and virtual schools)
Clinical healthcare educators involved in patient education, healthcare education, continuing education or in-service education, community health education, or academic healthcare education
Trainers in corporations, professional associations, nonprofit organizations, government, and military
Curriculum consultants, professional development coordinators, and distance education and continuing education leaders
Great Class begins February 27, 2017
Recently I’ve been trying to locate the evidence that supports quizzing, wondering if it merits the evidence-based label. Tracking down this evidence in our discipline-based research is challenging because although quizzing has been studied across our disciplines, it’s not easily searchable. My collection of studies is good, but I know it’s not complete. As you might suspect, the results are mixed; they are more positive than negative, but still, a significant number of researchers don’t find that quizzes affect learning outcomes.
It’s easy to create time saving quizzes in the online teaching environment. Quizzes may help you check for understanding. Quizzes may provide a ‘guide’ to the reading that keeps students accountable.
However, do quizzes really improve student learning?
This article from Maryellen Weimer, PhD will help you understand the question.