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Session #2: Leveraging Assessments and Technology for Continuous Course Improvement
Ronda NeugebauerFaculty Success Lead, Lumen Learning
Summer Prep for Fall Courses
26 June 2014
Review of Session #1
Open Ed LandscapeOpen Course Design
Increasing Student Engagement
Session #1 6/19/14 recorded meetinghttp://meet60543915.adobeconnect.com/p4orw5syhnr/
U.S. Bureau of Labor Statistics
+237%
http://dealnews.com/features/The-Cost-of-Textbooks-Is-Rising-Faster-Than-the-Price-of-College-Tuition-/1037184.html
82% increasein last decade
What are Open Educational Resources (OER)?
(1)Any kind of teaching materials – textbooks, syllabi, lesson plans, videos, readings, exams
(2) Are free for anyone to access, and(3) Include free permission to engage
in “5Rs”
What are Open Educational Resources (OER)?
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
• Make and own copiesRetain• Use in a wide range of waysReuse• Adapt, modify, improveRevise• Combine two or moreRemix• Share with othersRedistribut
eShared by David Wiley under a Creative Commons Attribution 4.0 license.
The 5Rs
creativecommons.org500+ million items
simple, standardized, legally robust way to grant copyright permissions
Open licenses make sharing easy
The VisionImprove student success by using OER
• increase affordability• broaden access to college and content• apply continuous quality improvement to
courses
100% of students have free, digital access on Day 1
Teachers are designers.
As with other design professions, standards inform and shape our work.
Wiggins & McTighe Understanding by Design
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
Outcomes identify desired results
Assessmentsdetermine acceptable evidence
Content plan learning experiences and instruction
Backward Design“begin with the end”
Easy Ways to Increase Engagement
Post a video introductionAsk students to post video
introductionsCustomize LMS profile
Create syllabus quiz/learning activity
Create and share blogs
http://goo.gl/y38h1u
Easy Ways to Increase Engagement
http://goo.gl/y38h1u
Post screencastsUse RSS feeds
Utilize social networking toolsHost synchronous meetings
Ask for feedback
Leveraging Assessments forContinuous Course Improvement
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
Outcomes identify desired results
Assessmentsdetermine acceptable evidence
Content plan learning experiences and instruction
Backward Design“begin with the end”
Higher Order Thinking Skills
education reform concept based on learning taxonomies
relate to complex judgmental skills of critical thinking, problem solving
Bloom’s Taxonomy
RememberingUnderstandingApplyingAnalyzingEvaluatingCreating
Higher Order
Outcomes
• measureable• maintain consistent level of
alignment from course to module• stated clearly and written from the
students’ perspective
Source: Quality Matters 2011-2013 Rubric
http://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf
Course Level
Module Level
Assessments
• measure stated outcomes• specific and descriptive criteria for
evaluation of students’ work• sequenced, varied, and appropriate• offer multiple opportunities for
students to measure their own learning progress
Source: Quality Matters 2011-2013 Rubric
Active Learning
All genuine learning is active, not passive. It is a process of discovery
in which the student is the main agent, not the teacher.
M.J. Adler The Paideia Proposal: An Education Manifesto
Active Learning: Beyond Read & Quiz
• promotes independent, critical, and creative thinking
• increases student investment, motivation, performance
• encourages effective collaboration
Stanford Teaching Commons
Active Learning ChallengesStudent
• ensuring active participation• learning sufficient course content • using higher order thinking skills• enjoying the experience
Charles Bonwell, Active Learning: Creating Excitement in the Classroom
Active Learning ChallengesFaculty
• releasing control of the class• maintaining self-confidence• possessing needed facilitation skills• criticism by others as “not teaching in an
established fashion”
Charles Bonwell, Active Learning: Creating Excitement in the Classroom
Brainstorm Learning Objectives
students encouraged to contribute ideas
choose topics of studygenerate ideas for problem solving
Stanford Teaching Commons
Case-based Problem Solving
use case studiesstudents work out solutions independently or in groups
Stanford Teaching Commons
Peer Instruction
one-minute paper reflectionsspeed problem-solving questions
breakout teaching sessions
Stanford Teaching Commons
Problem-based Learning
real-world, open-ended problemcollaborate in teams
analyze problem and apply what they know
Stanford Teaching Commons
Think-Pair-Share
question posed by instructorthink individually
discuss thoughts with partnershare ideas before contributing to class
Stanford Teaching Commons
Project-based Learning
propose solutions to problemdesign, construct, deliver prototypepresent prototype to class for review
Stanford Teaching Commons
Role Playing
staged exerciseassume perspective of character
unstructured scenariofollowed by discussion
Stanford Teaching Commons
Alternative Assignment
option to complete something elsestudents create proposal for reviewreasonable requests are honored
Leveraging Technology forContinuous Course Improvement
Shared by David Wiley under a Creative Commons Attribution 3.0 license.
Grading Assessments
share matrices & rubrics with students
https://www.rcampus.com/index.cfm
Embracing Technology
Bloom’s Digital TaxonomyLibrary Learning CommonsTeaching Generation NeXt
USDOE Executive SummaryLearning Analytics to Improve Success
