desire2learn for quality matters haomin wang, manager of instructional technology mingming shao,...
DESCRIPTION
Dakota State University A small public baccalaureate university in South Dakota Using Course Management System to support online and hybrid course delivery since 1998 Started using Desire2Learn as the state- wide CMS in Spring 2008TRANSCRIPT
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Desire2Learn for Desire2Learn for Quality MattersQuality Matters
Haomin Wang, Manager of Instructional TechnologyMingming Shao, Instructional DesignerDakota State University
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BackgroundBackgroundGrowing attention on assessmentMeasurable learning objectivesAlignments between learning
objectives and assessment measures
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Dakota State UniversityDakota State UniversityA small public baccalaureate
university in South DakotaUsing Course Management System
to support online and hybrid course delivery since 1998
Started using Desire2Learn as the state-wide CMS in Spring 2008
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Quality MattersQuality MattersDeveloped by MarylandOnlineStandard-based rubric to improve
quality of online courses through a faculty peer review process
Assessment aligned with learning objectives
Assessment be formative and progressive
Grading procedures be open and transparent to students
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Desire2Learn to HelpDesire2Learn to HelpA built-in structure for integrating
competency-learning objective-learning activity
Learning activities associated with learning objectives
Learning activities assessed with grading rubrics
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D2L COA StructureD2L COA Structure
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COA HierarchyCOA Hierarchy
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ActivitiesActivitiesLearning activities can be
discussion topics, assignment submissions, quizzes, and surveys.
Most activities, except for quiz or grade item, need to be assessed through rubrics.
Rubrics must be created before activities.
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RubricsRubricsA bulleted list or a tabular form
specifying levels of performance and grading criteria.
Performance benchmarksAssignment guidelinesAssessment contract between
students and instructor.
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A Sample RubricA Sample RubricA
90 or higherB
80-89C
70-79D
60-69
Accuracy & Clarity
Covered all key points. Well informed & supported. Clearly and effectively presented.
Covered most key points. Generally accurate & clear. Support not always appropriate.
Covered about half of the points. Some minor misconceptions or misinterpretations. Little support
Missed more than half of the points. Some major misconceptions or misinterpretations. No support.
Coherence & Focus
Consistently coherent and focused
Mostly coherent, with occasional digression
Noticeable lack of focus, with irrelevant points.
Much of the content is irrelevant.
Text
Well organized. Text flows smoothly. Free of mechanical errors.
Text is generally organized & easy to read. Lacks some transitions. Some mechanical errors.
Text is readable, but does not flow. Lacks transitions. A number of mechanical errors.
Text lacks organization & is hard to read. Some major mechanical errors.
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Benefits of Rubrics (1)Benefits of Rubrics (1)Rubrics help students and
teachers define "quality."Rubrics reduce the time teachers
spend grading student work and make it easier for teachers to explain to students why they got the grade they did and what they can do to improve.
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Benefits of Rubrics (2)Benefits of Rubrics (2)When students use rubrics
regularly to judge their own work, they begin to accept more responsibility for the end product.
It cuts down on the "am I done yet?" questions.
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What We Have LearnedWhat We Have LearnedControl levels of competenciesDefine Measurable learning
objectivesWrite rubrics with good
granularityMonitor learner progressManage learning paths
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Control Levels of Control Levels of CompetencyCompetencyHow many
levels?
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Measurable Learning Measurable Learning ObjectivesObjectivesMeasurableAction-orientedSpecific
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Some Sample Learning Some Sample Learning ObjectivesObjectivesBe able to describe the
conceptual structures of arrays. Be able to describe how arrays
are initialized and accessed.Be able to declare and initialize
arrays, populate arrays with data, and retrieve data from arrays.
Be able to integrate the applications of arrays with loops.
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Building Granular RubricsBuilding Granular RubricsMeasurable: Criteria should be in
measurable terms and can be assessed in reference to learning outcomes.
Granular: Levels of performance should be differentiated.
Comprehensive: All important aspects of the task should be covered.
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A Sample of GranularityA Sample of GranularityA Level: Posts are consistently
reflective, insightful, original, and thoughtful.
B Level: Posts are generally reflective and thoughtful, with some original thoughts.
C Level: Posts are sometimes reflective, and occasionally show original thoughts.
D Level: Posts are not reflective nor original. Posts mostly echo other posts.
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Rubric ResourcesRubric Resources• http://rubistar.4teachers.org• http://www.rubrics4teachers.com/• http://school.discoveryeducation.com/
schrockguide/assess.html• iRubric:
http://www.blurtit.com/answers.php?query=rubrics&uid=adwords-TS10269-SJ-20071211-050021-37&search_type=content&ad=1083983330
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Monitoring Learning Monitoring Learning ProgressProgressCompetency
ResultsClassList >
Learner Progress
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Using Release Conditions to Using Release Conditions to Manage Learning PathsManage Learning Paths
Linear pathsRestrictive
preview
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[email protected]@dsu.edu