elearning examples june 2011
TRANSCRIPT
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eLearning & eAssessment
Strategy Examples
Dr Mathew Hillier
• Lecturer in Higher Education, TEDI, University of Queensland• Visitor, CLPD, University of Adelaide
Web edition update June 2011
Contact: mathew.hillier at gmail.com
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Environment
eLearning Strategies
and e-Assessment Examples
ProblemsSolutions
Examples
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• Consideration of the multifaceted environment in
which eLearning is to take place.
– Multiple Perspectives (Linstone) – Systems Thinking (Checkland, Ackoff, Churchman)
– Worldviews (Weltanschauung ) / Point-of-view
eLearning
Environment
• Paul Ramsden: A focus on several different levels of thesystem
“To achieve change in the quality of teaching and learning, we ought
rather to look carefully at the environment in which a lecturer works
and the system of ideas which that environment represents.” Ramsden(2003) http://bit.ly/8XSV0I
– Multi leveled: Lecturer, Program teams, School/department group,
Head, Faculty/division, Institution leaders…
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eLearning
Environment
Prezi:http://bit.ly/9Jl8Ir
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eLearning
Potential Problems from an Academic’s Perspective
Prezi:http://bit.ly/bG066g
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eLearning
Potential Solutions
Prezi http://bit.ly/bmXA7F
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• Build capacity
– Local discipline groups
– Networked across the institution
– National/international – Face to face and/or online
• Possible CoPs....
Communities of Practice
– Teaching with virtual worlds
– First year co-ordinators
– Sessional staff
– RHD supervisors – Work-integrated Learning
– “Blended Learning / e-learning” CoP
– ALTC winners, grant writing?...
An example: http://transformingassessment/community/
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Social NetworksA range of services can be used and set-up to be
internal only or externally accessible.
Crosses functional boundaries.Facebook
YouTube
Wordpress Blog
Yammer
messenger
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Social Networking
Facebook:For teaching –
Where the students are!
For PD
Integration with LMS
First Year
Use ‘groups’.
Students don’t needto ‘friend’ each other.
For local / foreign
student integration.
Assessed on quality
of critiques.
Transforming Assessment FB http://on.fb.me/ta-fbImaging Our World 2010 http://on.fb.me/cv0AqC
Acknowledgement:
Josh McCarthy
(Architecture UofA)
Public facebook
group.
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E-Marking / Rubrics Based on MS Excel (not tied to net). Efficient rubric based
assessment. Each assessment set-up using templates. Scripted
generation of student sheets. Auto print functions to PDF.
Course workbook
collates marks and
calculates final grades.
Each student has a
marking sheet forindividual feedback.
Breakdown. Grad quals.
Comment banks can be shared
between markers. Insert autocomments - editable on-the-fly.
Evaluate by sliders.
Enter data only once.
Each assessment item has a
work book listing all students in
the course. Names source from
course summary workbook.
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Acknowledgements
Director:Professor Geoffrey Crisp
Project Officer:
Shamim Joarder
Statistics
9705 visits Jan 2010 to June 2011
69 CountriesAustralia (AU) 4,062
United Kingdom (GB) 1,503
United States (US) 1,134
New Zealand (NZ) 512
e-Assessment Examples
Main site http://www.transformingassessment.com
Secondary http://transformingassessment.adelaide.edu.au (SBLi / Open Sim)
YouTube http://www.youtube.com/user/transformassessment
au ra a
Hong Kong (HK) 277Singapore (SG) 183
South Africa (ZA) 154
Canada (CA) 141
India (IN) 102
Spain (ES) 81
Germany (DE) 68
Ireland (IE) 61
Netherlands (NL) 59
Malaysia (MY) 54
Italy (IT) 47
Portugal (PT) 44
United Arab Emirates (AE) 41
Russian Federation (RU) 36
Bahrain (BH) 36
Mexico (MX) 32
France (FR) 32 and more!
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Learning
Management Systems
Uni wide standard
Integration with...Applets (Molecule Editor / Jmol )
Social Network (Facebook)
Virtual Worlds (Sloodle / SL)Audio (Nanogong)
Mind Maps (Compendium)
Remote Labs
Virtual Reality View (QuickTime VR)
Augmented Reality (Cam markers)
Virtual Classrooms (BigBlueButton)
http://www.transformingassessment.com/moodle/
Common Features:Activities
Resources
Questions
Assignments
Wiki
Blogs
Question types are extensible.
Requires installation of scripts into the
Moodle server.
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Assignment Types Voice submission
Multiple TypesSingle file submission
Online text
Offline activity
Peer review
Voice submission
Nanogong withoutSave and Speed
Buttons
The NanoGong
applet can alsoload a pre-
recorded voice file
from a website.
Requires installation
on Moodle server.
Once installed
Wimba Voice
Tools in
Blackboard
teachers can add it viathe ‘add activity’ menu
Students use the
NanoGong applet
to record an audio
response and
submit it forassessment.
http://gong.ust.hk/nanogong/
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Quizzes: Applets Jmol: Open-source Java viewer for chemical structures in 3D
Moodle Quiz
Students interact
with online tools
to obtain data to
construct an
http://www.transformingassessment.com/moodle/file.php/27/jmol/jmol01.html
answer.
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Quizzes: Linked Java Applet
Use tools
to
construct
answer
To create this type of question:
1. Create question text as normal inthe LMS
2. Create another web page containing
the applet.<applet
code=TitratePh.class
width=450 height=370>
3. Add link to applet in the question
text.
Read
question
Submit
Answer
Open applet usinglink provided in the
question.
Answers
recorded in
grade book
(Moodle /Blackboard)More applets http://chemmac1.usc.edu/bruno/java/javaap.html
Student work flow
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Remote Labs
Physical hardware can be connected to the internet.
Students can use the equipment 24/7 thus increasing usetime (although not to replace actual in lab time).
Increases return on equipment investments.
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Quizzes: Augmented Reality
Mix physical and virtual. Use for complex visualisations. Overlay of data on the
real world. Interactive activities and quizzes.
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Quizzes: Augmented Reality
Examples of augmented reality using markers.
Music – drum sequences. Music – band / instruments
Engineering exploded models
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Quizzes: Assertion-Reasoning
Multiple choice quizzes can be much more than recalling facts.For example, using an assertion and reasoning format we can test
understanding of why an answer is right or wrong.
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Quizzes: Certainty-Based, or Confidence-Based Marking (CBM)
Confidence based approaches penalise guessing. Students need to choose aresponse and declare their level of certainty.
Certainty v Mark ExpectedCertainty levels and consequences
University College London
http://bit.ly/asa9mu
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3D Virtual Worlds
Simulations
Interactivity
Role Plays
3D Modelling
Reconstruction
Data visualisation
http://www.transformingassessment.com/secondlife.php (instructions)
http://slurl.com/secondlife/transforming%20assessment/254/254/23/
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3D Virtual Worlds
SLOODLEAs if the student
was doing the
activity in the LMS
A set of scripts
for Moodle and
SL that acts as a
Set up Quiz in the
LMS. Results are
stored in the in
grade book.
bridge between
the two.
or
Student
undertakes
assessment in
the virtual world
Modules: Quiz, Tracker, Backpack, Blogger, Presenter, Glossary, Drop box...QuizHUD....
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3D Virtual Worlds
Interactivity
Interactive Q&A example.
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3D Virtual Worlds
Interactivity by branching
Branching
Example
Scripted prims / avatars for interactive Q&A, role plays and simulations.
Integration
using web
form to
set-up.
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QuizHUD facilitates touch to answer activities/quiz, standard MC Quiz, touch to
explore (extra info).Creates interest for students beyond a static text book!
Able to test knowledge in context.
‘Wear’ the HUD
object. This controls
and resents the uiz.
HUD object
3D Virtual Worlds: Touch to answer activities
HUD communicatesfrom inside the virtual
world to a web server.
Touch objects in the
environment to answer
the questions.
Basic feedback is provided
in the HUD
http://www.youtube.com/watch?v=ZgkUtSSEpBc
Web component
stores quizzes, results
and information
pages.
Additional scripted visual
feedback after touch
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3D Virtual Worlds: Touch to answer activities
QuizHUD examples for Chemistry, Colour Wheel, Midwifery, Model Solar
system. Showing ‘explore’ mode.
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3D Virtual Worlds
Spaces and Equipment(Another QuizHUD example).
Virtual Lab and Equipment OrientationReduces time required to orientate to real world physical layouts and
equipment.
Processes can be established using scripting to assess steps and
procedures.
Beakers, flasks, crucible, watch glass, mortar and pestle,
evaporating dish, pipette, funnel ring, stand, Bunsen burner, test
tubes, microscope .... In fact any equipment can be simulated from
the basic to the very complex.
See also iGEM lab in SL: http://maps.secondlife.com/secondlife/LINDSAY%20Virtual%20Medicine/63/71/57
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Audience Response Systems VotApedia (Urvoting.com)Needs an account.
1. Set up via webform:
2. Choose phone numbers for
each response (avoid first 5).
3. Start survey
4. To vote:
a. mobile phone:
- unanswered call (free)
- SMS (costs)
b. Web form (free)
5. Stop survey and view results
http://www.urvoting.com/
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Audience Response Systems: Team Based Learning / Large Classes
TBL uses a mix of procedures some
of which involve students using
‘scratchies’ to uncover answers(with reducing marks the more
they scratch on a given question).
This provides instant feedback to
Potential solution:
Replace physical elements with
digital ones that leverage whatstudents already have (mobile
phones, laptops, ipads etc) to
provide more efficient and
TBL process for lecture sessions:
Pre-reading -> readiness test -> team test -> discussion/mini lectures.
students as they work towards a
group response and stimulates in-
group discussion.
A ‘scanner’ is used to collate marks
from students in the room to be
feedback to the lecturer for furtherattention (JIT lecturing style).
Problem! – collating takes time in
large classes interrupting the flow
of the session.
faster collation/feedback to the
lecturer saving ‘admin’ time.
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Wiki
MediaWiki
is a free
Collaborative document editing, discussion, detailed audit trail of edits.
Dates, versions and authors.
Versions can be compared.
so ware
wikipackage,
originally
for use on
Wikipedia
Some e-assessment examples using Media Wiki
http://www.transformingassessment.com/wiki/
Manual marking.
Potential for auto
summary and data
mining.
Integrated e-
assessments can be
computer marked.
Note: Wiki built into LMS are often rudimentary!
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e-Portfolios
http://cterfile.ed.uiuc.edu/mahara/view/view.php?id=327http://www.transformingassessment.com/mahara/
Build a portfolio over time.
Demonstrate competencies.Create groups.
Critique and reflect.
Can be integrated with Moodle.
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Blogs
Blogs can be used by studentsand by teachers alike.Students can record their reflections
and experiences about a particular
issue, question, topic, event or objects
that you may have made available.
Entries are date/time stamped and canbe commented upon by others.
Assessments can be embedded
into a blog entry too.
Note: blogs built into LMS are often rudimentary!
WordPress is one of the best blogging platforms. See an examplehttp://transformingassessment.com/wordpress/
You could use these as discussion
points so that students could commenton the questions and the associated
feedback. You could also use this
format to encourage students to reflect
on their level of understanding of key
concepts. Students could comment on
their approach to solving a problem orhow they went about tackling a task
that you set.
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Social Video Media
For Students
or for PD
Multimedia
•Generate,
•Share
•Communicate
•
http://www.youtube.com/user/transformassessment
Statistics(May 2010 – June 2011)
Channel Views: 2,120
Video views 17,464
•Instruct•Express
•Critique
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Game based learning / Serious games
Simulations, role plays. Business, science,
history, language/communication.
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Scenario Based Learning
Location Window
Environment Window
Scenarios entail branching, contingencies, multiple resources. Data is collected on time
taken, path taken, resources used (efficiencies) which can be contrasted against the
effectiveness of answers.
Action Window
Content Window
http://www.sblinteractive.org/http://transformingassessment.adelaide.edu.au/SBLiServer/
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Scenario Based Learning
Location WindowAction Window
Environment Window
Timer
Clickable Image
Part
Content Window
Configurable by Teachers
Question Release date
Question Feedback Release date
Moodle Compatible
Maximum Attempt Number
The scenario presented on this slide is from SBLi.
Acknowledgement : Shamim Joarder
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Scenario Assessment
Many resources viewed
and problem solved
Few resources used
and problem solved
Efficient, Effective Not Efficient, Effective
5
o n S c o r e
(high)
Many resources viewed and miss the solution
Few resources used And missed solution
Guessing Not Efficient, Not effective
0 100Resources used
Q u e
s t i
(many)
Acknowledgement : Shamim Joarder
S i f Di ti A t
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Scenarios for Diagnostic Assessment
Example:
Evaluating
a student’s
prior
knowledgeof a topic.
Provide the definition
Provide further
descriptive information
Provide one or more
examples
Instructions to student: “Use the least amountof information as you can to answer the
questions”.
If a student is able to successfully answer the
(reasonably sophisticated) questions without
needing additional information then we cansay (all else being equal – i.e not guessing or
cheating) that their prior knowledge or
familiarity with the topic is high.
S – Start
E – End
Q – Multiple Question(s) to be answered
Numbers represent weight of resources used.
S EDefinition
Definition
+ Description
Definition
+ Description
+ Example
Q
Q
Q
20
30
40
Acknowledgement : Shamim Joarder
Scenario data reporting
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Scenario data reporting
Acknowledgement : Shamim Joarder
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Questions?
End!
For further information or a copy of these slides:
mathew.hillier at gmail.com
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• ALTC Projects relating to eLearning
• ALTC Fellows relating to eLearning
• Researchers of interest
Appendix
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ALTC Fellows of interest re e-learning
Appendix
Professor Des Butler
2009 ALTC Teaching Fellow
Queensland University of Technology
Using cost-effective multimedia to create engaging learning
experiences in law and other disciplinesProfessor Geoffrey Crisp
2009 ALTC National Teaching Fellow
The University of Adelaide
Rethinking assessment in the participatory digital world –
assessment 2.0
Professor Michael Christie
2008 ALTC National Teaching Fellow
Charles Darwin University
Increasing the participation of Indigenous knowledge holders
in tertiary teaching through the use of emerging digitaltechnologies
Dr Sandy O'Sullivan
2008 ALTC Teaching Fellow
Batchelor Institute of Indigenous Tertiary Education
Promoting strategies and creating opportunities for
Professor Geoffrey Meyer
2009 ALTC Teaching FellowThe University of Western Australia
Building a network of academics who use, contribute to and
disseminate an online, cost-effective histology learning and
teaching resource for students in Australia and overseas
Professor Matthew Allen
2008 ALTC Teaching Fellow
Curtin University of Technology
Learning in Networks of Knowledge (LINK) - improving
student educational outcomes in online learning, using Web
2.0 concepts and a knowledge-networking approach
inter/multimedia practice as a culturally appropriate
dissemination tool for Indigenous postgraduate researchtraining
Professor David Boud
2007 ALTC Senior Fellow
University of Technology, Sydney
Student assessment for learning in and after courses
Professor Peter Goodyear
2007 ALTC Senior Fellow
The University of Sydney
Teaching, technology and educational design: the
architecture of productive learning environments
Professor Ron Oliver
2006 ALTC Associate Fellow
Edith Cowan University
Promoting the uptake of re-usable ICT based learning
designs
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