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USING ICTTO ENRICH TEACHING AND LEARNING

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This work was originally created in English.This is the 1st edition published in March 2015

MODULE 3How to use ICTs to Enhance your Teaching and Learning

African Virtual University Université Virt uelle AfricaineUniversidade Virtual Africana

Commonwealthof Learning

Module 2 - Why use ICTs in Teaching and Learning?

Using ICTs to enrich teaching and learning

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Production Credits

AuthorBrenda Mallinson

Instructional DesignerLee-Anne Ragan

Peer ReviewerLee-Anne RaganJanet ThompsonAndrew Moore

Instructional Design Reviewer Sofia Alexandre

Graphic DesignerSidney McGregor Barry Savala

Video CreationSidney McGregorBarry Savala

EditorSofia Alexandre



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Copyright

Content is copyright Commonwealth of Learning (COL) and African Virtual University (AVU) 2014.

COL and AVU as joint copyright holder license the module hereby presented under a Cre-ative Commons-Attribution-Share Alike (CC-BY-SA) licence agreement.

Module Template is copyright African Virtual University licensed under a Creative Com-mons Attribution-ShareAlike 4.0 International License. CC-BY, SA

This template is derived from a template produced by the Commonwealth of Learning for the Virtual University for Small States of the Commonwealth at www.col.org/resources/pub-lications/Pages/detail.aspx?PID=304

Commonwealth of Learning4710 Kingsway, Suite 2500Burnaby, BC V5H 4M2Canada

E-mail: [email protected]: www.col.org

African Virtual University Headquarters

Cape Office Park (Opposite Yaya Center)Ring Road, Kilimani

PO Box 25405 - 00603Nairobi, Kenya

E-mail: [email protected]: www.avu.org



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Acknowledgements

The African Virtual University and Module 3 developer, Brenda Mallinson, wish to thank Learning Technologies researchers and practitioners worldwide, who share their work un-der open licenses, making it possible for us to ‘stand on their shoulders’ in preparing this module.



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Table of Contents

Production Credits..........................................................................................................................Copyright..........................................................................................................................................Acknowledgments.........................................................................................................................Table of Contents...........................................................................................................................Module 3 Overview........................................................................................................................ Welcome to Module 3 ‘How to use ICTs to Enhance your Teaching and Learning’.............. Prerequisites........................................................................................................................ Materials.............................................................................................................................. Module Goals...................................................................................................................... Summary of Units............................................................................................................... Assessment......................................................................................................................... Schedule............................................................................................................................. Readings and Other Resources........................................................................................... Unit 0. Identifying and Sharing Prior Experience........................................................................... Unit 0 Introduction.............................................................................................................. Unit 0 Objectives................................................................................................................. Key Terms............................................................................................................................ Learning Activities............................................................................................................... Activity 0.1 - Explore freely available educational software tools........................... Introduction.................................................................................................. Activity Details.............................................................................................. Conclusion..................................................................................................... Unit Summary...................................................................................................................... Unit Readings and Other Resources.................................................................................... Unit 1. Engaging your learners using online activities and digital resources................................. Unit 1 Introduction.............................................................................................................. Unit 1 Objectives................................................................................................................. Key Terms............................................................................................................................. Learning Activities............................................................................................................... Activity 1.1 - Practice and apply your social software skills - toe, dip or dive............ Introduction.................................................................................................. Activity Details............................................................................................... Conclusion..................................................................................................... Activity 1.2 - Design and develop a learning activity or resource............................ Introduction.................................................................................................. Activity Details............................................................................................... Conclusion..................................................................................................... Unit 1 Summary................................................................................................................... Unit 1 Assessment............................................................................................................... Unit 1 Readings and Other Resources.................................................................................

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Unit 2. Using ICTs to support assessment...................................................................................... Unit 2 Introduction............................................................................................................ Unit 2 Objectives............................................................................................................... Key Terms........................................................................................................................... Learning Activities.............................................................................................................. Activity 2.1 - Experience an online quiz.................................................................. Introduction................................................................................................. Activity Details............................................................................................. Conclusion.................................................................................................... Activity 2.2 – Design and develop an online assessment using a freely available tool - toe, dip or dive.............................................................................................. Introduction................................................................................................. Activity Details............................................................................................ Conclusion................................................................................................... Activity 2.3 - Applying your chosen learning activities to your ICTs project........... Introduction................................................................................................ Activity Details............................................................................................ Conclusion................................................................................................... Unit 2 Summary................................................................................................................. Unit 2 Assessment............................................................................................................. Unit Readings and Other Resources.................................................................................. Module References......................................................................................................................

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Welcome to Module 3 ‘How to use ICTs to Enhance your Teaching and Learning’

We would like you to keep in mind the following principle when undertaking this module: Preserve the integrity of the teaching and learning process and environment by us-ing ICT to support (not drive) teaching and learning, while taking cognisance of the learn-ers’ context.

This module is of an applied nature, where you will be introduced to or reminded of some useful common Free and Open Source software (FOSS) tools and platforms, and guided towards ascertaining and implementing their appropriate use in teaching and learning. We will explore typical features that you would expect to be available within your own Virtual Learning Environment (VLE) or Learning Management System (LMS) and investigate other freely available software that may offer useful functionality in supporting our teaching and learning activities.

Following this, we will explore the considerations and opportunities for assessing learning using supporting ICTs. However, if a course is online, it does not necessarily follow that the related assessment should be online and vice versa. Each assessment decision should be made with respect to what is appropriate for the learner demographic and environmental context. Assessment can be automated, or simply used as a communication tool to facili-tate assignment submission, promote collaborative or team work, and peer review.

Module 3 Overviewwww.youtube.com/watch?v=-n1Mcjm6gac

Prerequisites The preferred prerequisites for Module 3 are engagement with and satisfactory comple-tion of Module 1 (What are ICTs?) and Module 2 (Why use ICTs in Teaching and Learning?) and the interest and perseverance required to explore practical aspects of HOW to use ICTs to support and enhance your teaching and learning. In order to participate fully, you should be prepared to install and use 3rd party software (applications outside of this learning environment) on your course access device. Some examples of these are listed in the Materials section below.

Materials

The materials required to complete this course are a selection from:

● Screencast-o-matic (online screen capture recording - external website) ● YouTube (video publishing & storage - external website) ● Make Beliefs Comix (online Cartoon Maker - external website)

Module 3 Overview



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● SlideShare (slide sharing - external website) ● Delicious (online bookmarking service - external website) ● Voki (create your own speaking avatar - external website) ● Google Forms (Online Survey / Evaluation - external website) (NB: Google

account needed) ● Survey Monkey (Online survey and questionnaires - external website) ● Doodle (Scheduling, registration needed - external website) ● Hot Potatoes (Quiz tool - external website) ● Other similar communication and collaboration functionality found within

your own community’s or institution’s Virtual Learning Environment / Learning Management System (VLE/LMS)

Module GoalsUpon completion of Module 3 the learner should be able to:

● list a variety of common software tools and platforms used for educational purposes;

● design a learning activity or resource (interaction / object) selecting and using an appropriate software tool that supports your educational purpose;

● demonstrate the practical use of at least 1 educational software tool; ● identify a variety of assessment types supported by ICTs; ● design an assessment or survey, then identify and use a software tool or function

that supports your assessment / survey nature and purpose; ● articulate the pros and cons (affordances and considerations) associated with

both peer and automated assessment.

Summary of Units ● Unit 0: Identifying and sharing prior experience (Day 1)

As an introduction to this first practical / applied module, we will determine which tools and technologies the participants are already familiar with, and what you can look forward to in this module.

● Unit 1: Using ICTs to enhance and transform your teaching and learning (Days 2 & 3) Educational (pedagogical) purpose should be the driver of our learning design, with the use of ICTs as a facilitator to enhance and support this purpose. We will explore some Free and Open Source Software (FOSS) tools hosted within and outside of a Virtual Learning Environment / Learning Management System (VLE/LMS) and ascertain their appropriate pedagogical purpose. Participants will be given the opportunity to design and develop a simple learning activity or resource using an appropriate software tool.

● Unit 2: Using ICTs to support assessment (Days 4 & 5) Assessment for online or blended teaching and learning may be, but is not necessarily, itself online. However, online assessment can be automated to a greater or lesser extent, and collaborative assignments and peer assessment can be effectively supported online. Having explored some online assessment types and functions, participants will be given the opportunity to design and implement their own simple online assessment or survey.



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Assessment

Figure 1. SmorgasbordAdapted from www.flickr.com/photos/23126594@N00/380547361

There is no formal assessment for this not-for-credit MOOC.

Think of this module as a buffet or smorgasbord of learning opportunities - we invite you to select the ones that best fit your learning needs, your current understanding of and experience with ICTs, your available time, and your priorities.

We encourage you to take charge of your learning and just as you would at a buffet table, to select those learning activities that best meet your needs.

That will probably mean not doing some of the learning activities right now and that’s completely fine. We respect your starting point and want you to do so as well. Do what’s feasible while challenging yourself within reason.

Again, we invite you to take charge of your learning and ensure you are taking away ideas and learning that are relevant and applicable to your particular needs.

Because we trust the experience and knowledge of all the participants in this MOOC, we do encourage you to participate in the group discussions. We want and need your partici-pation. Therefore we gently encourage you to take part in at least one of the group discus-sions mentioned in the following units.

In the next section you’ll have the chance to download an interactive PDF that lists all the possible learning activities and that enables you to check off the ones you’ve completed.

If you’d like to receive a certificate of participation for this course, there are some specific



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requirements. In order to earn a certificate of participation you’re expected to complete a minimum of one learning activity per unit and at least one of these learning activities must be one that includes a group discussion.

As this module is of an applied nature, you are encouraged to use the opportunity to build a portfolio of evidence to demonstrate your competency.

Schedule

We will cover a lot of ground. To help keep you organized and on track we’ve designed a learning checklist for you to fill in. This isn’t a typical schedule, but rather a way to help you keep your learning organized and focused, plus a way to help you choose which ones are your priority (as explained above we’ve designed more learning activities that will fit into 4-6 hours. You’re not expected to do them all).

Below you’ll find a link to the checklist for each of Module Three’s learning activities for downloading and easy reference. Then in each unit you’ll see them listed again, just for that unit.

Check off the activities from the Module 3 Progress Tracker as you complete them for each unit or after you’ve finished the entire module, as you wish. You’ll be able to see what you’ve accomplished and what you’ve got left to do. This will help you know where you are with regards to your learning.

Readings and Other Resources

The readings and other resources in this module are:

Unit 0

Required readings and other resources:Hart, Jane, (2014) Top 100 Tools for Learning, Centre for Learning and Performance Technologies. (external website)Mallinson, Brenda (2014) Educational Software - Categories and Examples (#01) (ppt slide - 156 Kb)

Optional readings and other resources:Bridge (2014) ICTs - What’s Trending (external website, pdf - 1.043 Mb) Vidya, M.S. (2014) Technology Tools for Teachers, Commonwealth Educational Media Centre for Asia (CEMCA) (external website, pdf - 1.972 Mb)

Unit 1 Required readings and other resources:EDUTOOLS (2013) Course Management System Features and Criteria (#02) WCET (doc - 53Kb)



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Henrick, Gavin (2012) Moodle 2 - Tool Guide for Teachers.pdf (#03) (pdf - 3.482 Mb)Mallinson, Brenda (2014) Activity Design Structure (#04) (doc - 99 Kb)

Optional readings and other resources:Basic Video Editing with MovieMaker (#05) (doc - 27 Kb)Brief Guide to Simple Image Editing (#06) (doc - 26 Kb)Capterra Training (2015) Technology Blog: The 5 Best eLearning Podcasts (external web site)Mallinson, Brenda (2014) FOSS Tools for Educators (#09) (spreadsheet - 23Kb)Phoebe Project (2008) Map Activities to Technologies (external web wiki)Screen capture with Screencast-o-matic (#07) (doc - 24 Kb)University of Alaska (2013) Screencast-o-matic and YouTube (#08) (pdf - 834 Kb)Software Resources:Delicious (online bookmarking service - external website)Make Beliefs Comix (online Cartoon Maker - external website)Screencast-o-matic (online screen capture recording - external website)SlideShare (slide sharing - external website)YouTube (video publishing & storage - external website)Voki (create your own speaking avatar - external website)

Unit 2 Required readings and other resources:Common Core & Ed Tech (2013) Technology as a Tool for Formative Assessment (external website)Dickinson, Mike (2010) The Role and Design of Tests in Online Instruction. Learning Solutions Magazine (external website)Mallinson, Brenda (2014) FOSS Tools for Educators (#09) (spreadsheet - 23Kb)Moodle.org (2014) Question Types (external website)University of Reading (date unknown) Engage in Assessment Toolkit: Peer Assessment (external website)

Optional readings and other resources:Bozarth, Jane (2013) Design Assessments First - Nuts and Bolts Column, Learning Solutions Magazine (external website)JISC (2010) Effective Assessment in a Digital Age (external pdf - 3.046 Kb)Krull, Greig (2014) Using Google Drive and Google Apps (#10) (doc - 36 Kb)ocTEL (2014) The Changing Face of Assessment and Feedback, Association for Learning Technology, UK (ALT). (open course in TEL - external website)Rosenberg, Marc (2013) Own the Assessment, Not the Course - Marc my Words Column, Learning Solutions Magazine (external website)

Software resources:Doodle (Scheduling, registration needed - external website)Google Forms (Online Survey / Evaluation - external website) (NB: Google account needed)



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Hot Potatoes (Quiz tool - external website)Learning Innovations Blog (2014) An evaluation of peer and self assessment tools. Deakin University, Australia. (external blog)Survey Monkey (Online survey and questionnaires - external website)Any other quiz type tool that you know about and have access to - including testing tools within your Virtual Learning Environment or Learning Management System (VLE/LMS).

Unit 0. Identifying and Sharing Prior Experience

Figure 2. Start here

Adapted from www.flickr.com/photos/15125347@N00/2000555581/

Video welcome from Brenda: http://youtu.be/IQTELFq5RyY

Unit 0 Introduction

In this unit we will determine your prior knowledge related to this module. This will be done by providing an opportunity for you to recall and share what tools and platforms you have previously used in your teaching and learning, and appreciate the variety of prior experience shared within this participant group. This will establish a foundation to gain a wider knowledge of software that is useful for teaching and learning.

Unit 0 Objectives

Upon completion of this unit you should be able to:

● Identify the various categories of educational software; ● Describe the purpose of a variety of software types.



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Key Terms

Figure 3. Vocabulary


FOSS: Free and Open Source SoftwareAuthoring: Developing digital versions of materials using a variety of mediaSocial Media: Tools that promote the creation and sharing of ideas in a variety of digital formats within online communitiesLearning Objects: Chunks of digital materials created for learning



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Learning Activities

Acti vity 0.1 - Explore freely available educati onal soft ware tools.

Figure 4. Explore

Introducti on

There are a number of general high-level factors that infl uence the way we carry out our teaching and learning. These include funding, availability and/or scarcity of resources, increasing convergence between traditi onal distance educati on and tra-diti onal on-campus educati on, and the infl uence of technologies. All of these factors play a part in the choices that we make when planning, designing, developing, imple-menti ng, facilitati ng and managing a new course or module. In order to address some of these aspects, you will noti ce that the emphasis here is on Free and Open Source Soft ware (FOSS).

Acti vity Details

Start by exploring the Unit 0 required readings and resources provided, regarding Ed-ucati onal Soft ware Categories and Examples, (#01) and browse the Top 100 Tools for Learning. Make a note of not more than fi ve (5) educati onal soft ware tools of which you have prior experience. Identi fy their category or genre, and indicate the purposes for which you used them, and rate their ease of use. Then share your prior experience notes with the group using the designated discussion forum for this acti vity (0.1). You may fi nd that using bullets will present your fi ndings clearly to your fellow parti ci-pants.



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Conclusion

This acti vity focused on exploring and identi fying the various categories/genres of ed-ucati onal soft ware and describing the purposes of a variety of soft ware types. Sharing your experience will encourage others to try out new soft ware tools, and in return you will learn from other parti cipants as well. Overall, you have now set the founda-ti on for conti nuing with this applied module.

Unit SummaryThis unit focused on exploring and identi fying the various categories/genres of educati onal soft ware and refl ecti ng on the purposes of a variety of soft ware types.

Unit Readings and Other Resources

Figure 5. ResourcesAdapted from www.fl ickr.com/photos/88138723@N00/89575978/

The readings in this unit are to be found at the module level readings and other resources and below.Unit 0

Required readings and other resources:• Hart, Jane, (2014) Top 100 Tools for Learning, Centre for Learning and Performance

Technologies. (external website)• Mallinson, Brenda (2014) Educati onal Soft ware - Categories and Examples (#01) (ppt

slide - 156 Kb) Opti onal readings and other resources:• Bridge (2014) ICTs - What’s Trending (external website, pdf - 1.043 Mb) • Vidya, M.S. (2014) Technology Tools for Teachers, Commonwealth Educati onal Media

Centre for Asia (CEMCA) (external website, pdf - 1.972 Mb)



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Unit 1. Engaging your learners using online activities and digital resources.

Figure 5. Start hereAdapted from www.fl ickr.com/photos/15125347@N00/2000555581/

Unit 1 Introduction

Figure 6. Using ICTs to enhance and transform teaching and learningAdapted from www.fl ickr.com/photos/21649179@N00/1464618404/



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We are interested in using a range of freely available open educational resources (OER) and software to develop our courses. We could do this within a virtual learning environ-ment (VLE) or learning management system (LMS), in which case we can also use Free and Open Source Software (FOSS) as our encompassing learning platform to house / host / link to our teaching and learning activities and resources for the modules under development. A MOOC platform such as this one (Ed Cast) is also an example of a VLE - designed to sup-port massive numbers of concurrent learners.

These online learning environments can act as a container / host / toolkit / integrator for a variety of digital tools, and are often modelled on the course structure found in higher ed-ucation settings. The purpose is to provide a collaborative group environment using both synchronous and asynchronous tools. The range of functionality that you should expect from your virtual learning environment (VLE) may be found in the resource

resource CMS Features and Criteria (Edutools, 2013). (#02) See also Technology Tools for Teachers Section 3, page 21 (Vidya, M.S., 2014).

Virtual learning environments or platforms are generally available via a web browser. Commonly used open source learning platforms are Moodle and Sakai, while Blackboard is a widely used proprietary system. We could also use a variety of stand alone free and open source software (FOSS) tools that may or may not be integrated with your virtual learning environment (VLE). Examples of this are found in your Unit 0 resources, and we now would like to explore some of these further.

Of paramount importance is HOW we use these tools i.e. the pedagogical (educational) purpose should be the driver of our teaching and learning activities rather than the technology, which is a supporting and facilitating aspect. Take some time to examine the chart provided: Moodle 2 Tool Guide for Teachers (#03). While this example refers to a particular learning platform (Moodle), much of the functionality is generic across this genre (type) of software, and guidance is provided relating technology functionality to pedagogical purpose. You will see that labels across the horizontal axis (top) of the chart are graded using Bloom’s Taxonomy, and the labels on the vertical axis reference a particular tool or function on the learning platform. The blocks in the centre are then colour-coded to reflect the appropriate use of the tool for the education purpose.

When designing an activity or resource for online provision, one needs to be entirely explicit about providing sufficient information for the student in order for them to undertake the activity or access the resource. A guiding Activity Design Structure (#04) such as such as that provided should assist you in designing an activity or resource to promote clarity and maintain alignment with your teaching and learning purpose.



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Unit 1 ObjectivesUpon completion of this unit you should be able to:

● investigate a variety of common software tools and platforms used for educational purposes;

● design a learning activity or resource (interaction / object) selecting and using an appropriate software tool that supports your educational purpose;

● demonstrate the practical use of at least 1 educational software tool.

Key Terms

Figure 7. Vocabulary


VLE: Virtual Learning EnvironmentLMS: Learning Management SystemFOSS: Free and Open Source SoftwareWeb browser: A software application for engaging with the World Wide WebLearning Object: A modular, re-usable, digital resource to support learning activity.Synchronous: “At the same time”. Often used to refer to communication in a Chat Room or via Videoconferencing, Asynchronous: “Not at the same time”. The teachers and learners do not have to be present at their computers at the same time.



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Learning Activities

Activity 1.1 - Practice and apply your social software skills - toe, dip or dive

Figure 8. Toe dip or dive- it’s your choice

Adapted from www.fl ickr.com/photos/94334030@N00/3333223048/

Introducti onJust as with Module One, it’s one thing to learn about ICTs theoreti cally and it’s another to begin to practi ce and apply your learning. In additi on, we want to encourage and support you in transferring your learning to your community, whether you’re defi ning ‘community’ as your classroom, fellow teachers, fellow teachers, community organizati on(s) etc.

Acti v ity Details We recognize and celebrate that students come to this course with a variety of backgrounds, experience with ICTs, access to technology and ti me. As such we’ve included some acti viti es below that are divided into toe, dip and dive. In order to help you practi ce and apply your learning, select the acti viti es from the list below that would best meet your and your community’s ICTs learning needs. (Toe, dip and dive levels as experienced in Module 1).

Note: Again, don’t get overwhelmed, you’re not expected to do all of the acti viti es below (though you can if you want to, we certainly won’t stand in your way).

a) ‘Toe’ acti vity - Explore social bookmarking:

- Keeping track of your online resources can be ti me consuming. Fortunately there are tools to help you do just that. See Free and Open Source Soft ware (FOSS) Tools



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for Educators (#09). Social bookmarking is simply a way of organizing, collating and remembering online resources. For this activity, please review Lee-Anne’s (Module One facilitator) delicious account: www.delicious.com/rpsinc

As you’re reviewing her account think about what is working, easy and efficient for you and what may be challenging. Think too about whether having your own Delicious account (or another type of social bookmarking tool) may be of use. Share your thoughts on this by posting your contribution in the discussion forum for this activity (1.1).

b) ‘Dip’ activity - Practice social bookmarking

- Create your own social bookmarking account using Delicious (or any other bookmarking tool). Then bookmark some of the web links found in the Module 3 Readings and other Resources, and perhaps one of your favourite teaching sites. Now share your account URL with someone in the course, or by posting the link in the forum for this activity (1.1).

Note: If you bookmark the websites used in this module right now, they will all be in one place, which will save you time when completing the other readings and activities.

c) ‘Dive’ activity - Investigate community software use via interview

- Interview someone from your work or community to see what software they have tried out and/or would like to explore for educational purposes. Then see if you can identify which of the three levels apply to their current use of educational ICTs (refer to Module 1 Unit 3). Contribute your findings to the discussion forum for this activity (1.1).

- If you have access to the appropriate technology, you could capture the interview either by video or audio and upload a link to it in your discussion forum contribution for activity 1.1. Feel free to offer comments in the group discussion about what you learned.

Note: You may prefer to keep your source anonymous, just supplying their context to enhance the meaning of what you have discovered.

Conclusion

In this activity you were invited to review, investigate, or practice bookmarking online resources for easy access and reference. Based on your current level of experience and comfort, you may also have interviewed someone from your community regarding their educational software use and needs, and perhaps even recorded and published this using audio and/or video.



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A ctivity 1.2 - Design and develop a learning activity or resource

F igure 9. Design an open education resourceAdapted from www.fl ickr.com/photos/18288598@N00/4670863121/

I n troducti on

Your task is to design and develop a rich media resource or acti vity using a Free and Open Source Soft ware (FOSS) tool or a Virtual Learning Environment (VLE) contained functi on, ensuring that you have aligned the technology to the educati onal purpose. You may start something new from scratch, or else consider revising an existi ng resource or acti vity current in use. The resource or acti vity (learning object) should ideally be intended for use in one of your own modules or courses.

Ac ti vity Details

Purpose: To practi ce designing and developing a useful resource for your own course using FOSS. Durati on: Approximately 150 minutes (2.5 hours)

What to do:Using the Acti vity Design Structure provided (#04) design a learning acti vity or a small resource.Then with reference to the resources provided for this unit (1), identi fy a soft ware tool that could be used to enhance your acti vity or resource.You are required to align your tool selecti on with respect to the pedagogical



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(educational) purpose of the resource. That is, your tool should support rather than distract from your educational purpose.Explore / try out the tool selected in order to use it in a simple way to enrich your activity.Should you not have access to a tool, you may use or adapt an open educational resource (OER) such as a video, slides, or an image that you have located online, and incorporate in in your activity or resource design.Examples of rich media creation:

1. Edited stock image (#11) - an red ‘e’ was added to a stock image to create meaning - putting the ‘e’ in learning. Brenda Mallinson (2012), Saide. (< 5 mins to create using Paint - in Windows Accessories)Draw attention to a course element: Help cartoon (#12) - using online cartoon maker. Brenda Mallinson (2014), Saide.(< 10 mins to create using Make Beliefs Comix)Slideshare presentation: Sanjaya Mishra (2013) ‘ICT Integration in Teacher Education using Open Educational Resources’’ Commonwealth Media Centre for Asia (CMCA) (slides - no audio)YouTube video ‘How to upload your Moodle badge into your Mozilla Backpack’ Brenda Mallinson (2014), Saide. (< 30 mins to create using Screencast-o-matic)Animated avatar with audio ‘Welcome to Module 3’ Brenda Mallinson (2015) Saide (<15 mins to create using Voki)Podcasts (audio) The 5 Best eLearning Podcasts. Capterra Training Technology Blog (2015)

How:● While you are working, make notes about any particular features of your activity or

resource that you would like to highlight and any difficulties experienced.● In your design, don’t forget to include information about word limits, file size and

types, recommended amount of time to be spent, and how performance will be assessed, if at all. See activity design structure template. (#04)

● Once completed, you are required to demonstrate your learning activity or resource and/or make it accessible to the wider group.

● In the discussion forum provided for this activity (1.2), share your learning design and recorded observations / notes about developing your activity/resource, using a subject header that indicates what tool/technology you have used. If necessary, you should include a link to your resource from within your forum post.

Peer Feedback:

● After you have completed this task, take a look at some of the other contributions described in the forum.

● Provide constructive feedback to at least 1 other participant by responding to their forum contribution.

● Read the feedback provided by others to your own activity / resource and refine it accordingly. You may choose to provide the link to your revised activity / resource to the group.



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Conclusion

In this activity (1.2) you were invited to design and develop a learning activity or resource using a freely available tool. You recorded and shared your notes on its special features and your challenges experienced, and where possible, made the activity or resource available to the group. In viewing other participants’ work, you were encouraged to provide constructive peer review, and benefit from other ideas presented.

Unit 1 Summary

Figure 10. Summary


In this unit, you were encouraged to investigate a variety of common software tools and platforms used for educational purposes, and demonstrate your findings using a social bookmarking tool, a community interview, and/or design a learning activity or resource fit for your educational purpose, and demonstrate the practical use of at least 1 readily available educational software tool.



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Unit 1 Assessment

Figure 11. AssessAdapted from www.fl ickr.com/photos/36947317@N02/7245220580/

Check your understanding!

Just a gentle reminder that there is no formal assessment for this not-for-credit course but we encourage you to take charge of your learning and ensure you are taking away learning that is relevant and applicable to your parti cular needs.

With that in mind please ensure you have undertaken at least one acti vity and parti cipated in at least one of the group discussions above, if you wish to receive a certi fi cate of parti cipati on.

Unit 1 Readings and Other Resources




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The readings in this unit are to be found at module level readings and other resources and below:

Unit 1

Required readings and other resources: ● EDUTOOLS (2013) Course Management System Features and Criteria (#02)

WCET (doc - 53Kb) ● Henrick, Gavin (2012) Moodle 2 - Tool Guide for Teachers.pdf (#03)

(pdf - 3.482 Mb) ● Mallinson, Brenda (2014) Activity Design Structure (#04) (doc - 99 Kb)

Optional readings and other resources: ● Basic Video Editing with MovieMaker (#05) (doc - 27 Kb) ● Brief Guide to Simple Image Editing (#06) (doc - 26 Kb) ● Capterra Training (2015) Technology Blog: The 5 Best eLearning Podcasts

(external web site) ● Mallinson, Brenda (2014) FOSS Tools for Educators (#09)

(spreadsheet - 23Kb) ● Phoebe Project (2008) Map Activities to Technologies (external web wiki) ● Screen capture with Screencast-o-matic (#07) (doc - 24 Kb) ● University of Alaska (2013) Screencast-o-matic and YouTube (#08)

(pdf - 834 Kb)

Software Resources: ● Delicious (online bookmarking service - external website) ● Make Beliefs Comix (online Cartoon Maker - external website) ● Screencast-o-matic (online screen capture recording - external website) ● SlideShare (slide sharing - external website) ● YouTube (video publishing & storage - external website) ● Voki (create your own speaking avatar - external website)



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Unit 2. Using ICTs to support assessment Unit 2 Introduction

Figure 13. Using ICTs to support assessmentAdapted from www.fl ickr.com/photos/94200115@N05/13515437505/

Assessment is frequently a source of anxiety for educators undertaking online or blended courses. Many of the issues are exactly the same as for face to face courses, but they require soluti ons that take the online environment into account.

The responses to these concerns depend largely on the context and environment within which the assessment takes place. It is useful to understand what is possible, and by exploring some opportuniti es in online assessment and evaluati on, we may fi nd a way forward that best suits our own context. There is a current trend to develop a portf olio of evidence for evaluati on or assessment rather than undertake a summati ve test. In some informal courses, one may att ain recogniti on or acknowledgement for completi on (as in this MOOC) rather than undertake a formal assessment.



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Online assessment can be automated to a greater or lesser extent, with a large variety of question types available both for automated and tutor marking. Your virtual learning environment (VLE) should have built-in assessment and assignment types – see an example of question types that Moodle offers and also Edutools CMS Features and Criteria (#02). In addition, there are also a variety of standalone freely available tools (FOSS Tools for Educators) (#09) for assessment, surveys and scheduling online such as Google Forms, Hot Potatoes, and Doodle Poll amongst others.

Individualised assessment on demand is also possible and is practiced at some open and distance learning (ODL) higher education institutions. This requires that a bank of similar (equivalent) categorised questions are available to the examiner, and the assessment may be generated automatically, resulting in each instance of the assessment being not only different, but available to the learner when they decide they are ready to undertake it.

Peer assessment can be supported online very effectively, with the system allowing online access to the submission, online entry of marks and then automatic collation of these to arrive at a final grade. Peer assessment can be particularly useful for managing large groups such as in a MOOC. Some virtual learning environments (VLE) have this facility built in, others have a combination of an automated and manual approach. The main advantage is that it is easy to make the submission designated for peer-review / assessment available to multiple parties when working online.

Unit 2 ObjectivesUpon completion of this unit you should be able to:

● investigate a variety of common question types available for semi-/automated online assessment;

● design an online assessment or survey using an appropriate software tool or function that supports your assessment / survey nature and purpose;

● demonstrate the practical use of at least 1 freely available assessment, evaluation or scheduling tool;

● articulate the pros and cons (considerations and affordances) associated with both peer and automated assessment.



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Key Terms

Figure 14. VocabularyAdapted from www.fl ickr.com/photos/79782201@N08/13263616953/

Automated Assessment: Online questi ons and marking by the systemPeer Assessment: Course parti cipants assess each others’ workFOSS: Free and Open Source Soft ware

Learning Activities

Activity 2.1 - Experience an online quiz

Figure 15. Develop an online assessment or evaluation / survey using a FOSS tool




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Introduction

Formative or self-assessment may be achieved quickly and easily using online automated presentation and marking of questions on a particular topic. See your resource: Technology as a tool for Formative Assessment.

Activity Details

In order to experience automated assessment, please undertake this online quiz to ascertain your Learning Style from Education Planner web site. The system will mark your responses, and you are encouraged to reflect on the experience in the discussion forum.

Conclusion

In activity 2.1 you have been provided with an opportunity to experience an automated self-assessment quiz facility, and reflect and share your experience.

Activity 2.2 – Design and develop an online assessment using a freely available tool - toe, dip or dive

Introduction

Your task is to design and develop an online assessment or evaluation activity or resource using a freely available assessment, survey or scheduling tool, ensuring that the tool used is appropriate for your educational purpose. You may start something new from scratch, or else consider revising an existing assessment or evaluation. The resource (learning object) developed could be intended for use in one of your own modules or courses, or perhaps for use in your local community activities or organisations.

Once again, it is HOW we use these assessment tools that is the key i.e. what is the pedagogical (educational) purpose of our assessment, and will the question type be useful for the learners to display their knowledge and understanding at the level we require? On the Moodle 2 Tool Guide for Teachers (#03) chart provided, there are some assessment and evaluation function types for you to consider.

The guiding Activity Design Structure (#04) already used in Unit 1 can also be used now to assist you in designing an assessment for your learners. There are many considerations that are crucial to what may be regarded as high-risk exercise that MUST work correctly in every respect at a particular time. One such important issue is that every learner is given an equal opportunity to succeed in taking an equivalent assessment under the same conditions.



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Activity Details

As before, recognising the variety of participant backgrounds, we’ve included some activities below that are divided into toe, dip and dive. In order to help you practice and apply your learning, select the activities from the list below that would best meet your and your community’s ICTs learning needs. (Toe, dip and dive levels as experienced in Module 1).

Note: Remember, don’t get overwhelmed, you’re not expected to do all of the activities below (though you can if you want to, we certainly won’t stand in your way).

a) ‘Toe’ activity - Explore online scheduling

- Setting up an event time can be tricky if several people need to be consulted. Fortunately there are tools to help you do just that. See Free and Open Source Software (FOSS) Tools for Educators (#09). Scheduling an event online is simply a way of recording, collating and analysing what times suit which people, in order to settle on a time that is best for the majority of your target group. For this activity, you could use a software tool such as Doodle to set up a schedule within which people can indicate their availability.

Go to Doodle and view the example provided on the web site to understand the functionality before attempting to schedule your own event. In the demo example, you will be able to enter your name, check the times you are (supposedly) available, and then press ‘save’. You will also be able to go back to the poll and quickly see all the results. Share your reflections on the usefulness and potential of this tool in the discussion forum for activity 2.2.

b) ‘Dip’ activity - Practise online scheduling

Now create your own Doodle poll following the step by step guidance provided on the web site. Invite someone in this course or your community to participate in the poll, and view the results. Think about how you could use this for scheduling events or meetings in your work or community. What are the challenges and advantages in your environment? Share your thoughts on this by posting your contribution in the discussion forum for this activity (2.2).

c) ‘Dive’ activity - Design and develop a quiz or survey

Purpose: To practice designing and developing a useful assessment or evaluation (survey) resource for your own course or community purpose using a freely available software tool. Duration: Approximately 120 minutes (2 hours)



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What to do:

Using the activity/assessment design structure provided (#04), design an assessment, evaluation or scheduling resource.

● Then with reference to the software resources provided, identify a tool that could be used to enhance your assessment/evaluation.

● Explore / try out the tool selected in order to use it in a simple way to enrich and/or support your teaching and learning.You may like to try out software such as Google Forms, Survey Monkey, or Hot Potatoes - see list of freely available assessment tools provided (#09).

Example:

● Besides examples provided on these websites, you have already experienced the use of Google Forms as a respondent in Module 1, Activity 0.2. Click on the link to go back and remind yourself of what a survey or assessment could look like using Google Forms.

How:● While you are working, make notes about any particular software features you would like to highlight and any difficulties experienced.● In your design, don’t forget to include information about recommended amount of time to be spent, and how performance will be assessed, if at all.● Once completed, you are required to demonstrate your assessment or evaluation and/or make it accessible to the wider group.● In the forum provided, share your assessment design considerations and recorded observations / notes about developing your assessment, using a subject header that indicates what tool/technology you have used. If necessary, you should include a link to your resource from within your forum contribution for activity 2.2.

Peer Feedback:

● After you have completed this task, take a look at some of the other contributions described in the forum and view their activity or resource if possible.● Provide constructive feedback to at least 1 other participant by responding to their contribution in the activity 2.2 forum.● Read the feedback provided by other participants to your own shared online assessment, survey or schedule, and refine if necessary.

Conclusion

In this activity (2.2) you were invited to design and develop an assessment, survey or scheduling activity or resource using a freely available tool. You recorded and shared your notes on its special features and your challenges experienced, and where possible, made the activity or resource available to the group using the Activity 2.2 discussion forum. In viewing other participants’ work, you were encouraged to provide constructive peer review, and benefit from other ideas presented.



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A ctivity 2.3 - Applying your chosen learning activities to your ICTs project

Figure 16. School community projectAdapted from www.fl ickr.com/photos/32348003@N02/5349166260/

I ntroducti on

Conti nuing to apply and practi ce your learning, in acti vity 2.3 you’ll refl ect on what you’ve learned from Unit 2 and apply your chosen learning acti viti es to an ICTs project you select. (If this sounds familiar it’s because you may have done a similar acti vity in Module 1, Acti vity 2.6) (link to that acti vity).

Acti vity Details

If you haven’t already selected your project, please visit the above link that will help you select one.

Now take some ti me to think about how you’ll conti nue to apply what you’ve learned so far to your specifi c project.



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Make a list of 3 things you’ll do to continue to incorporate ICTs into your project. Be as specific as possible.

1. __________________________________________________________________________________________________________________________________________

2. __________________________________________________________________________________________________________________________________________

3. __________________________________________________________________________________________________________________________________________

Share this list with other participants via a group discussion, or keep it to yourself, whichever is most helpful to you. We’ll declare our bias right now - it would be great if you shared so you can seek inspiration from and provide inspiration to other learners.

ConclusionContinuing to apply and practice your learning, Activity 2.3 provided an opportunity for you to reflect on what you’ve learned from Unit 2. You were encouraged to apply your chosen learning activities to an ICTs project you selected, while making a list of 3 things you’ll continue to do to incorporate ICTs into your project.

Unit 2 Summary

Figure 17. Summary


In Unit 2, you were encouraged to investigate a variety of question types available for online assessment, and demonstrate your use of at least 1 assessment, survey, or scheduling (freely available) software tool. In addition, the pros and cons of peer and automated assessment were explored. Finally, you were encouraged to apply what you have learned in this unit to an ICT project with which you are currently engaged.



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Unit 2 Asse ssment

Figure 18. Assess


Check your understanding!

Just a gen tle reminder that there is no formal assessment for this not-for-credit course but we encourage you to take charge of your learning and ensure you are taking away learning that is relevant and applicable to your parti cular needs.

With that in mind please ensure you have undertaken at least one acti vity and parti cipated in at least one of the group discussions in this unit, if you wish to receive a certi fi cate of parti cipati on.



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Unit Readin gs and Other Resources


The readings in this unit are to be found at module level readings and other resources and below:

Unit 2 Required readings and other resources:Common Core & Ed Tech (2013) Technology as a Tool for Formati ve Assessment (external website)Dickinson, Mike (2010) The Role and Design of Tests in Online Instructi on. Learning Soluti ons Magazine (external website)Mallinson, Brenda (2014) FOSS Tools for Educators (#09) (spreadsheet - 23Kb)Moodle.org (2014) Questi on Types (external website)University of Reading (date unknown) Engage in Assessment Toolkit: Peer Assessment (external website)

Opti onal readings and other resources:Bozarth, Jane (2013) Design Assessments First - Nuts and Bolts Column, Learning Soluti ons Magazine (external website)JISC (2010) Eff ecti ve Assessment in a Digital Age (external pdf - 3.046 Kb)Krull, Greig (2014) Using Google Drive and Google Apps (#10) (doc - 36 Kb)ocTEL (2014) The Changing Face of Assessment and Feedback, Associati on for Learning Technology, UK (ALT). (open course in TEL - external website)Rosenberg, Marc (2013) Own the Assessment, Not the Course - Marc my Words Column, Learning Soluti ons Magazine (external website)



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Soft ware resources:Doodle (Scheduling, registrati on needed - external website)Google Forms (Online Survey / Evaluati on - external website) (NB: Google account needed)Hot Potatoes (Quiz tool - external website)Learning Innovati ons Blog (2014) An evaluati on of peer and self assessment tools. Deakin University, Australia. (external blog)Survey Monkey (Online survey and questi onnaires - external website)Any other quiz type tool that you know about and have access to - including testi ng tools within your Virtual Learning Environment or Learning Management System (VLE/LMS).

M odule References

Hart, Jane, (2014) Top 100 Tools for Learning, Centre for Learning and Performance Technologies.

Mallinson, Brenda and Krull, Greig (2014) Learning Development in the Open: Moving from Course Design to Development using FOSS, Pre-conference full day workshop presented at eLearning Africa 2014, Uganda.

Vidya, M.S. (2014) Technology Tools for Teachers, Commonwealth Educational Media Centre for Asia (CEMCA)

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