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e-Learning and e-assessment examples

This document provides examples of eLearning strategies and e-assessment, including: 1. Potential problems and solutions from an academic's perspective when implementing eLearning. Examples of solutions include communities of practice and social networks. 2. Examples of e-assessments using learning management systems, social media, virtual worlds, audience response systems, wikis, e-portfolios, and blogs. Assessments can incorporate applets, simulations, scenarios, and games. 3. Statistics on usage of the Transforming Assessment website which provides resources and examples of e-assessments. The site has had over 5,000 visits from 69 countries since 2010.

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Strategy eLearning & eAssessment 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 Examples
Environment Problems Solutions Examples eLearning Strategies and e-Assessment Examples
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 Paul Ramsden: A focus on several different levels of the system “ 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… eLearning Environment
Prezi: http://bit.ly/9Jl8Ir eLearning Environment
Prezi: http://bit.ly/bG066g eLearning Potential Problems from an Academic’s Perspective
Prezi http://bit.ly/bmXA7F eLearning Potential Solutions
Build capacity Local discipline groups Networked across the institution National/international Face to face and/or online Possible CoPs.... Mentoring Teaching with virtual worlds First year co-ordinators Sessional staff RHD supervisors Work-integrated Learning “ Blended Learning / e-learning” CoP ALTC winners, grant writing?... Communities of Practice An example: http://transformingassessment/community/
Social Networks A range of services can be used and set-up to be internal only or externally accessible. Crosses functional boundaries. Facebook YouTube Wordpress Blog Twitter Yammer messenger LinkedIn
Social Networking Facebook: For teaching – Where the students are! For PD Integration with LMS First Year Use ‘groups’. Students don’t need to ‘friend’ each other. For local / foreign student integration. Assessed on quality of critiques. Transforming Assessment FB http://on.fb.me/ta-fb Imaging Our World 2010 http://on.fb.me/cv0AqC Acknowledgement: Josh McCarthy (Architecture UofA) Public facebook group.
E-Marking / Rubrics Each student has a marking sheet for individual feedback. Breakdown. Grad quals. 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. Comment banks can be shared between markers. Insert auto comments - 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. Course workbook collates marks and calculates final grades.
Main site http://www.transformingassessment.com Secondary http://transformingassessment.adelaide.edu.au (SBLi / Open Sim) YouTube http://www.youtube.com/user/transformassessment Acknowledgements Director: Professor Geoffrey Crisp Project Officer: Shamim Joarder Statistics 9705 visits Jan 2010 to June 2011 69 Countries Australia (AU) 4,062 United Kingdom (GB) 1,503 United States (US) 1,134 New Zealand (NZ) 512 Saudi Arabia (SA) 433 Hong Kong (HK) 277 Singapore (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! e-Assessment Examples
Learning Management Systems http://www.transformingassessment.com/moodle/ Common Features: Activities Resources Questions Assignments Wiki Blogs Uni wide standard Question types are extensible. Requires installation of scripts into the Moodle server. 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)
Assignment Types Voice submission Multiple Types Single file submission Online text Offline activity Peer review Voice submission Nanogong without Save and Speed Buttons The NanoGong applet can also load a pre-recorded voice file from a website . Wimba Voice Tools in Blackboard Requires installation on Moodle server. Once installed teachers can add it via the ‘add activity’ menu Students use the NanoGong applet to record an audio response and submit it for assessment . http://gong.ust.hk/nanogong/
Quizzes: Applets http://www.transformingassessment.com/moodle/file.php/27/jmol/jmol01.html Jmol: Open-source Java viewer for chemical structures in 3D Moodle Quiz Students interact with online tools to obtain data to construct an answer.
Quizzes: Linked Java Applet Read question Submit Answer Open applet using link provided in the question. Use tools to construct answer Answers recorded in grade book (Moodle / Blackboard) More applets http://chemmac1.usc.edu/bruno/java/javaap.html To create this type of question: Create question text as normal in the LMS Create another web page containing the applet. <applet code=TitratePh.class width=450 height=370> Add link to applet in the question text. Student work flow
Remote Labs Physical hardware can be connected to the internet. Students can use the equipment 24/7 thus increasing use time (although not to replace actual in lab time). Increases return on equipment investments.
Quizzes: Augmented Reality Mix physical and virtual. Use for complex visualisations. Overlay of data on the real world. Interactive activities and quizzes.
Quizzes: Augmented Reality Examples of augmented reality using markers. Music – drum sequences. Music – band / instruments Engineering exploded models
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.
Quizzes: Certainty-Based, or Confidence-Based Marking (CBM) University College London http://bit.ly/asa9mu Confidence based approaches penalise guessing. Students need to choose a response and declare their level of certainty. Certainty v Mark Expected Certainty levels and consequences
3D Virtual Worlds http://www.transformingassessment.com/secondlife.php (instructions) http://slurl.com/secondlife/transforming%20assessment/254/254/23/ Simulations Interactivity Role Plays 3D Modelling Reconstruction Data visualisation
3D Virtual Worlds SLOODLE As if the student was doing the activity in the LMS A set of scripts for Moodle and SL that acts as a bridge between the two. or Student undertakes assessment in the virtual world Set up Quiz in the LMS. Results are stored in the in grade book. Modules: Quiz, Tracker, Backpack, Blogger, Presenter, Glossary, Drop box... QuizHUD....
3D Virtual Worlds Interactivity Interactive Q&A example.
3D Virtual Worlds Interactivity by branching Integration using web form to set-up. Branching Example Scripted prims / avatars for interactive Q&A, role plays and simulations.
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 presents the quiz. HUD communicates from 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. HUD object Additional scripted visual feedback after touch 3D Virtual Worlds: Touch to answer activities
3D Virtual Worlds: Touch to answer activities QuizHUD examples for Chemistry, Colour Wheel, Midwifery, Model Solar system. Showing ‘explore’ mode.
3D Virtual Worlds Spaces and Equipment Virtual Lab and Equipment Orientation Reduces 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. (Another QuizHUD example). See also iGEM lab in SL: http://maps.secondlife.com/secondlife/LINDSAY%20Virtual%20Medicine/63/71/57
Audience Response Systems http://www.urvoting.com/ 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
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 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 further attention (JIT lecturing style). Problem! – collating takes time in large classes interrupting the flow of the session. Potential solution: Replace physical elements with digital ones that leverage what students already have (mobile phones, laptops, ipads etc) to provide more efficient and faster collation/feedback to the lecturer saving ‘admin’ time. TBL process for lecture sessions: Pre-reading -> readiness test -> team test -> discussion/mini lectures.
Wiki Some e-assessment examples using Media Wiki http://www.transformingassessment.com/wiki/ Collaborative document editing, discussion, detailed audit trail of edits. Manual marking. Potential for auto summary and data mining. Integrated e-assessments can be computer marked. Dates, versions and authors. Versions can be compared. Note: Wiki built into LMS are often rudimentary! MediaWiki is a free software wiki package, originally for use on Wikipedia
e-Portfolios http://cterfile.ed.uiuc.edu/mahara/view/view.php?id=327 http://www.transformingassessment.com/mahara/ Build a portfolio over time. Demonstrate competencies. Create groups. Critique and reflect. Can be integrated with Moodle.
Blogs Note: blogs built into LMS are often rudimentary! WordPress is one of the best blogging platforms. See an example http://transformingassessment.com/wordpress/ Blogs can be used by students and 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 can be commented upon by others. Assessments can be embedded into a blog entry too. You could use these as discussion points so that students could comment on 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 or how they went about tackling a task that you set.
Social Video Media http://www.youtube.com/user/transformassessment Statistics (May 2010 – June 2011) Channel Views: 2,120 Video views 17,464 For Students or for PD Multimedia Generate, Share Communicate Argue Instruct Express Critique
Game based learning / Serious games Simulations, role plays. Business, science, history, language/communication.
Scenario Based Learning Location Window Action Window Content 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. http://www.sblinteractive.org/ http://transformingassessment.adelaide.edu.au/SBLiServer/
Scenario Based Learning Location Window Action Window Environment Window Content Window Timer Clickable Image Part 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
Scenario Assessment 0 100 5 Resources used Question Score (many) (high) Acknowledgement : Shamim Joarder Many resources viewed and miss the solution Many resources viewed and problem solved Few resources used and problem solved Few resources used And missed solution Efficient, Effective Guessing Not Efficient, Effective Not Efficient, Not effective
Scenarios for Diagnostic Assessment Example: Evaluating a student’s prior knowledge of a topic. Provide further descriptive information Provide one or more examples S – Start E – End Q – Multiple Question(s) to be answered Numbers represent weight of resources used. Instructions to student: “Use the least amount of 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 can say (all else being equal – i.e not guessing or cheating) that their prior knowledge or familiarity with the topic is high. Acknowledgement : Shamim Joarder S E Definition Definition + Description Definition + Description + Example Q Q Q 20 30 40
Scenario data reporting Acknowledgement : Shamim Joarder
Questions? For further information or a copy of these slides: mathew.hillier at gmail.com End!
ALTC Projects relating to eLearning ALTC Fellows relating to eLearning Researchers of interest Appendix
Australian Learning and Teaching Council Projects of interest (as at 2010) relating to e-learning (2010) – Newcastle: The eOSCE: advancing technology to improve students (2010) – UNSW: An adaptive e-learning community of practice for mechanics courses in engineering (2010) – UNSW: Extending the science curriculum: teaching instrumental science at a distance in a global laboratory using a collaborative electronic laboratory notebook (2010) – UNSW: Learning and teaching technical competence in the built environment using serious video game technology (2010) – UQ: A national approach to education in advanced microscopic characterisation through integrated learning tools (2009) – Adelaide: Getting a MUVE on: developing Web 2.0 curricula in the humanities (2009) – Adelaide: The Medici project: developing a multi-disciplinary, sustainable resource for blended learning initiatives in tertiary medical education (2009) – Newcastle: Facilitating WIL through skills-enabled e-portfolios in the disciplines of construction and nursing (2009) – Melbourne: Web 2.0 authoring tools in higher education learning and teaching: new directions for assessment and academic integrity (2009) – Murdoch: Remix, mash-up, share: authentic Web 2.0 assessment scenarios and criteria for interactive media, games and digital design (2009) – UNE: e-Teaching leadership: planning and implementing a benefits-oriented costs model for technology enhanced learning (2009) – UNE: The ReMarks PDF - Mark up Editor Stage 2 (2009) – UNSW: Learning to teach online: developing high-quality video and text resources to help educators teach online (2009) – UNSW: New media to develop graduate attributes of science students (2009) – UQ: IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses (2008) – Deakin: Building academic staff capacity for using eSimulations in professional education for experience transfer (2008) – Newcastle: Examining the impact of simulated patients and information and communication technology on nursing students' clinical reasoning (2008) – UniSA: Enriching student learning experience through international collaboration in remote laboratories (2008) – UNSW: Physclips II - Waves and sound: an integrated set of multi-level multimedia resources and laboratory experiments (2008) – UQ: An integrated system for online clinical assessment of practical skills (eCAPS) for web-based courses (2007) – LaTrobe: Encouraging benchmarking in e-learning (2007) – Newcastle: Assessing and improving spatial ability for design-based disciplines utilising online systems (2008) – UniSA: Facilitating flexible, enquiry-based experiential learning through an accessible, three-dimensional virtual learning environment (3DVLE) (2007) – CSU: On-line student supervision training - accessible and cooperative learning in social work (2007) – UniSA: Peer Review of Online Learning and Teaching (2007) – UQ: Developing and disseminating TEAM SKILLS capacities using interactive online tools for team formation, learning, assessment and mentoring (2007) – UQ: A national curriculum for entomology: Capacity building through collaborative, web-based delivery (2007) – UQ: The virtual slidebox (2007) – UTS: Embedding peer review of learning and teaching in e-learning and blended learning environments Appendix
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 disciplines Professor Geoffrey Crisp 2009 ALTC National Teaching Fellow The University of Adelaide Rethinking assessment in the participatory digital world – assessment 2.0 Professor Geoffrey Meyer 2009 ALTC Teaching Fellow The 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 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 digital technologies Dr Sandy O'Sullivan 2008 ALTC Teaching Fellow Batchelor Institute of Indigenous Tertiary Education Promoting strategies and creating opportunities for inter/multimedia practice as a culturally appropriate dissemination tool for Indigenous postgraduate research training 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
Researchers of interest Caroline Steel. UQ AU. VP Ascilite, Res Fellow Lang & culture, Fmr Lecture Higher Ed, TEDI. Current and emerging Ed technologies. Teacher beliefs about tech, pedagogy, teaching and affordances theories. Catherine McLoughlin. ACU AU. A/Prof Sch Ed. Social media/web 2.0 for T&L. Cross cultural issues. Learning spaces, e-assessment. David Boud. UTS AU. Assessment futures. Student assessment in and after courses. Assessment elements. Longer term. Self assessment of performance, capabilities, work and others. David Kennedy. Lingnan HK. Director T&L centre. T&L technologies. Mobile learning. Problem based learning. Visual and information literacy. Outcomes based approaches. ePortfolios (customised). David Nicol. Strathclyde UK. Fmr Director Centre Academic practice and learning enhancement. eLearning. Graduate qualities. Diana Laurillard. London Knowledge Lab UK. Conversational approach. Interaction between T & SS. Multifaceted learning needs an array of technical capabilities. Geoffrey Crisp. Adelaide AU. Director Centre for Learning and Professional Development. Assessment, e-assessment, ed technologies, web 2.0 and social media. Exmplars. Interactive assessments. Gráinne Conole. OpenU UK. Chair elearning. e4innovation.com Learning design via designed approach v beliefs based approach. Open course design (George Siemens, Stephen Downer itu.umanitoba.ca) James Dalziel. Macquarie AU. Director of eLearning Centre of Excellence. Learning activity management system (LAMS),and Research AMS. Paul Ramsden. Consultant AU/UK. Fmr PVC T&L USyd. Higher Ed Academy UK, Uni London, Maquarie. Teaching and student experience. Teaching quality. Policy. Role of leadership. Learning to teach in higher ed: learning from our students. Argues for holistic, multi leveled approach top T&L improvement – lecturer, department, head, program teams, faculty, uni management. Peter Goodyear. USyd AU. CoDirector Centre Computer Supported Learning & Cognition (CoCo). Learning technology and new media. Learning cognition and motivation. Learning through inquiry. Productive learning environments. Teaching, technology and learning design. Ron Oliver. Edith Cowan AU. PVC T&L. Share/reuse of learning designs. Toolbox learning object repository. Authentic learning in web environments. Online learning communities (Chris Brook, Curtin). Terry Anderson. Athabasca CA. Chair distance ed. Social networking, online conferences, self paced learning (non-schedule based). Terrya.edublogs.org Appendix

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e-Learning and e-assessment examples

  • 1.
    Strategy eLearning &eAssessment 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 Examples
  • 2.
    Environment Problems SolutionsExamples eLearning Strategies and e-Assessment Examples
  • 3.
    Consideration of themultifaceted environment in which eLearning is to take place. Multiple Perspectives (Linstone) Systems Thinking (Checkland, Ackoff, Churchman) Worldviews (Weltanschauung ) / Point-of-view Paul Ramsden: A focus on several different levels of the system “ 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… eLearning Environment
  • 4.
  • 5.
    Prezi: http://bit.ly/bG066geLearning Potential Problems from an Academic’s Perspective
  • 6.
  • 7.
    Build capacity Localdiscipline groups Networked across the institution National/international Face to face and/or online Possible CoPs.... Mentoring Teaching with virtual worlds First year co-ordinators Sessional staff RHD supervisors Work-integrated Learning “ Blended Learning / e-learning” CoP ALTC winners, grant writing?... Communities of Practice An example: http://transformingassessment/community/
  • 8.
    Social Networks Arange of services can be used and set-up to be internal only or externally accessible. Crosses functional boundaries. Facebook YouTube Wordpress Blog Twitter Yammer messenger LinkedIn
  • 9.
    Social Networking Facebook:For teaching – Where the students are! For PD Integration with LMS First Year Use ‘groups’. Students don’t need to ‘friend’ each other. For local / foreign student integration. Assessed on quality of critiques. Transforming Assessment FB http://on.fb.me/ta-fb Imaging Our World 2010 http://on.fb.me/cv0AqC Acknowledgement: Josh McCarthy (Architecture UofA) Public facebook group.
  • 10.
    E-Marking / RubricsEach student has a marking sheet for individual feedback. Breakdown. Grad quals. 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. Comment banks can be shared between markers. Insert auto comments - 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. Course workbook collates marks and calculates final grades.
  • 11.
    Main site http://www.transformingassessment.comSecondary http://transformingassessment.adelaide.edu.au (SBLi / Open Sim) YouTube http://www.youtube.com/user/transformassessment Acknowledgements Director: Professor Geoffrey Crisp Project Officer: Shamim Joarder Statistics 9705 visits Jan 2010 to June 2011 69 Countries Australia (AU) 4,062 United Kingdom (GB) 1,503 United States (US) 1,134 New Zealand (NZ) 512 Saudi Arabia (SA) 433 Hong Kong (HK) 277 Singapore (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! e-Assessment Examples
  • 12.
    Learning Management Systems http://www.transformingassessment.com/moodle/ Common Features: Activities Resources Questions Assignments Wiki Blogs Uni wide standard Question types are extensible. Requires installation of scripts into the Moodle server. 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)
  • 13.
    Assignment Types Voicesubmission Multiple Types Single file submission Online text Offline activity Peer review Voice submission Nanogong without Save and Speed Buttons The NanoGong applet can also load a pre-recorded voice file from a website . Wimba Voice Tools in Blackboard Requires installation on Moodle server. Once installed teachers can add it via the ‘add activity’ menu Students use the NanoGong applet to record an audio response and submit it for assessment . http://gong.ust.hk/nanogong/
  • 14.
    Quizzes: Applets http://www.transformingassessment.com/moodle/file.php/27/jmol/jmol01.htmlJmol: Open-source Java viewer for chemical structures in 3D Moodle Quiz Students interact with online tools to obtain data to construct an answer.
  • 15.
    Quizzes: Linked JavaApplet Read question Submit Answer Open applet using link provided in the question. Use tools to construct answer Answers recorded in grade book (Moodle / Blackboard) More applets http://chemmac1.usc.edu/bruno/java/javaap.html To create this type of question: Create question text as normal in the LMS Create another web page containing the applet. <applet code=TitratePh.class width=450 height=370> Add link to applet in the question text. Student work flow
  • 16.
    Remote Labs Physicalhardware can be connected to the internet. Students can use the equipment 24/7 thus increasing use time (although not to replace actual in lab time). Increases return on equipment investments.
  • 17.
    Quizzes: Augmented RealityMix physical and virtual. Use for complex visualisations. Overlay of data on the real world. Interactive activities and quizzes.
  • 18.
    Quizzes: Augmented RealityExamples of augmented reality using markers. Music – drum sequences. Music – band / instruments Engineering exploded models
  • 19.
    Quizzes: Assertion-Reasoning Multiplechoice 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.
  • 20.
    Quizzes: Certainty-Based, orConfidence-Based Marking (CBM) University College London http://bit.ly/asa9mu Confidence based approaches penalise guessing. Students need to choose a response and declare their level of certainty. Certainty v Mark Expected Certainty levels and consequences
  • 21.
    3D Virtual Worldshttp://www.transformingassessment.com/secondlife.php (instructions) http://slurl.com/secondlife/transforming%20assessment/254/254/23/ Simulations Interactivity Role Plays 3D Modelling Reconstruction Data visualisation
  • 22.
    3D Virtual WorldsSLOODLE As if the student was doing the activity in the LMS A set of scripts for Moodle and SL that acts as a bridge between the two. or Student undertakes assessment in the virtual world Set up Quiz in the LMS. Results are stored in the in grade book. Modules: Quiz, Tracker, Backpack, Blogger, Presenter, Glossary, Drop box... QuizHUD....
  • 23.
    3D Virtual WorldsInteractivity Interactive Q&A example.
  • 24.
    3D Virtual WorldsInteractivity by branching Integration using web form to set-up. Branching Example Scripted prims / avatars for interactive Q&A, role plays and simulations.
  • 25.
    QuizHUD facilitatestouch 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 presents the quiz. HUD communicates from 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. HUD object Additional scripted visual feedback after touch 3D Virtual Worlds: Touch to answer activities
  • 26.
    3D Virtual Worlds:Touch to answer activities QuizHUD examples for Chemistry, Colour Wheel, Midwifery, Model Solar system. Showing ‘explore’ mode.
  • 27.
    3D Virtual Worlds Spaces and Equipment Virtual Lab and Equipment Orientation Reduces 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. (Another QuizHUD example). See also iGEM lab in SL: http://maps.secondlife.com/secondlife/LINDSAY%20Virtual%20Medicine/63/71/57
  • 28.
    Audience Response Systemshttp://www.urvoting.com/ 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
  • 29.
    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 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 further attention (JIT lecturing style). Problem! – collating takes time in large classes interrupting the flow of the session. Potential solution: Replace physical elements with digital ones that leverage what students already have (mobile phones, laptops, ipads etc) to provide more efficient and faster collation/feedback to the lecturer saving ‘admin’ time. TBL process for lecture sessions: Pre-reading -> readiness test -> team test -> discussion/mini lectures.
  • 30.
    Wiki Some e-assessmentexamples using Media Wiki http://www.transformingassessment.com/wiki/ Collaborative document editing, discussion, detailed audit trail of edits. Manual marking. Potential for auto summary and data mining. Integrated e-assessments can be computer marked. Dates, versions and authors. Versions can be compared. Note: Wiki built into LMS are often rudimentary! MediaWiki is a free software wiki package, originally for use on Wikipedia
  • 31.
    e-Portfolios http://cterfile.ed.uiuc.edu/mahara/view/view.php?id=327 http://www.transformingassessment.com/mahara/ Build a portfolio over time. Demonstrate competencies. Create groups. Critique and reflect. Can be integrated with Moodle.
  • 32.
    Blogs Note: blogsbuilt into LMS are often rudimentary! WordPress is one of the best blogging platforms. See an example http://transformingassessment.com/wordpress/ Blogs can be used by students and 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 can be commented upon by others. Assessments can be embedded into a blog entry too. You could use these as discussion points so that students could comment on 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 or how they went about tackling a task that you set.
  • 33.
    Social VideoMedia http://www.youtube.com/user/transformassessment Statistics (May 2010 – June 2011) Channel Views: 2,120 Video views 17,464 For Students or for PD Multimedia Generate, Share Communicate Argue Instruct Express Critique
  • 34.
    Game based learning/ Serious games Simulations, role plays. Business, science, history, language/communication.
  • 35.
    Scenario Based LearningLocation Window Action Window Content 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. http://www.sblinteractive.org/ http://transformingassessment.adelaide.edu.au/SBLiServer/
  • 36.
    Scenario Based LearningLocation Window Action Window Environment Window Content Window Timer Clickable Image Part 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
  • 37.
    Scenario Assessment 0100 5 Resources used Question Score (many) (high) Acknowledgement : Shamim Joarder Many resources viewed and miss the solution Many resources viewed and problem solved Few resources used and problem solved Few resources used And missed solution Efficient, Effective Guessing Not Efficient, Effective Not Efficient, Not effective
  • 38.
    Scenarios for DiagnosticAssessment Example: Evaluating a student’s prior knowledge of a topic. Provide further descriptive information Provide one or more examples S – Start E – End Q – Multiple Question(s) to be answered Numbers represent weight of resources used. Instructions to student: “Use the least amount of 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 can say (all else being equal – i.e not guessing or cheating) that their prior knowledge or familiarity with the topic is high. Acknowledgement : Shamim Joarder S E Definition Definition + Description Definition + Description + Example Q Q Q 20 30 40
  • 39.
    Scenario data reportingAcknowledgement : Shamim Joarder
  • 40.
    Questions? For furtherinformation or a copy of these slides: mathew.hillier at gmail.com End!
  • 41.
    ALTC Projects relatingto eLearning ALTC Fellows relating to eLearning Researchers of interest Appendix
  • 42.
    Australian Learning andTeaching Council Projects of interest (as at 2010) relating to e-learning (2010) – Newcastle: The eOSCE: advancing technology to improve students (2010) – UNSW: An adaptive e-learning community of practice for mechanics courses in engineering (2010) – UNSW: Extending the science curriculum: teaching instrumental science at a distance in a global laboratory using a collaborative electronic laboratory notebook (2010) – UNSW: Learning and teaching technical competence in the built environment using serious video game technology (2010) – UQ: A national approach to education in advanced microscopic characterisation through integrated learning tools (2009) – Adelaide: Getting a MUVE on: developing Web 2.0 curricula in the humanities (2009) – Adelaide: The Medici project: developing a multi-disciplinary, sustainable resource for blended learning initiatives in tertiary medical education (2009) – Newcastle: Facilitating WIL through skills-enabled e-portfolios in the disciplines of construction and nursing (2009) – Melbourne: Web 2.0 authoring tools in higher education learning and teaching: new directions for assessment and academic integrity (2009) – Murdoch: Remix, mash-up, share: authentic Web 2.0 assessment scenarios and criteria for interactive media, games and digital design (2009) – UNE: e-Teaching leadership: planning and implementing a benefits-oriented costs model for technology enhanced learning (2009) – UNE: The ReMarks PDF - Mark up Editor Stage 2 (2009) – UNSW: Learning to teach online: developing high-quality video and text resources to help educators teach online (2009) – UNSW: New media to develop graduate attributes of science students (2009) – UQ: IS-IT learning? Online interdisciplinary scenario-inquiry tasks for active learning in large, first year STEM courses (2008) – Deakin: Building academic staff capacity for using eSimulations in professional education for experience transfer (2008) – Newcastle: Examining the impact of simulated patients and information and communication technology on nursing students' clinical reasoning (2008) – UniSA: Enriching student learning experience through international collaboration in remote laboratories (2008) – UNSW: Physclips II - Waves and sound: an integrated set of multi-level multimedia resources and laboratory experiments (2008) – UQ: An integrated system for online clinical assessment of practical skills (eCAPS) for web-based courses (2007) – LaTrobe: Encouraging benchmarking in e-learning (2007) – Newcastle: Assessing and improving spatial ability for design-based disciplines utilising online systems (2008) – UniSA: Facilitating flexible, enquiry-based experiential learning through an accessible, three-dimensional virtual learning environment (3DVLE) (2007) – CSU: On-line student supervision training - accessible and cooperative learning in social work (2007) – UniSA: Peer Review of Online Learning and Teaching (2007) – UQ: Developing and disseminating TEAM SKILLS capacities using interactive online tools for team formation, learning, assessment and mentoring (2007) – UQ: A national curriculum for entomology: Capacity building through collaborative, web-based delivery (2007) – UQ: The virtual slidebox (2007) – UTS: Embedding peer review of learning and teaching in e-learning and blended learning environments Appendix
  • 43.
    ALTC Fellows ofinterest 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 disciplines Professor Geoffrey Crisp 2009 ALTC National Teaching Fellow The University of Adelaide Rethinking assessment in the participatory digital world – assessment 2.0 Professor Geoffrey Meyer 2009 ALTC Teaching Fellow The 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 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 digital technologies Dr Sandy O'Sullivan 2008 ALTC Teaching Fellow Batchelor Institute of Indigenous Tertiary Education Promoting strategies and creating opportunities for inter/multimedia practice as a culturally appropriate dissemination tool for Indigenous postgraduate research training 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
  • 44.
    Researchers of interestCaroline Steel. UQ AU. VP Ascilite, Res Fellow Lang & culture, Fmr Lecture Higher Ed, TEDI. Current and emerging Ed technologies. Teacher beliefs about tech, pedagogy, teaching and affordances theories. Catherine McLoughlin. ACU AU. A/Prof Sch Ed. Social media/web 2.0 for T&L. Cross cultural issues. Learning spaces, e-assessment. David Boud. UTS AU. Assessment futures. Student assessment in and after courses. Assessment elements. Longer term. Self assessment of performance, capabilities, work and others. David Kennedy. Lingnan HK. Director T&L centre. T&L technologies. Mobile learning. Problem based learning. Visual and information literacy. Outcomes based approaches. ePortfolios (customised). David Nicol. Strathclyde UK. Fmr Director Centre Academic practice and learning enhancement. eLearning. Graduate qualities. Diana Laurillard. London Knowledge Lab UK. Conversational approach. Interaction between T & SS. Multifaceted learning needs an array of technical capabilities. Geoffrey Crisp. Adelaide AU. Director Centre for Learning and Professional Development. Assessment, e-assessment, ed technologies, web 2.0 and social media. Exmplars. Interactive assessments. Gráinne Conole. OpenU UK. Chair elearning. e4innovation.com Learning design via designed approach v beliefs based approach. Open course design (George Siemens, Stephen Downer itu.umanitoba.ca) James Dalziel. Macquarie AU. Director of eLearning Centre of Excellence. Learning activity management system (LAMS),and Research AMS. Paul Ramsden. Consultant AU/UK. Fmr PVC T&L USyd. Higher Ed Academy UK, Uni London, Maquarie. Teaching and student experience. Teaching quality. Policy. Role of leadership. Learning to teach in higher ed: learning from our students. Argues for holistic, multi leveled approach top T&L improvement – lecturer, department, head, program teams, faculty, uni management. Peter Goodyear. USyd AU. CoDirector Centre Computer Supported Learning & Cognition (CoCo). Learning technology and new media. Learning cognition and motivation. Learning through inquiry. Productive learning environments. Teaching, technology and learning design. Ron Oliver. Edith Cowan AU. PVC T&L. Share/reuse of learning designs. Toolbox learning object repository. Authentic learning in web environments. Online learning communities (Chris Brook, Curtin). Terry Anderson. Athabasca CA. Chair distance ed. Social networking, online conferences, self paced learning (non-schedule based). Terrya.edublogs.org Appendix

Editor's Notes

  • #41 ALTC Fellows – eLearning related. Dr Michael Bulmer 2007 ALTC Associate Fellow The University of Queensland Technology for nurture in large classes 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 Professor Des Butler 2009 ALTC Teaching Fellow Queensland University of Technology Using cost-effective multimedia to create engaging learning experiences in law and other disciplines 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 digital technologies Professor Geoffrey Crisp 2009 ALTC National Teaching Fellow The University of Adelaide Rethinking assessment in the participatory digital world – assessment 2.0 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 Inside UQ A/Prof Lesley Lluka – e-conferences for science students. Dr Robbie Wilson – multimedia in T and assessment (video) in biology. Prof Fred D’Agostino and team – web/F2F mode learning community development for arts. Dr Lucinda Chipchase – tele supervision of professional learning. Dr Bronwen Cribb – blended learning program/e-research for microscopy.