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processes. processes. inputs. outcomes. inputs. outcomes. Karen Swan Research Center for Educational Technology Kent State University. inputs. outcomes. processes. LEARNING EFFECTIVENESS. COST EFFECTIVENESS. ACCESS. Quality. STUDENT SATISFACTION. FACULTY SATISFACTION. inputs.

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Inputs

processes

processes

inputs

outcomes

inputs

outcomes

Karen SwanResearch Center for Educational TechnologyKent State University


Inputs

inputs

outcomes

processes

LEARNING EFFECTIVENESS

COST EFFECTIVENESS

ACCESS

Quality

STUDENT SATISFACTION

FACULTY SATISFACTION


Inputs

inputs

outcomes

processes

COST EFFECTIVENESS

ACCESS

Quality

STUDENT SATISFACTION

FACULTY SATISFACTION

learning effectiveness


Inputs

inputs

outcomes

processes

http://www.sloan-c-wiki.org/wiki/


Inputs

inputs

outcomes

processes


Inputs

inputs

outcomes

processes

SOCIAL

COGNITIVE

PRESENCE

PRESENCE

LEARNING

pedagogy

TEACHING PRESENCE

Community of Inquiry Model (Garrison, 2006)


Inputs

inputs

outcomes

processes

pedagogy

Instructional Design

Facilitating Discourse

Direct Instruction

Teaching Presence


Inputs

inputs

outcomes

processes

pedagogy

Best Practice Principles (Garrison, 2006):Instructional Design

Social Presence

Establish a climate that will create a community of inquiry.

Cognitive Presence

Establish materials, activities, critical reflection and discourse that will support systematic inquiry.


Inputs

inputs

outcomes

processes

pedagogy

Best Practice Principles (Garrison, 2006):Facilitating Discourse

Social Presence

Sustain community through expression of group cohesion.

Cognitive Presence

Encourage and support the progression of inquiry through to resolution.


Inputs

inputs

outcomes

processes

pedagogy

Best Practice Principles (Garrison, 2006):Direct Instruction

Social Presence

Evolve collaborative relationships where students are supported in assuming increasing responsibility for their learning.

Cognitive Presence

Ensure that there is deep understanding, resolution of misconceptions, and metacognitive development.


Inputs

inputs

outcomes

processes

interactions

Measurement Tools

instructor behaviors– instructor & student surveys, interviews; user logs; structured observations; content analyses

instructional activities– student surveys, interviews; user logs; activities audit

course materials–instructor & student surveys; interviews; user logs; content analyses; materials audit


Inputs

inputs

outcomes

processes

interaction w/

interface

SOCIAL

COGNITIVE

interaction

PRESENCE

PRESENCE

w/content

interaction

w/ peers

interactions

TEACHING PRESENCE

interaction

w/instructors

LEARNING

Interactivity & Learning Online (Moore, 1989; Hillman, Willis & Gunawardena, 1994; Swan, 2003)


Inputs

inputs

outcomes

processes

interactions

Interactivity & New Generations of Online Students(Hartman, Moskal & Dzuiban, 2005)

Percent of Maximum Interaction Scores by Generation


Inputs

inputs

outcomes

processes

interactions

Social Software

commenting tools (Track Changes, audio/ video feedback)

threaded discussion, chat, email

whiteboards / application sharing (Elluminate, Wimba, Learnlinc)

blogs

wikis

distributed classification systems (Digg, Plum, Flickr YouTube)


Inputs

inputs

outcomes

processes

interactions

Measurement Tools

interface issues– instructor & student surveys, interviews; help desk logs

instructor feedback– student surveys, interviews; user logs; content analyses

knowledge construction–instructor & student surveys; interviews; structured observations; content analyses; concept network analyses


Inputs

inputs

outcomes

processes

assessment

Assessment (grades) is the currency of the classroom. What is assessed is what is valued.Assessment should focus on the enduring understandings (big ideas) you want students to take away from a course.


Inputs

inputs

outcomes

processes

assessment

worth being familiar with

important to know & do

enduring understandings

Understanding By Design, Wiggins & McTighe


Inputs

inputs

outcomes

processes

assessment

backwards design

1. identify desired results

2. determine acceptable evidence

3. plan learning experiences & instruction


Grading rubrics

inputs

outcomes

processes

assessment

Grading Rubrics

in each of these blocks,

explicit performance

behaviors are specified


Inputs

inputs

outcomes

processes

assessment

rubrics for grading discussion postings . . .


Inputs

inputs

outcomes

processes

assessment

Pelz, 2004


Inputs

inputs

outcomes

processes

assessment

article critique rubrics

lesson plan rubrics


Inputs

inputs

outcomes

processes

assessment

webquest rubrics . . .


Electronic portfolios

inputs

outcomes

processes

assessment

Electronic Portfolios

  • collection of student work providing evidence of learning

    • linked to learning goals

    • demonstrating progress over time

    • multiple media

    • include reflections on works

    • programmatic, across courses

AAHE ePortfolio clearinghousehttp://ctl.du.edu/portfolioclearinghouse/


Inputs

inputs

outcomes

processes

interactions

Measurement Tools

formative assessment– assessment instruments themselves; instructor & student surveys, interviews; user logs; content analyses

assessment effects / link to learning– assessment instruments themselves; instructor & student surveys, interviews; content analyses


Inputs

Research

Center for

Educational

Technology

Karen Swan

[email protected]

http://www.kent.edu/rcet/


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