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Delivery and assessment

Delivery and assessment. Bill Wisser ASIS&T webinar series. Agenda. Engagement Student to material Student to instructor Student to peers Time Management Assessment. Resources. http://at.simmons.edu/ blendedlearning http :// blended.online.ucf.edu /. Student to Material.

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Delivery and assessment

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  1. Delivery and assessment Bill Wisser ASIS&T webinar series

  2. Agenda • Engagement • Student to material • Student to instructor • Student to peers • Time Management • Assessment

  3. Resources • http://at.simmons.edu/blendedlearning • http://blended.online.ucf.edu/

  4. Student to Material

  5. Student to material

  6. Universal Design (UD)

  7. Universal Design (UD)

  8. “Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.”–Ron Mace http://www.design.ncsu.edu/cud/about_ud/about_ud.htm Universal Design

  9. Principles of Universal Design • Provide choice in methods of use. • Eliminate unnecessary complexity • Be consistent with user expectations • Use different modes for redundant presentation of essential information. • http://www.ncsu.edu/project/design-projects/udi/center-for-universal-design/the-principles-of-universal-design/

  10. Apply UD to the learning environment • Provide multiple means of representation • Provide multiple means of expression • Provide multiple means of engagement Universal Design for Learning (UDL)

  11. Technology is boon and bane Consider the alternatives Scaffold learning Practical applications

  12. Online lecture

  13. Online lecture

  14. Student to Instructor

  15. Media-rich theory

  16. NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu Cognitive Apprenticeship

  17. NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu Cognitive Apprenticeship • Learning is: • Visible • Authentic • Situated

  18. NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu Cognitive Apprenticeship • Learning is: • Visible • Authentic • Situated

  19. Visible • Analyze the discipline • Place learning in context

  20. NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu Cognitive Apprenticeship • Learning is: • Visible • Authentic • Situated

  21. Authentic assessment • Real-world assignments • Preparing learners for the profession • Promote higher-order thinking

  22. NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu Cognitive Apprenticeship • Learning is: • Visible • Authentic • Situated

  23. Situated • Current • Context specific • Development of professional skills

  24. NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu Cognitive Apprenticeship Expert Novice

  25. NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu Cognitive Apprenticeship • Steps • Modeling

  26. NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu Cognitive Apprenticeship • Steps • Modeling • Scaffolding

  27. NUR 660, Spring 2011 Bill Wisser, Ph.D. bill.wisser@simmons.edu Cognitive Apprenticeship • Steps • Modeling • Scaffolding • Reflection

  28. Online discussions

  29. Opportunities Challenges New skill for faculty Time management • Hear all voices • Deepened reflection • Outside readings or experiences • Community

  30. Design of an effective online discussion

  31. Facilitation strategies • Focus • Connect • Summarize • Extend • Model

  32. Presence

  33. Presence

  34. Student to peer

  35. Community

  36. Assessment… • …of student learning • …of course effectiveness

  37. Formative assessment

  38. Summative assessment

  39. How do we know students are learning?

  40. Formative Assessment • CATs = • Classroom Assessment Techniques

  41. Formative Assessment • One-minute paper

  42. Formative Assessment • One-minute paper • Muddiest point

  43. Formative Assessment • One-minute paper • Muddiest point • Plus/Delta

  44. Summative assessment • Rubrics... • Make scoring easier • Make scoring consistent • Guide student learning • Expose learning process

  45. What is quality?

  46. What is quality?

  47. Assessment tools FORMATIVE leads to SUMMATIVE

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