inputs

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processes
processes
inputs
outcomes
outcomes
inputs
Karen Swan Research Center for Educational
TechnologyKent State University
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(No Transcript)
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learning effectiveness
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http//www.sloan-c-wiki.org/wiki/
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(No Transcript)
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Community of Inquiry Model (Garrison, 2006)
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Instructional Design Facilitating
Discourse Direct Instruction
Teaching Presence
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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.
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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.
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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.

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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
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LEARNING
Interactivity Learning Online (Moore, 1989
Hillman, Willis Gunawardena, 1994 Swan, 2003)
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Interactivity New Generations of Online
Students (Hartman, Moskal Dzuiban, 2005)
Percent of Maximum Interaction Scores by
Generation
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Social Software
commenting tools (Track Changes, audio/ video
feedback) threaded discussion, chat,
email whiteboards / application sharing
(Elluminate, Wimba, Learnlinc) blogs wikis distrib
uted classification systems (Digg, Plum, Flickr
YouTube)
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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
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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.
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worth being familiar with
important to know do
enduring understandings
Understanding By Design, Wiggins McTighe
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backwards design
1. identify desired results
2. determine acceptable evidence
3. plan learning experiences instruction
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Grading Rubrics
performance level 1 performance level 2 performance level 3
Characteristic 1
Characteristic 2
Characteristic 3
in each of these blocks, explicit performance
behaviors are specified
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rubrics for grading discussion postings . . .
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Pelz, 2004
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article critique rubrics
points 0 points 1/2 point 1 point
article summary no summary of article weak summary of article, misses some major points clear summary of article, addresses all major points covered in article
addresses questions posed doesn't address any of the questions addresses only some questions or some questions superficially addresses all questions well and/or adds original critique
links to module content, other literature and/or personal experiences doesn't link to either module or own experience weak links to module and/or own experience strong links to module topics, literature and/or own experience
lesson plan rubrics
points 0 points 1/2 point 1 point
objectives objectives neither state what students will learn nor match evaluation rubrics weak objectives (either don't state what students will learn or don't match objectives) objectives clearly state what students will learn from the lesson and are linked to evaluation
assessment no rubrics rubrics don't match objectives and/or don't give skill levels within categories rubrics give specific descriptions of skill levels within categories and categories match objectives
scope and sequence poorly structured lesson that isn't appropriate for grade level and curriculum and doesn't clearly address objectives weak lesson that doesn't clearly address objectives. well structured lesson that fits curriculum and grade level and clearly addresses objectives
activities no activities weak links between activities, lesson and curriculum excellent activities clearly encouraging active learning, and transfer of learning to other areas of curriculum
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Beginning 1 Developing 2 Accomplished 3 Score
Overall Aesthetics . . . .
Overall visual appeal Background non- interesting few or no graphic elements little consistency in font and layout is confusing There are few graphic interests some variation in font, color, and layout Appealing graphic elements in appropriate amounts Fonts, color, and layout appropriately used .
Introduction . . . .
Motivational effectiveness Purely factual no appeal to relevance or social importance of topic Relates to students interest or describes a compelling problem Draws the reading into the lesson by students interest or compelling problem or question .
Cognitive effectiveness No anticipation of the context and content of activity no reference to existing student knowledge or skills Reference to some prior knowledge and preview of the content of the activity Builds on the learners prior knowledge by mentioning specific concepts and anticipation of new concepts and principles to be presented .
Tasks . . . .
Cognitive level of the tasks Response to simple comprehension questions Requires an analysis of information or low level synthesis of information Synthesis of multiple sources of information, or taking a position, or generalization, or a creative product .
Technical sophistication of the tasks Simple verbal or written responses (worksheet type fill in blanks) Use of word processing , or spreadsheet, or powerpoint Use of more than one of the tools .
webquest rubrics . . .
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Beginning 1 Developing 2 Accomplished 3 Score
Process . . . .
Clarity Not clearly stated vague Some directions, but missing information Step by step, concise directions .
Richness Few steps, no cooperative learning roles implied Separation of tasks gives the roles of various students, incomplete Allows students to define roles by variety of activities performed .
Resources . . . .
Quantity Only one type provided few in number Two or more given different types Many resources provided some external resources provided to assist students in deciding the quality of the resources for the intended purposes ..
Quality Web resources inferior to printed varieties Some unique web resources (encyclopedia vs museums) Colorful and current web resources, relative to the content .
Evaluation of student outcomes . . . .
Clarity Students have no idea of how they will be judged General statements of categories which impact grade, but no delineation within them (i.e., no point values with clear distinctions) Gradations within rubric categories allows for self-, peer-, or teacher- use. .
. . . Total possible 30 points .
. . . Divide by 3 for 10 points for the ETAP project .

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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 clearinghouse http//ctl.du.edu/po
rtfolioclearinghouse/
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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
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Karen Swan kswan_at_kent.edu
http//www.kent.edu/rcet/