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Task 4 final: Consultants-E E-Moderating Course Oct 2015

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Task 4 final: Consultants-E E-Moderating Course Oct 2015

  1. 1. Task 4.3 E-Moderation Resource Pack Ana Zahida Brenda Portia
  2. 2. Assessment of synchronous chats Synchronous chats may be divided into two groups: text chats and audio chats (can have a video element as well). Both groups share the same general tips for success.
  3. 3. Preparation tips – for the tutor • get to know the platform in advance • do a trial run • have a backup plan ready • in case of international participants consider time zones • form groups that allow meaningful discourse (4 – 6 participants)
  4. 4. Preparation tips – for the students • give participants pre-chat assignments • familiarize the students with basic rules of netiquette and useful vocabulary • develop a participation assessment rubric and share it with the students prior to discussion • consider those who do not participate as absent • establish the beginning and ending times for discussions
  5. 5. During the discussion • for group work give clear instructions as to who will be the leader/facilitator • pay attention that students keep sentences short and stick to the topic • in case of “undesired” behaviour remind the student of what is expected in a private message • allow for “think time”, but keep it short
  6. 6. Post discussion • use transcripts/recordings (if available) for post-chat analysis • conduct a brief feedback survey / poll among students • make a summary of the main points / highlights and share it with the students
  7. 7. Text vs. audio Text Advantages: • low-tech option • transcripts for later analysis • easy to learn to use Disadvantages: • can be chaotic (keep groups small) • weaker typists at a disadvantage (consider this when assigning groups) Audio Advantages: • Real “oral” practice of language • More personal and dynamic Disadvantages: • For small groups only • Reliable broadband Internet connection needed • Recording an audio chat may be complex
  8. 8. Asynchronous Assessments To assess learners’ contributions via online discussions- asynchronous learning include email, electronic mailing lists, threaded conferencing systems, online discussion boards, wikis, and blogs.
  9. 9. Huge amount of data
  10. 10. Approaches
  11. 11. Learner Feedback
  12. 12. Content Analysis
  13. 13. Blackboard and Safe Assignment • Use Blackboard discussion grader; grade by forum, not thread Blackboard's discussion grading capabilities • Assessing Assignments: Details for viewing and downloading all submitted assignments are available here • Safe Assign is a free plagiarism prevention tool that allows for you to protect the originality of work and ensure a fair playing ground for all your students.
  14. 14. More ways to assess • Assessments Tests Quizzes: multiple choice, true/false, essay, other types of questions – include graphics, videos, and simulations- can include time limits, multiple attempts-save and resume later. • Discussion Boards Wikis Assessments Google Documents Videos Messages
  15. 15. Further resources • Tips for asynchronous learning https://www.docebo.com/2015/06/22/10- invaluable-tips-to-develop-asynchronous- learning/ • Reduce Impact of Cheating http://facdevblog.niu.edu/onlinecheating • Prof C Bonk: Planning an Online Course
  16. 16. Assessment Challenges for Online Courses Most online courses may have been taught face to face which means that assessments already exist. Online or offline, assessments need to align with course objectives and provide a consistent measure of student learning. But assessments that work well in face to face may need to be changed or even replaced online. Online teaching environments present the following challenges to traditional assessment. Ref ; Faculty Focus
  17. 17. Challenges and solutions Online courses may need more student interaction Possible solutions: • Peer review • Group projects Cheating can be easier to accomplish: Possible solutions: • Use timed tests; • Use shuffled or randomized test questions; • Short quizzes or self check activities; • Assignments for writing, speaking or presenting; • Take tests at the same time.
  18. 18. Online students need more student to tutor interaction. Possible solutions: • Frequent self check quizzes and activities • Rich, detailed feedback using a variety of tools such as video and other audio-visual apps for feedback. Online students need content that is planned & structured for motivation Possible solutions: • Milestones to help identify problem • Graded project work or break up larger projects • Graded participation & contribution
  19. 19. Performance assessments such as presentations and demonstrations. Possible solutions: • Step-by-step instructions on use of hard/software • Access to free conferencing such as Skype and Google hangouts. Online courses need as much rich, multimedia as possible Possible solutions: • Image based activities • Audio-based activities • Drag and drop activities Online assessments can mean a heavier workload Possible solutions: • Group projects • Peer-review activities • Student–led discussions • Use multimedia tools such as Voice Thread, Vocaroo
  20. 20. Activities for Rounding up and Finishing a Course
  21. 21. 1. End of Course Survey This can be about 20 questions and done anonymously. Questions shouldbe a mix of some multiplechoice andwritten. For example: • What did you like the most about the course? • What did you like the least about the course? • How can we improve the course? • Are there any areas that your tutor can improve? 2.Create an advice wall using Padlet Eachparticipant of the course writes a tip for future trainers. • Keep Calm and Don’t Panic • Give positive Feedback
  22. 22. 3. Parting Gifts These can include Poems, Songs, Audio Messages, Favourite pictures, Recipes Etc. 4. Goodbye Messages
  23. 23. E-mod Class of October 2015 5. Class Picture

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