• Present final consolidation of personal assessment toolbox (final project) to the class.
• Analyze use of gradebook software
• Introduced to software evaluation procedure
• Self-assess personal learning application to the final project.

Module 8 Objectives

• Present personal e-portfolio to others in the class
• Analyze and compare classmates’ assessment toolbox research and plans to your own
• Synthesize final instructor and peer feedback into a final draft of your summative project
• Provide reflective appraisal of course effectiveness through completion of the post course survey.

I’m combining reflections on modules 7&8. The two weeks seemed to pretty much melt together for me.  Regarding Module 7 objectives, I presented my final project draft after hours of fussing with format. That was just as I expected. Bad habit of mine. I finally decided to go with Google. sites  just to gain the experience of working in that system. The learning curve wasn’t too bad. Some odd formatting anomalies with fonts. Finally got something up with the necessary parts and received some good feedback from a classmate regarding missing components and a heads up from Datta Kaur on some improvements that could be made. Final (I hope) version posted today, Sunday, Nov. 14.

I didn’t spend too much time on gradebook software. Just looked things over. We have our own gradebook that syncs to Moodle gradebook that we are required to use. The software evaluation procedure document was very thorough and interesting. I would have to modify to use it. The time requirements to properly fill it out are too strenuous. I completed and submitted the self assessment document.

For module 8 I have reviewed classmates’ assessment toolbox research, synthesized final instructor and peer feedback into a final draft of my summative project. Both feedback sources were constructive and helpful.  I completed the post course survey.

In summation, the class has been very useful already in my curriculum designing activities. I will be adopting many of the principles, standards and benchmarks I have accumulated during this class into retrofits for many existing classes. That activity is going to take a while. I also have many new tools that I have to explore further. All in all, a very beneficial course with excellent instructor and classmates.

• Display authentic use of online survey software
• Develop a precourse survey that can be applied to your online course.
• Evaluate, compare and discuss a course case study that includes cybercoaching
• Consolidate learning in preparation for development of your final project

Pasted from <http://www.uwstout.edu/static/profdev/assessonline/six/>

I believe I have accomplished the first two objective for this week. I created a survey that I will use for the class associated with my final project. It was a slight left turn in that these students have worked together for four semesters and so we all know each other pretty well. I therefore tried to focus more on the course and the course elements rather than revealing any deep understanding of the students as individuals. The focus is on the existing community.

The third objective involves the readings for the module. The three readings for this module were outstanding. If you drew a Venn diagram of the content and focus of these three articles it would show just enough overlap to establish a cohesion among them but enough separation to avoid redundancy.

There were several areas of Dr. Khalsa’s article that resonated for me. From the introduction the statement  “My ideal course design has a cross curriculum experience with the addition of an internship program, giving students the opportunity to immediately apply learning, unifying the technology usage and future life plans with a concurrent life experience”  (Pasted from <file:///C:\Documents%20and%20Settings\Administrator\My%20Documents\Stout\Assessment%20in%20E-Learning_FA10-900C\Module%206\Khalsa_Reflections_OnlineCourseDesign.doc> )aligns perfectly with my current curriculum design imperative. I would also single out the concept of “part of a team from day one”.  Hard to accomplish but so beneficial when you can. The use of imagery and audio, continual assessment, the journal and continuing motivational activities are all ideals I would strive for. Finally, I would point out the bullet point objectives relating to final projects and the enumerated outcomes from a different angle as sources of reflection and items of utility.

The Cybercoaching article’s exposition of rubrics was a very timely reading for me. One of my weak areas and explained so well. I will be able to apply the ideas presented to my work for the final project as well as a reference for my future course designs and reworks. E-Learning and Constructivism the third article was rich in examples and explanations that will certainly become part of my reference materials when designing activities and assessments. Very useful. I look forward to adapting some of the examples.

I should address the final module objective and close out with the duplication of my update on the final project.

My final project is moving along but a lot remains to be done.  The following is a link to a graphic representation of my current status. Final Project Status, 10/30/2010. The yellow blocks are completed items the blue blocks still need to be written. It looks like I am a lot further along than I am. There remains a lot of “connective tissue” that will need to be created and I will have to settle on a format presentation. The format could end up being a black hole that sucks up all my available time.

• Illustrate understanding of the taxonomy of assessment
• Classify OTL plagiarism conditions and design preventative measures
• Compose plans for complex learning integration to OTL assessment choices
• Evaluate and discuss course case studies to determine learning objectives, activities, and taxonomy of assessments.

First thing in my weekly reflection is to take a look at the objectives for the module and see how I fared. I think I stumbled my way through the first one; illustrate understanding of the taxonomy of assessment. It took more than one attempt to sort things out. The result that worked best was one where objectives, activities and assessments all end up with a very consistent thread and cohesiveness. My initial impression was that they were too similar to each other but I’m thinking now that they are constituent and cohesive rather than repetitious. I still have a way to go to assimilate my understanding. I have to refer to examples and reexamine my approach constantly.

Plagiarism conditions and design of preventative measures are the subjects of the second objective. I had read the materials early in the week, but until today when reviewing materials for this reflection I had not revisited the subject. Probably because the plagiarism issues were not part of the activities or discussions. Reflecting now, after a review of the materials and subject I would have to say we have a pretty good handle on plagiarism in our program. We have the unique situation of students coming in the first semester and then continuing through four more semesters as a cohort. In addition to the building of community, our small pool of instructors become intimately aware of students writing capability. It’s pretty easy to detect a sudden or anomalous change. So far the incidents that have occurred have been dealt with swiftly. In particular the subjects covered in the last two semesters are so unique and the papers so specific or distinctive that the student would be hard pressed to find outside materials to directly plagiarize.

We do run into poor use of citations and this is an area we need to improve on.  We have instituted a Learning Center which consists of a room with computer stations and with a volunteer instructor present to help with writing eight to twelve hours a day. We’ll see in next semester or so how that works out. It is slowly being utilized with increasing frequency.

The last objective is ” Evaluate and discuss course case studies to determine learning objectives, activities, and taxonomy of assessments.” Well, I sort of did that. I did review the case studies but focused my activities around a course I am developing. Just trying to maximize my use of time. My evaluation was therefore oriented around my situation and the discussions in forums. The objectives and activities I came up with are ones I will incorporate in a new course. I’m also starting a modest rewrite of objectives (one module at time) for another preexisting course.

I’m posting my assessment taxonomy table to my e-portfolios. Datta Kaur has suggested that I add columns to my table for further development of assessments. I was scratching my head on that a little bit until I saw a post by Evan in the discussion forum using an approach I will be able to incorporate. I’ll update my e-portfolio table in the next few days. I’m moving on to prep for next weeks classes I’m teaching.

• Consolidate course assessment research
• Analyze and select best personal assessment tools
• Integrate course learning into authentic online course planning
• Construct an assessment toolbox through team midterm
• Evaluate self and peer team skills.

Pasted from <http://www.uwstout.edu/static/profdev/assessonline/four/index.html>

The first of the module four objectives was consolidate course assessment research.  I feel that I have begun traveling down that road but by no means have I completed the journey. I’m assuming that is also in some way a reference to the “jigsaw” assignment. If so, then our team successfully achieved that portion of the objective.

I have been attempting to analyze and select the best personal assessment tools but feel it is an ongoing objective that will require continued attention. The analogy of a toolbox is an apt one. We collect tools that we can use in the future for the sake of variety and specific utility. I’m appreciative of the fact that we can access this course for a limited period of time after it is finished. It will be helpful to return to some of the recommendations and references to tools that I have been unable to find time to follow up with.

As far as the objective of integrating course learning into authentic online course planning that is one objective I feel strongly that I have achieved. From week one I have been incorporating ideas and tools into various courses. I think there are others that I will perhaps have the opportunity to try sometime in the future. I don’t want to try too many at once. I would prefer to integrate them at a pace that will not disrupt the continuity of the existing course.

The objective of assembling a assessment toolbox through team midterm was achieved. I felt a bit distracted from my specific tasks by some work issues this week. If I had it all to do over again I would certainly approach it differently. I like to spread my activities out over the week but this time I really just jumped in on Thursday and completed it on Friday when writing up my portion of the project.

As far as evaluating my self for the jigsaw project I would have to say I started out “good”, went to “fair” and then in the end performed better. I rewrote the project after reading Judith’s and Monique’s to better fit their format. I think I did a pretty good job with the summary and tried to stay true to the objectives of the task. My teammates performed well and I have no complaints. It is interesting how we settled into communicating via email rather than the forum at the end. I’m not sure there is any real significance with that except for slipping into the familiar. I’m guessing all three of us depend on email for our work.

A link to our Midterm Team Project can be found on a page in the sidebar.

• Integrate learning objectives with authentic online assessment
• Diagram and map course plans and assessment preferences through the use of mind mapping software
• Coordinate and engage in virtual teamwork
• Evaluate use of the jigsaw method as a form of online assessment
• Define further assessment terms.

Pasted from <http://www.uwstout.edu/static/profdev/assessonline/three/index.html>

I’m beginning my reflections this week as I normally do. Reviewing the module objectives. I’m trying to buy into this whole idea of learning objectives leading to assessments and then the learning plan.  One go way to become more comfortable with that perspective is to relate it to this class and what we are doing in each module.

For this week I did work on integrating the learning objectives with the assessment. I’m still feeling it’s a bit of a chicken and egg situation for me but I’m trying to adjust. It is helpful to try to apply it to a real course. My concept maps for this week are definitely a work in progress and I expect to continue to be redoing them as we move forward. As I work on this reflection I still am adapting and redoing this first concept map that we are to email and upload to our blog. I have uploaded my first brainstorming attempt at concept mapping but hope to replace it or add an updated one before the end of this day, Sunday.  Diagramming using concept maps is useful but really sucks up my time as I continually adjust and move things around. It did help to establish a big picture but got really complicated really fast. I do think I will continue to use concept mapping and anticipate expanding usage to other areas. We’ll see.

I’ll be interested to try virtual teamwork and the jigsaw method in one of my classes.  I did feel some frustration because of my individual preference to a week’s timeline for work. I tend to start my assignments and activities early in the week so that I have time to reevaluate or work ahead. In a team situation an individual’s timeline preferences are affected by their teammate’s. I find myself working at the end of the week more than I usually do. Takes me a bit out of my familiar comfort zone.  That’s ok, I just prefer not waiting to the last minute. I start to stress a bit.

The final learning objective regarding further assessment terms, I’ve left to the last minute. Rather ironic considering what I had just written. I do feel comfortable with the terminology presented. The distinctions between the various types of assessment (Authentic Assessment, Formative Assessment, Performance Assessment, Summative Assessment, Evaluative Assessment, Educative Assessment) were interesting. Hadn’t really thought of them that way before, but it makes sense.

The 30 emerging technologies for e-learning reading was illuminating especially in light of its age. Pretty impressive in light of the accelerated progress of e-learning today. One added comment would be that this is a very long perfect e-storm because things haven’t really settled down all that much.

• Distinguish between measurement, assessment and evaluation
• Evaluate use of blogs in an online writing course
• Practice and demonstrate use of educational blogs as a collaborative, reflective assessment technique
• Formulate plans for a student-centered learning environment
• Design learning objectives that are connected to authentic assessment techniques

Pasted from <http://www.uwstout.edu/static/profdev/assessonline/two/>

I think I have a mixed bag result as far as achieving the objectives for this module. I’m afraid some of them are very much a work in progress and will remain so for some time. I think I’m on the road to really incorporating the differentiation between measurement, assessment and evaluation. I certainly can understand the distinction when I review the definitions as presented in the background section but I’m afraid that for some time the distinctions between them have not been a part of my common usage of the terms.  The excellent threads within the discussion area have helped to provide some new thoughts and ideas on how a blog can be included in an online writing course. As far as practicing and demonstrating use of educational blogs as a collaborative, reflective assessment technique that’s going to take a while to accomplish. Designing learning objectives that are connected to authentic assessment techniques is also an area that will be an ongoing work in progress. I’d really like to get a better handle on creating effective and meaningful learning objectives.

In addition to better use of learning objectives I’d like to make some progress with rubrics. This is another area I think could use more improvement in my case.  Learning objectives and rubrics seem to be important foundations for effective course design. It seems to me that assessment is not a stubborn heifer that needs to be cut out of the herd in order to understand but is an integral part of a whole that must factored in in order to really understand. Exploring assessment seems to bring us back around to learning objectives, rubrics and other techniques.

This week’s module, focusing on blogs, seems to have taken me through three separate phases. In the beginning of the week I was absorbing readings and adjusting my e-portfolio so that it could be used better for this class. In the middle of the week there were increasing posts to the discussion forum with many links and threads to follow and towards the end of the week I have been trying to tie everything together in my mind. I like using the learning objectives as a starting point for my reflection as it helps to bring things together and provide the structure that I personally need to adequately create a summary.

The conversation about resources for students as regards Internet access was an especially good one and exposed me to some different perspectives. The Community of Inquiry Framework by Shea was very good but will require some time to really absorb.

Mariette Baker-McDermid is an active educator with international experience who is accustomed to wearing many hats. Mariette has held positions of responsibility in every area of the educational system. She has operated as a teacher throughout the K12 system, an administrator at the elementary level, a librarian while working at the James Smith Indian Reserve, taught technology integration in Thailand and worked inservicing teachers in administration and middle years science in Ghana. I’m worn out just writing about it and have only scratched the surface of her diverse experiences.

Online education is an integral part of Mariette’s current position, serving the needs of her current school district. Like many of us, she is finding that assessments are current hot topics in light of many recent changes in perspective as regards best practices.

I’m sure that Mariette’s diverse experiences and background will provide substantial contributions to our Assessment in E-Learning class.

Rich Denhart/East Troy, WI

• Define, compare and contrast standardized and alternative assessment techniques
• Illustrate the role of formative and summative assessment in an online course and program
• Interpret and practice the use of a wiki as an online assessment tool
• Practice and demonstrate use of an online interview and discussion as informal assessment techniques.

Pasted from <http://www.uwstout.edu/static/profdev/assessonline/one/>

I feel pretty good  regarding the objectives for this module.  The article by Buhagiar provided context with the history of assessment and the concept of alternative assessment paradigm. Context and analyzing the component parts of different perspectives are techniques that resonate with me. I found the article useful in providing a foundation for the module objectives.

The article by Grant Wiggins and Jay McTighe, although focusing on a high school perspective was interesting and potentially useful. I say, potentially only because I have not had the opportunity to utilize some of the techniques discussed. In particular I would look forward to reconstructing a module for one of my classes using the “meaningful sequence” discussed in the article. I think I could incorporate the twelve steps without having to completely redo a week’s module. In fact, I think, that it would serve to clarify the objectives and end result. It would require a good bit of time to properly incorporate within an existing module. I hope to try it sometime this semester, time permitting.  I would say the same thing regarding “Using Transfer, Meaning, and Acquisition in Planning”. I would like to try deconstructing a module and applying those specific techniques to see how different the module might be.

I would have to say the concept of backward design was a definite “aha” moment for me. It was pretty much a “Duh” moment, too. I can’t believe I didn’t think of developing a module using that technique. I have a course that I have to design in the next few weeks and I think that I will approach that design using backward design. I just can’t see a disadvantage. It’s a simple approach consistent with my objectives.

I used the Think, Pair, Share exercise in a new class last night. It is a hybrid class and last night was the face to face meeting. Normally I would have had each student introduce themselves but last night I tried the Think, Pair, Share technique and it worked well. Immediately created a more relaxed atmosphere. It was like the bell rang and everyone was just socializing in class. Post exercise nervousness and tension was noticeably reduced.

I have incorporated a Wiki into another new class this semester (it is very fortuitous that I have new semesters at the same time as I’m taking this class). I was originally going to use a forum but after thinking about it a Wiki seems more appropriate. In this class it will be a major component of the students assessment. It will be somewhat unique in that it is a private wiki for each student… the collaborative portion will come from the fact that the class is team taught with three instructors. All three of us will be providing collaborative feedback with each individual student on a weekly basis. I will be updating progress and thoughts regarding this wiki throughout the semester.

For this first module I have been the beneficiary of collaborative interaction with my fellow students. These initial discussions were good and I was introduced to several very interesting and useful tools.

I successfully completed all the learning objectives for this week.  There seem to be many experienced teachers in this cohort of students and I hope to benefit from their knowledge. I have already been introduced to an avalanche of tools and techniques that will serve me well.

My first observation as I review the materials and the content map is that as I begin this course I have students beginning their summer semester. I’m wondering how new students to the program are responding to their new learning environment online. As I explore navigation, expectations, readings and activities my students are doing the same within the structure that I have created.  I’m  wondering how their experience compares to mine? I feel pretty comfortable but I do find myself stumbling around trying to grok the navigation.

Some items that I have written down and hope to follow and incorporate in classes and curriculum include:

1. Tips on Reading – the suggestion to selectively read, skim and approach in a non linear fashion in some instances seems to be good advice to pass on to students that may feel overwhelmed with reading assignments.
2. Incorporating weekly checklists and surveys also seem like sensible additions.
3. Caveat emptor
4. Discussion and evaluation of Wikipedia