Reflections
Good exercise.. Demanded a detailed review of assignments. I had to rationalize their nature, sequence, and design ... especially as to how they built upon one another and addressed the learning objectives as stated in my course blueprint and module design sequence. To do this correctly, would require a great deal more time then I was in a position to give. The iterative nature of this activity that the Blendkit 2016 - Chapter 3 materials eludes, certainly becomes evident. I have also come to realize just how rich and powerful the interactive video strategy that I have only recently discovered and implemented is going to be. This assignment opened my eyes to this. It also forced a more detailed examination about how it can best be administered.
Note that I can also see tremendous value in using webbased screencasts to show students (especially second language learners) how to get started on a project or assignment - whether that is in a face to face or online context. The multi modal nature of them plus the 24/7 access to them helps make instructions so much more clear to students and at a time and place of their convenience. As a result, I have begun to experiment with recording any "how to" (demonstrations) that I have done in class. I have also the luxury of seeing when and how frequently they are being used. Student response to them is almost always excellent too.
Good exercise.. Demanded a detailed review of assignments. I had to rationalize their nature, sequence, and design ... especially as to how they built upon one another and addressed the learning objectives as stated in my course blueprint and module design sequence. To do this correctly, would require a great deal more time then I was in a position to give. The iterative nature of this activity that the Blendkit 2016 - Chapter 3 materials eludes, certainly becomes evident. I have also come to realize just how rich and powerful the interactive video strategy that I have only recently discovered and implemented is going to be. This assignment opened my eyes to this. It also forced a more detailed examination about how it can best be administered.
Note that I can also see tremendous value in using webbased screencasts to show students (especially second language learners) how to get started on a project or assignment - whether that is in a face to face or online context. The multi modal nature of them plus the 24/7 access to them helps make instructions so much more clear to students and at a time and place of their convenience. As a result, I have begun to experiment with recording any "how to" (demonstrations) that I have done in class. I have also the luxury of seeing when and how frequently they are being used. Student response to them is almost always excellent too.
I also wanted to note the pragmatic side of using objective based quizzes. They certainly have the capacity to lighten an instructor's marking load albeit typically for low level cognitive skills (though the examples presented in the Effective Assessment Examples article seem to suggest that this not always be the case - worth a follow up). But what I find such quizzes are especially useful for is how they better support trial and error than when done via an in the class activity. However, I've also come to learn the need to design these in such a way that they do NOT support random guessing. I have found that I can do this by only giving students access to a final score of a quiz .. so they are not clear as to which questions they got incorrect. The quiz also needs to be based on a battery of questions thus giving students a chance to redo the quiz but with little likelihood of getting the same questions. It should also be set up to support a minimal mastery rate (e.g. 80%). I have found that the strategy promotes frequent use of an online quiz and as a result, the quiz in effect becomes more than an instrument for collecting scores, but a learning activity in itself.
Background
Will target my current POTB COL 140 course at Zayed University for blended learning.
POTB attempts to take the current regular COL 140 - English Composition 1 Course that is given over a regular 15 week period and to compress it into 7 weeks. This puts significant pressure on students (and me the instructor) to cover the same material / syllabus but over a much shortened time frame. The use of blended learning strategies may permit students to engage with course concepts more frequently, in a manner that is more engaging, and at a time and place more convenient to them (outside of class).
Interactive strategies (tools) that I am likely to use
- real time collaborative document / lesson plan (etherpad - example, Google doc)
- interactive video + reading comprehension, sentence writing (Edpuzzle - example)
- synchronous paragraph writing (Padlet - example, etherpad)
- synchronous sentence writing (Today's Meet - example)
- class review (Kahoot)
- vocabulary development (combination of Google form - to collect student written definitions; Quizlet - taking student written definitions to author a Quizlet)
My module schedule
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Plan for completing Week 3 - DIY
- read Week 3 - DIY assignments
- review reading
- review my notes
- review examples
- complete Week 1 - DIY assignments
read Week 3 - DIY assignments
- Create Assignment Instructions [pdf file; size=102kb]For each graded assignment through which you will assess student learning, use this process to create written assignment instructions to share with students.
- Configure Online Quizzes [pdf file; size=78kb]Online quizzes are one of the most common assessment methods employed in blended courses. If you decide to employ online quizzes in your blended course, use this checklist to work through the logistics of setting up your online quizzes.
- Revise Course Blueprint, Syllabus, and other course documents as appropriate.As you work through the logistics associated with your online quizzes and other graded assignments/assessments, you may find that you want to adjust your original plans as articulated in your earlier documents. Revising them will allow you to stay focused on designing one, consistent whole.
review reading
review examples (found in
review examples (found in
- Using Bloom’s Taxonomy to Create Multiple-Choice Questions
- Effective Assessment Examples
- Question Improvement Suggestions
- Sample - portfolio
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