1. After reviewing the Quality Matters Checklist, what are three best practices you can extract. List each one and explain its significance and importance. Be sure to give an example of how using this idea would make either delivery or assessment better in a specific eLearning context.
After reading the Quality Matters (QM) checklist, I chose the following to be best practices:
1). Learning objectives help the learning designer to get clarity around what to include in courses and how to construct the learning activities.
They are meant to help the learner achieve the objectives because it is said to focus their attention.
And they are useful when we evaluate courses: have the learners achieved the objectives we have set for the course
2)Course activities and learner interaction
More Course activities and interaction in learning environments leads to improved learning outcomes and increased student satisfaction. Increasing Student Interactions examines the learning activities to ensure they promote the achievement of the course- and module-level objectives. Participants will discuss the importance of providing opportunities for students to interact with each other, the instructor, and the course content to support active learning. Instructors must provide the students with the instructor’s plan for responding and giving feedback and communicate to the students a clear statement of the instructor’s expectations for student participation.
Dr.Newberry provides us blackboard to discuss every week. We get information and different opinions for our classmates. This kind of activities gave us a chance to interact with our classmates and improve our engagement.
3)Assessment and Measurement
According to Chickering and Gamson (1987) ,aligning assessment with course activities helps to determine a true measurement of student competency and performance. It also ensures that the instructor retains responsibility for monitoring progress and assigning the final grade (Palloff & Pratt, 2009).
Assessments provides ongoing progress reports so the professors can reach out to any struggling students. Dr Newberry provides feedback every week in our Email and Blogs which very helpful for us to know what we did great and what we need to improve. Those feedback would be useful for learning objectives and achieve our goal someday.
2. After reviewing the readings (and other sources that you locate on your own) what are some ideas that you can take from the work of Chickering and Gamson? How well do their suggestions map to online education in general? How well do they map to the students and/or content you might teach or develop for?
The Seven Principles for Good Practice
1. Encourage contact between students and faculty
2. Develop reciprocity and cooperation among students
3. Encourage active learning
4. Give prompt feedback
5. Emphasize time on task
6. Communicate high expectations
7. Respect diverse talents and ways of learning.
The ideas I learned from it and I want to develop for :
Instructor provides personal feedback quickly to students on assignments and assessments and utilize rubrics for projects and papers to standardize grading and provide built-in feedback.
· Hold office hours, virtual and in person, make opportunities for review sessions and study groups using a virtual classroom or the chat feature of your in either Sakai or Canvas.
· Provide opportunities for discussions using discussion activities and comment on student posts to show a “presence” in the course. Give work and study groups discussion boards for their use and “check-in” to see how students are progressing.
· Provide opportunities for collaboration such as discussion, group projects and assignments, and peer-evaluation. Utilize the tools in a Learning Management System such as Sakai or Canvas to provide students with a discussion and collaboration space.
1. To internalize learning students must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives.
· Provide opportunities for students to interact with content during presentations or lectures utilizing tools
· Discover the various communication tools and applications of your e-Learning system
1. Knowing what they know and don’t know helps the student focus learning.
· Respond to student queries and problems quickly. Utilize facebook, Twitter, or your LMS chat function during or after a lecture to provide opportunities for students to ask questions.
· Provide frequently updated student grades by using the gradebook feature in Sakai or Canvas.
· Respond to distance students within a 24 hour time period if possible. If this is not realistic for the instructor, outline in the syllabus what students can expect for instructor response times.
· Emphasize deadlines in the syllabus and provide students with reminders about upcoming deadlines.
· Break large projects into smaller more manageable pieces and require students to hit benchmarks during the duration of the project.
· Provide students with detailed explanations and expectations in the syllabus.
· Provide students with rubrics for projects and papers detailing what must be accomplished and the grade value for each item. This allows students to know exactly what is expected of them.
· Set realistic expectations for course activities and assessments that communicate high but attainable expectations.
· Develop and implement the course using proven learning theories.
· Incorporate a variety of activities into the course including collaboration, group and individual projects, papers, low stakes assessments, and discussions to reach a variety of learning styles.
· Present course materials in a variety of methods to reach the most learning styles possible
3. According to the text, what are Objectives, Outcomes and Competencies. Provide an example of each.
Objectives
Objective is knowledge and capabilities that learners should have achieve at the end of classes. Learning objectives should be specific, measurable statements and written in behavioral term.
For example: If I teach students English reading, Students should be able to understand and read the English story.
Outcomes
Outcome is achievable capabilities and knowledge of students at the end of learning period. Developing outcome is important step in designing e-learning instruction because instructor can deliver more clear and effective instruction without students’ confusion by setting specific and clear outcomes.
For example: Students pass final reading exam in the end of the quarter.
Competencies
How students demonstrate knowledge or skill acquisition, generally at the end of a program of study. It forms the foundation. It is at this stage that I would say learning has taken place because there is an observable change in the learners’ behavior
At the end of quarter , students would be successful get into next level
4. List the six levels in Bloom's taxonomy. Now list one eLearning task, question or assignment for each level.
· Remembering: Give definitions for Circle,radius,diameter,perimeter
· Understanding: Draw pics for Circle,radius,diameter,perimeter.
· Applying: If radius=2, caculate the perimeter
· Analyzing: Analyze and summary the results and process and calculating measure.
· Evaluating: Collaborating and checking with other students to see if they got the right answers.
· Creating: Use a different way to solve perimeter again.
5. According to the text, what is "learner focused teaching"? How does this concept relate to the work of Chickering and Gamson? Provide some ideas for providing "learner focused teaching" in an eLearning setting and give at lest one example.
Learner focused teaching is away in which teaching and learning are intertwined. In this type of learning environment, students build knowledge through collaboration, inquiry, critical thinking, and problem solving. Palloff and Pratt put emphasis on learner focused teaching and they argued that instructor is not existed for teaching students, but their role is to facilitate students’ learning process. Chickering and Gamson’s seven principle also indicated and emphasize learner centered education.
§ Focuses attention squarely on the learning process.
§ Focuses on what the student is learning, how the student is learning, the conditions under which the student is learning, and whether the student is retaining and applying the learning.
§ Focuses on how current learning positions the students for future learning
§ Focuses on learning, not grades
§ Empowers learners to take on the learning task
§ Gives learners input into the assessment process
§ Ensure that the instructor retains responsibility for monitoring progress and assigning the final grade, if one is necessary.
Jackson, Stratford, Krajcik, & Soloway, 2000; Quintana et al., 2000 further explained that learner-centered design "considers learning while doing; it supports learners in the ways of using the software and throughout the use of it. It also indicates how and why to do the learning tasks. Moreover, these authors have defined learner-centered design as “the new challenge for human-computer interaction, with the goal of providing support for both learning a task and doing it.”
The Four Learner-Centered Principles
According to Jonassen et al. (1995), there are four distinct attributes of learner-centered effective eLearning courses:
§ Context: Learning tasks should have a real world application that allows learners to connect personally with what they are learning.
§ Construction: Learners should be able to link their own experiences and prior knowledge with new learning.
§ Collaboration: A problem solving scenario allows learners to develop, test, and analyze their ideas while being exposed to others' opinions. Each individual learner will arrive at an individual conclusion after collaboration is completed.
§ Conversation: Communication with and within learners is essential to effective eLearning courses. Learners should spend time in conversation while planning and making sense of new learning.
Example: I provided my students geometry online class by teaching circle-calculating first. Turns out they need to know some basic definitions first. I rethink the schedule and change my plan according to Learner focused teaching.
6. Explain how the readings this week (and your own research) connects with the Blackboard discussion.
The readings this week are really fruitful. I know about Quality Matters rubric and Six level Bloom’s Taxonomy and The Seven Principles for Good Practice
,And IMPLEMENTING THE SEVEN PRINCIPLES and what are Objectives, Outcomes and Competencies. Also,I learned Knowles' theory of andragogy is an attempt to develop a theory specifically for adult learning. I also review a lot of opinions for blackboard about Quality Matters rubric and Six level Bloom’s Taxonomy and The Seven Principles. Most of them seems similar but still sounds great to me.
. 7. Quote your best entry from this week's Blackboard discussion. Explain why you chose it and what it demonstrates about your understanding, learning process etc.
My best post is from Laura:
“How does their work relate to the textbook's ideas on Learner Focused Teaching?
Palloff and Pratt stress Learner Focused Teaching for online courses. They advocate “community-based” online teaching. They suggest that assessment is best when it is authentic and can be demonstrated in papers, presentations, projects, and portfolios. The student should be given responsibility for their learning and assessment. The student can use resources beyond the teacher to extend knowledge and synthesize it with prior knowledge.
We emphasize time on task. This is a challenge for some of our students who have been in the habit in their f2f classes of cutting corners and having teachers who walk the students through every aspect of the assignment. We have to teach our students to take the time to delve into the lesson and all of its parts. We do often give choices as to how an assignment is completed. Sometimes we can assess students orally if writing is difficult, or we need to hear them read. We are in a great position to be flexible and work to meet the diverse needs of our students.”
Chickering & Gamon
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Palloff & Pratt
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1. Encourage Contact between students & faculty
2. Develop reciprocity & cooperation among students
3. Encourage active learning
4. Give prompt feedback
5. Emphasize time on task
6. Communicate high expectations
7. Respect diverse talents & ways of learning
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1. Student gathers information and synthesizes it by using inquiry, communication problem-solving, and critical thinking. Attention is on the learning process.
2. Students can help develop assessments and should have choice in how they demonstrate what they learned.
3. Align assessments with learning activities and use multiple measures.
4. Outcomes, objectives and competencies should be learner focused.
5. Students should be given clear directions and grading criteria.
6. Students should reflect on their learning activities
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The chart for Chickering&Gamon and Palloff&Pratt are really helpful for me. I know the theories and principles for this chart. That is more understandable for me to put them together. And it is true”This is a challenge for some of our students who have been in the habit in their f2f classes of cutting corners and having teachers who walk the students through every aspect of the assignment. We have to teach our students to take the time to delve into the lesson and all of its parts.”
8. Identify the student you think was the most important participant in the Blackboard discussion. Explain why and provide at least one quote from that student's contributions to the Blackboard discussion.
For me, the most important participant is Christen. She got a great start, enlighten me to start think about the topics for this week.
“The revised Bloom's Taxonomy clarifies the 6 levels of learning by changing the vocabulary to active verbs:
· remember (was knowledge)
· understand (was comprehension)
· apply (was application)
· analyze (was analysis)
· evaluate (was evaluation)
· create (was synthesis)
Also the last two categories have been reversed, putting create (synthesis) as the most complex level. (http://www.udel.edu/educ/gottfredson/451/revisedbloom.html)
1. Remembering- In a low level writing class Narrative Essays are standard. Instead of the usual pre-writing, why not using a sketching App and let students draw a series of pictures; then they can create audio to narrate the story. “StoryKit is a free app that offers an easy way to combine videos, photos, and text to create a storybook and share that information. Students can create ‘books’ that showcase their knowledge.”(Edudemic).
2. Understanding- Have students do character and plot summary to show reading comprehension. “SimpleMind is mind mapping app that students (and teachers!) can use to brainstorm, collect, and organize their ideas. Users can easily add links, cross link pieces of their mind map, organize and reorganize branches of the map, and share their mind maps”(Edudemic).
3. Applying- Students need to be able to apply what they have learned to real life scenarios. In a very low language class I would have students use Mapquest directions to one of their favorite places and orally record themselves giving directions without partners being able to see the map. Partners then have to sketch what the map should look like. “Screen Chomp is a free app that is a basic doodling board with markers. Users can record audio/video with their device (or upload a file), then use the drawing tools to sketch out ideas” (Edudemic).
4. Analyzing- Students need to be able to analyze data and a good way to do that is by having them turm information into charts. “Easy Chart is a free app that offers basic chart-making tools. Users can select bar, line, sidebar, or pie charts to organize their data”(Edudemic).
5. Evaluating- Getting students to evaluate sources is huge. Have students post a reference on the discussion board, and then ask each classmate to respond to a criteria of questions for evaluating a classmate’s source. Five Criteria for Evaluating Web Pages: http://olinuris.library.cornell.edu/ref/research/webcrit.html
6. Creating- In teaching Phonics, Stress, and Syllables, I have students create haiku poem. Try letting students set their poem to a beat. “GarageBand. This offers a host of tools from various musical instruments to beatbox jams and electronic drum kits for users to create, edit, save, and share their musical creations” (Edudemic).”
9. Reflect on what you have learned this week. What have you learned that has the potential to inform or influence you or your practice of online learning going forward? Explain why.
I learned a lot this week. Quality Matters rubric and Six level Bloom’s Taxonomy,Chickering and Gamson’s seven principle.
Knowles (1984, Appendix D) provides an example of applying andragogy principles to the design of personal computer training which may influence my future learning:
1. There is a need to explain why specific things are being taught (e.g., certain commands, functions, operations, etc.)
2. Instruction should be task-oriented instead of memorization -- learning activities should be in the context of common tasks to be performed.
3. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with computers.
4. Since adults are self-directed, instruction should allow learners to discover things for themselves, providing guidance and help when mistakes are made.
Those principles seems deeper in learning, I may use them in future teaching
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