e Assessment
-
Upload
yum-studio -
Category
Education
-
view
455 -
download
4
description
Transcript of e Assessment
Eassessment: using technology and learning design to gather quality assessment evidence.
Give me the pillsGive me the pills
I am starting to believe
I am starting to believe
Sparks out of ears
Sparks out of ears
Hitting the wall
Hitting the wall
Use the text tool to record your current mood state
Use the text tool to record your current mood state
On top of the world
On top of the world
• Virtual Classrooms – Pitch and Peer Review
• Using Case Studies, Problem Solving and Decision Making Trees for Assessment – Design and the Art of Writing
• Using industry case studies – the Brief
• Action Learning Sets
Today’s agendaToday’s agenda
Most of our training is conducted
•A In our training rooms•B At clients workplace•C Online•D Blended
Burning QuestionsBurning Questions
Do you use eLearning currently?
• A No• B Yes – self paced learning• C Yes – Blended Learning• D Yes – Virtual Classrooms
Burning QuestionsBurning Questions
I use the following in my assessments
• A Video and Audio• B Group Work/Collaboration• C Problem Solving/Case Studies• D Peer Review
Burning QuestionsBurning Questions
Knowledge/Skills
Industry Knowledge
Staff Capacity
ComplianceeLearning Training Tools Collaboration
Authentic Tasks
Trainer/LearnerCommunication Model
Self Paced
eLearning PlatformStructured
Delivery questionsDelivery questions
Uses for Virtual Classroom
• Lecture/Software demonstration• Student presentations/peer review• Q and A sessions• Assessment clarification• Role play• Meetings/Assessment Validation
Virtual ClassroomVirtual Classroom
Uses for Virtual Classroom
• Assessment• Peer Review• Resubmit
Virtual ClassroomVirtual Classroom
Assessment and Peer Review Context
• Students self select - motivated• Course is fully online – Moodle and BC• Diploma level• eLearning industry focus – knowledge and skills• Medium to High ICT skills. Quick Learners• ACE, RTO, Uni, TAFE, Corporate, Industry asc.
Virtual ClassroomVirtual Classroom
Virtual ClassroomVirtual Classroom
Virtual ClassroomVirtual Classroom
Virtual ClassroomVirtual Classroom
Virtual ClassroomVirtual Classroom
PresentationPresentation
PresentationPresentation
Assessment and Peer Review Context
• Students didn’t volunteer• Course is blended – F2F, Moodle and BC• Diploma level• ACE Sector• Wide range of technology skills. Many with entry level
ICT skills.
Virtual ClassroomVirtual Classroom
Using a Project “Pitch”
Virtual ClassroomVirtual Classroom
Using Project Wiki
Virtual ClassroomVirtual Classroom
Wikis and Virtual Wikis and Virtual ClassroomsClassrooms
WikisWikis
•Slabs of Text•Multiple Choice Questions•Few opportunities to apply knowledge•Poor demonstration of skills•No supporting resources•Fail to exploit nature of the web with multimedia•Working solo, without access to other learners.•No facilitation or group sessions online
Issue - ContentIssue - Content
?!zzzzzzz
?!zzzzzzz
How do you demonstrate How do you demonstrate you know something?you know something?
•Most e learning courses purpose is to share information or change/improve job role performance.
However, most courses focuses on sharing information rather than performance improvements.
This happens because most people focus on delivering content rather than on changing job role performance.
PurposePurpose
How do your learners How do your learners demonstrate they know and demonstrate they know and
can apply something?can apply something?
•Learners exhibit a variety of learning styles, Computer literacy & attitudes to learning preferences•Have a Goers•Reflectors•Watchers•Listeners
All shapes and sizesAll shapes and sizes
• Reduce reliance on text thru multimedia(Audio, Visuals, Video)
• Engage learner to think through online material
• Get learners to make decisions(learning activities)
• Have learners understand how to acquire information
(decision making)• Assess the sharing of perspectives• Put back industry knowledge(pre existing workplace experience)
Cater for them!Cater for them!
Push or PullPush or Pull
Push or PullPush or Pull
Push or PullPush or Pull
SOPSSOPS
WorkplaceSupervisorWorkplaceSupervisor
Co WorkersCo Workers
Learning MaterialsLearning Materials
Video demonstrationVideo demonstration
Existing KnowledgeExisting Knowledge
TrainerTrainer
Push or PullPush or Pull
•“How do we get the learners to pull this information?”
Making Decisions
•Case studies or scenarios can create a need for the learners to pull the information
•You can present some simple questions or problem-solving activities that require a solution.
Push or PullPush or Pull
Present learners with situations with choices for dealing with the problem, with each choice leading to consequences and further choices
The process of finding the solutions to the problems is more important than the solutions themselves.
Decision Making Decision Making TreesTrees
Learners can investigate the possible outcomes ofchoosing those options.
They help the learner to form a balanced picture of the risks and outcomes associated with each possible course of action.
Decision Making Decision Making TreesTrees
Decision Making Decision Making TreesTrees
Well as for decision making trees…
• A Wouldn’t use em!• B Can see a use NOW with an
existing course!• C Like to use but cant see how
to make em• D Didn’t you say there was free
chocolate today Toni?
Burning QuestionsBurning Questions
StoriesStories
•Character
•Setting
•Disruption
•Solving the disruption
•Resolution
•Worker
•Workplace
•Problem/Skill
•Asking/Reading/PolicyCommunication
•Learnt the skill
StoriesStories
•Problem for learner to solve•2 branches to solve, 3 choices per branch
•Feedback on each choice•Content to support learners at each choice(Video, Audio, SOPS, supervisors, PDF, policy etc)
Draft a scenarioDraft a scenario
Skills to create!Skills to create!
Roadblocks
• A Turning content into stories is tough for me
• B I don’t have access to a tool to build these
• C Convincing/training my SME to provide content in this way
• D Cant see the link between Decisions and assessment outcomes
Burning QuestionsBurning Questions
The LessonThe Lesson
•Udutu•PowerPoint•Articulate•LMS Tools – for example the Lesson Activity in Moodle•Adobe Captivate•Blog/Wiki
Tools to createTools to create
Examples of real life scenarios for problem solving and decision making to present the learner with a situation that they may one day encounter in their normal work practice
Case StudiesCase Studies
•Industry experts (audio/video/webinars)•Discussion forums•Group Work•Action Learning Sets(finding solutions to workplace issues)•Using Social Media to follow Industry events/conferences•Learners creating reports in variety of formats
Industry KnowledgeIndustry Knowledge
Industry Project
• Students self select – Vet in Schools• Course is fully F2F – Blog and Google Docs• Certificate II Level• Entry level Multimedia • Focus on Team work, reflection and communication
Industry BriefsIndustry Briefs
Virtual ClassroomVirtual Classroom
Virtual ClassroomVirtual Classroom
Virtual ClassroomVirtual Classroom
Virtual ClassroomVirtual Classroom
Google Doc Google Doc submissionsubmission
Blog ProductsBlog Products
Peer SurveyPeer Survey
AssessmentAssessment
Working in Creative Teams
Working in Creative Teams
CommunicationCommunication
Multimedia Product
Multimedia Product
Documenting Decisions
Documenting Decisions
Reviewing and Improving
Reviewing and Improving
Self ReflectionSelf Reflection
•Learners raises work place problem (LMS, Webinar, F2F)•Co Learners commence deep questioning to uncover nature of the problem – to understand it (non subjective)•Learner clarifies co learner questioning reflects understanding of the problem•Co-learners provide range of solutions (subjective)•Learners devices strategies from offered solutions for implementation.
Action Learning SetsAction Learning Sets
•Writing**•Using a video camera•Recording and mixing audio•Basic photoediting skills•Use of PowerPoint and rapid elearning skills•Relationship with SME•Commitment to developing activities that test decision making and problem solving
Skills to create!Skills to create!
•Motive•Relevance•Application•Working with others
Princeton University Learning Process 70:20:10 model, -70% of workplace learning is experiential, -20% comes from interaction with fellow workers (including coaching and mentoring) –10% from formal learning interventions, where the training department rules.
Informal Learning – Informal Learning – the next Challengethe next Challenge