Saturday, February 28, 2015

@ONE Designing Effective Online Assessments Course Week 1

This is some of the important content from this week:

Assessment in higher education involves four important processes:
  • identifying clear, valid, and appropriate student learning outcomes
  • collecting evidence that those outcomes are being addressed
  • dialogue to attain a collective interpretation of the data
  • using data to improve both teaching and learning
Assessment is not an event. Assessment is not separate from instruction; it is embedded in instruction. This is a fundamental concept.

Friday, February 27, 2015

TESOL Foundations Course Final Tech Project and Certificate

For the final project for this course, I created the following Web site: Transitions 4 ESL. There are four learning units:
  • American Education
  • College
  • Careers
  • Work
followed by a Reflection survey.

Certification of Completion

Saturday, February 21, 2015

TESOL Foundations Course Module 3

Task 1: Editing

I am not currently teaching a class because I am on sabbatical, but I have some samples of former students’ writing that I used for this task. Their names have been removed.

Friday, February 6, 2015

TESOL Foundations Course Module 2

Task 1:  Standards – Discussion Board

From the readings, these are some points I found relevant/ interesting/ noteworthy:

Orienting and dropping students:

Students are offered an orientation for taking an online course before starting the coursework.

At my college there are on-ground F2F sessions like this for students, but they are intended for students enrolled in credit courses and are held at the other campuses (my college has three campuses).  There is also an online assessment “Test Your Potential as an Online Student,"  which is great, but it is not intended for ESL students, nor is it intended for hybrid study readiness but rather for students planning to take or considering taking fully online classes. I would like to (collaborating with colleagues in my department – too much work for one person) create a similar quiz and an online orientation for our noncredit ESL students.

The instructor will follow program guidelines to address non-responsive students.

I understand that it is very important (US, higher ed) to have an activity students must do immediately in an online course to ensure students are enrolled because of an issue with drop deadlines and financial aid. In 2011 the Federal Dept. of Ed. became very concerned about students who just log in to an online course but do not engage in any academic activity in the course. Engagement in the academic activities of an online course constitutes "attendance" in an online course. Evidently, as I understand it, many for-profit online schools would collect students’ financial aid and let the drop deadlines slide by without checking in with students, and now this jeopardizes a school’s access to federal financial aid funds. All this doesn’t really concern me in my particular teaching situation or my students expect for the fact that if the students don’t do the initial online activities, it is a good sign that they are not committed to the class or that I need to intervene because they simply don’t understand what to do or lack the computer/technical skills to do independent online work.

@ONE Course Introduction to Online Teaching and Learning Week 4

Much to my angst, my original post for this final week disappeared. As I recall, this week's content was about the following:
and formative feedback, such as the following: