Monday 11 June 2007

Week 1 first impressions

I like the adaptive release of the study materials, quizzes and discussion boards. Discrete boards for each topic eg. Week 1: Self Assessment; Week 1: Learning Outcomes; Week 1: Reflections. It would be difficult to take this multiple board approach in the combined program site but the idea has possibilities in other courses.

Very small class. Tutors appear to work hard to develop a 'presence' early in the online experience. I look forward to the discussion summaries at the end of the week which should give closure and the class moving onwards together. I am not sure how this would go with the self paced nature of our courses / paid work hours that our students keep - Could this work for us? Perhaps the contract idea at the beginning of course may help this (ie we all had to agree to contract terms that we would devote 4-6 hours a week for the duration of the course - was this a CQU or OCSLD requirement?).

Wording was something along the line

I confirm that I am willing to:
1. To commit to completing the course.
2. To devote between 4-6 hours per week for the five weeks of the course.
3. To apply what I have learned to review my assessment practices.
4. To share new insights and ideas with colleagues through seminars, workshops, etc.

Started the readings to find strong emphasis on Bloom's taxonomy again, I will relook at the work we did last year in the assessment course in the Grad Cert in Flex Learning. The Key Reading 1 has some nice examples of learning outcomes. Key Reading 2 provides some good links re Bloom. Initial thoughts re Key Reading 3 is that the self assessment tool presented is quite negative in the way it is termed however basic idea has some merit (ie. a self assessment checklist which forces students to evaluate their own work).

I really like the idea of students submitting a self assessment with their assignments particularly with regard to their priorities for feedback.

1. strengths of this piece of work
2. weaknesses in this piece of work
3. how this work could be improved
4. the grade it deserves is …
5. what I would like your comments on …

A worthy idea to try ... wonder how it will go with novice learners and whether their lack of understanding 'what an assignment looks like' would interfere with their ability to self assess ... would it be worth trying to assess their ability to self assess as development of a process skill ...????

Team teaching of this course seems to be a very useful approach. I look forward to the summaries for each week with regard to our handling / discussion of the content and tasks. I may use this idea in my third year course.

Week 1 to be continued ...

Week 0 orientation activities

09/06/07

Today is my first visit into the Oxford Centre for Staff and Learning Development online 'Assessment: Lightening the Load, Increasing the Leanring' course. The purpose of this blog is to share my ramblings and ideas with my CQU colleagues.The kids were so excited to visit the show today. I spent much of the time feeling guilty that I should have been at home doing my marking - termus horribilus! What have I got myself in for here! I love problem based authentic assessment - will this be compromised? I am looking forward to working with others to find the illusive nexus between an optimal learning experience/quality and my/students survival in this very busy world. Still trying to mark a pile of assignments and I feel like the time spent in this course is a luxury I don't have. Yet something tells me that this will be worthwhile - so here goes ...I come with an open mind!!

We were given three tasks for induction purposes.

1. Check into Arrivals Lounge

First we are asked to check into the 'Arrivals Lounge' - quite apt with an international classroom such as this. I love the analogy of arriving at the airport and checking in to see if all class members are present and accounted for. The analogy was taken further where a request for help with my login details was considered my 'passport'.

2. Introduce ourselves

The WebCT discussion boards seem quite clumsy compared with the Bb discussion boards. Many extra key strokes are required for simpliest of tasks. It was obvious that the tutors were very willing to establish a feeling that they were 'present' to the class which was no mean feat given the international nature of the cohort. It was obvious that they use the same technique that I employ ie. ensuring that their response reflected at least one thing you wrote in your introduction so as to convey they valued your introduction. It felt nice as a student to receive this timely confirmation of your presence. The members of the class seem diverse and interesting. For many it seems that online learning and teaching is a new experience for them.

3. Complete a very basic quiz (10 questions covering the prereading / orientation basics)

The quizz was very basic but good because it gave instant gratification and feedback and felt like it further emphasied that you had arrived and were grounded. It forced a quick trip around the LMS plus a couple of the pre reading areas. I particularly liked the 'cryptic pairings' - This technique might be worth trying in my first year and post graduate Bb sites.