Hari ni cerita pasal assignment dan
e-assessment
Apa pula peranan guru, adakah sebagai
fasilitator atau....
Assessment Strategies - e-style
·
Reflective journal – Blog
·
Demonstrating Skill – Digital story/video
·
Observation – Video/virtual room
·
Question – Web conference
·
Evidence collection – e-portfolio
·
Collaborative work – wiki
·
Quiz – Quizlet, exam view
Metric and Methods
- · Reflective Practice
- · Ethnographic Method
- · Network Analysis
- · Traditional Website Metric
- · Evalution Design
Kita bincangkan bagaimana nak menilai pembelajaran pelajar melalui media.... Bunyi macam mudahkan tapi ...
Pasal assignment:
Cari 3 atau lebih artikel yang berkaitan dengan penggunaan sosial media dalam e-assessment. Buat meta analisis bagi artikel tersebut. Artikel boleh berkenaan perkara di bawah
- Students Engagement
- Students HOTS
- Students Motivation
Bincangkan tentang :
- procedure or strategy used
- instrument or rubric used
- tools used
Artikel boleh dicari melalui google schoolar.
_____________________0000_________________________
Jom kita baca artikel ini pula,
An Instrument to Assess Online Facilitation
The "Assessing
Online Facilitation" instrument (AOF) is for online course facilitators to
objectively evaluate their facilitation for strengths and areas for
improvement. Facilitators may choose to offer the AOF to others to guide a peer
evaluation of their performance in the online classroom.
The AOF recognizes
the different roles of an online facilitator, as outlined by Berge (1995),
Hootstein (2002), and others.
·
Pedagogical: Guiding student learning with a focus on concepts, principles, and
skills.
·
Social: Creating a welcoming online community in which learning is promoted.
·
Managerial: Handling organizational, procedural, and administrative tasks.
·
Technical: Assisting participants to become comfortable with the technologies used
to deliver the course.
There are many
criteria that influence student satisfaction and learning in any course,
including online courses. Recent publications have included criteria specific
to online courses. The Project Team identified criteria from many sources and
categorized them in the framework of the four roles of an online facilitator.
Criteria were
further divided into intervals. Facilitation tasks vary throughout the course
(Mandernach, et al 2005). The intervals selected by the Project Team included
·
"Before class begins"
·
"During the first week"
·
"Throughout the course"
·
"During the last week"
Each page of the assessment instrument represents one interval of the
course facilitation and contains criteria organized by category type:
Pedagogical (P),
Social (S), Managerial (M), or
Technical (T).
The remainder of
the page is the Comments area.
Benefits of Using Online Discussion Boards
* Builds class community by promoting discussion
on course topics
* Allows time for in-depth reflection- students
have more time to reflect, research & compose their thoughts before
participating in the discussion
* Facilitates learning by allowing students to
view & to respond to the work of others
* Develops thinking & writing skills
* Allows guest experts to participate in the
course by posting information & responding to questions
Discussion Board activities can serve a variety of purposes
and can be used to meet a wide range of instructional objectives. Instructional
Discussion Boards should be used to meet specific course objectives and should
be aligned with course content. Well-designed discussion board activities can
be used to encourage the following:
· Community Building - One of the primary
reasons for using discussion boards is to build a community of learners. This
tool allows students to become part of a vibrant learning community, rather
than an just an independent learner completing & submitting assignments
with no real peer interaction.
· Reflection - reflective activities require
students to share a synthesis of the learning experience, or to describe how a
situation or experience has personal value to them. These kinds of activities
should allow for honest and open responses.
· Consensus Building - Consensus building
activities require students to work together to create a product or to come to
an agreement on some topic.
· Critical Thinking - through the use of higher
order questioning techniques and activities, the discussion board can be used
to encourage critical thinking skills.
· Student Leadership: the effective use of
discussion forums can encourage student leadership by giving them a voice in
the classroom. Students can be given the opportunity to
Icebreakers/Introductory
Activities
Icebreakers are a good example of Social Discussion Boards.
They provide students with an opportunity to get to know one another and to
interact in an Informal way. They should be fun and non-threatening and require
participants to find something in common with others in the group.
* Personal Introductions - ask each student to
introduce themselves on the discussion board at the beginning of the term.
Respond to each student & encourage the class to respond to one another’s
introductions.
* Portrait - students create a portrait of
themselves in any medium, digitize the portrait and share it on the discussion
board.
* Interviews - have pairs of students interview
each other on a given topic and post the interview results in the discussion
board.
Netiquette is the term used for etiquette on the Internet.
This term extends to email, chat, discussion boards, and live sessions. As an
online teacher, it is important to educate yourself and your students about
using good manners on the Internet. Just as in a classroom setting, teachers
must define rules on the first day of class and enforce them throughout the
school year.
Best Practices: Netiquette It’s a Democracy, Right? Consider
involving your students when creating rules for online communication. Ask
students to conduct an online search on this topic and then post 5 - 7 rules on
the Discussion Board explaining why the class should adhere to these rules when
communicating online. Ask them to explain their choices and tell why it is
important to have these kinds of guidelines. Use this student input when
creating the list of rules your class will follow. The
Use of Appropriate Writing Styles
Don’t assume that students automatically know how to
communicate appropriately in an online environment. While they may be
accustomed to participating in social forums, the guidelines for an educational
setting can be quite different. Establish guidelines for the level of formality
you require. If one of your goals is to encourage good writing skills, it is
important for students to follow acceptable writing conventions in regards to
spelling, grammar & punctuation.
Resources:
Tips for Electronic Discussion (Discussion Boards) http://tlt.its.psu.edu/suggestions/etips/examples.htm#Tips
Best Practices: Facilitation
Encourage Critical Thinking
The effective use of the Discussion Board goes far beyond
simply asking students to respond to textbook readings. There are many ways it
can be used to foster critical thinking skills. Asking good questions is an a
great place to start. Davis (1993) provides a comprehensive list of questions
types designed to jump start discussion. Consider using some of these to
generate discussion in your classes:
· Exploratory: probe facts & basic knowledge
· Challenge: interrogate assumptions,
conclusions or interpretations
· Relational: ask for comparisons of themes,
ideas, or issues
· Diagnostic: probe motives or causes
· Action: call for a conclusion or action
· Cause & Effect: ask for causal
relationships between ideas, actions or events
· Extension: expand the discussion
· Hypothetical: pose a change in the facts or
issues
· Priority: seek to identify the most important
issues
· Summary: elicit synthesis
Questions to Consider
When Planning Discussion Board Activities
· How do the ideas & information to be
discussed fit into the course as a whole?
· What skills, knowledge, perspectives, or
sensibilities do you want students to walk away from the discussion with?
· How will you make sure your students meet
those objectives?
Adapted from Carnegie Mellon: design & teach a course:
Discussions http://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/discussions.html
Adapted from Carnegie Mellon: design & teach a course:
Discussions
Resources:
· Crafting Questions for Online Discussions -
aligns questioning strategies with Bloom’s Taxonomy
· For the Best Answers, Ask Tough Questions
· Instructional Strategies for Online Courses
Strategies to
Facilitate Online Discussions
* Give students clear expectations about online
discussion requirements, deadlines, and grading procedures.
* Assess the quality as well as the quantity of
the students' online posts. Using rubrics will allow students to have a clear
guideline of your expectations for quality of their posts.
* Provide a schedule for students of upcoming
discussion board deadlines. Give as much notice as possible.
* Provide structure for students to post to
threads. A good structure lessens the frustration of what to write.
* Make yourself visible in the discussion.
Students will be more likely to engage in the discussion if they see you as
being a part of it.
* Do not allow domination of the discussion. If
students are dominating the discussion, privately ask them to slow down a
little.
