Desire2Learn for Quality Matters Haomin Wang, Manager of Instructional Technology Mingming Shao,...

Desire2Learn for Desire2Learn for Quality MattersQuality Matters

Haomin Wang, Manager of Instructional TechnologyMingming Shao, Instructional DesignerDakota State University

BackgroundBackgroundGrowing attention on assessmentMeasurable learning objectivesAlignments between learning

objectives and assessment measures

Dakota State UniversityDakota State UniversityA small public baccalaureate

university in South DakotaUsing Course Management System

to support online and hybrid course delivery since 1998

Started using Desire2Learn as the state-wide CMS in Spring 2008

Quality MattersQuality MattersDeveloped by MarylandOnlineStandard-based rubric to improve

quality of online courses through a faculty peer review process

Assessment aligned with learning objectives

Assessment be formative and progressive

Grading procedures be open and transparent to students

Desire2Learn to HelpDesire2Learn to HelpA built-in structure for integrating

competency-learning objective-learning activity

Learning activities associated with learning objectives

Learning activities assessed with grading rubrics

D2L COA StructureD2L COA Structure

COA HierarchyCOA Hierarchy

ActivitiesActivitiesLearning activities can be

discussion topics, assignment submissions, quizzes, and surveys.

Most activities, except for quiz or grade item, need to be assessed through rubrics.

Rubrics must be created before activities.

RubricsRubricsA bulleted list or a tabular form

specifying levels of performance and grading criteria.

Performance benchmarksAssignment guidelinesAssessment contract between

students and instructor.

A Sample RubricA Sample RubricA

90 or higherB

80-89C

70-79D

60-69

Accuracy & Clarity

Covered all key points. Well informed & supported. Clearly and effectively presented.

Covered most key points. Generally accurate & clear. Support not always appropriate.

Covered about half of the points. Some minor misconceptions or misinterpretations. Little support

Missed more than half of the points. Some major misconceptions or misinterpretations. No support.

Coherence & Focus

Consistently coherent and focused

Mostly coherent, with occasional digression

Noticeable lack of focus, with irrelevant points.

Much of the content is irrelevant.

Text

Well organized. Text flows smoothly. Free of mechanical errors.

Text is generally organized & easy to read. Lacks some transitions. Some mechanical errors.

Text is readable, but does not flow. Lacks transitions. A number of mechanical errors.

Text lacks organization & is hard to read. Some major mechanical errors.

Benefits of Rubrics (1)Benefits of Rubrics (1)Rubrics help students and

teachers define "quality."Rubrics reduce the time teachers

spend grading student work and make it easier for teachers to explain to students why they got the grade they did and what they can do to improve.

Benefits of Rubrics (2)Benefits of Rubrics (2)When students use rubrics

regularly to judge their own work, they begin to accept more responsibility for the end product.

It cuts down on the "am I done yet?" questions.

What We Have LearnedWhat We Have LearnedControl levels of competenciesDefine Measurable learning

objectivesWrite rubrics with good

granularityMonitor learner progressManage learning paths

Control Levels of Control Levels of CompetencyCompetencyHow many

levels?

Measurable Learning Measurable Learning ObjectivesObjectivesMeasurableAction-orientedSpecific

Some Sample Learning Some Sample Learning ObjectivesObjectivesBe able to describe the

conceptual structures of arrays. Be able to describe how arrays

are initialized and accessed.Be able to declare and initialize

arrays, populate arrays with data, and retrieve data from arrays.

Be able to integrate the applications of arrays with loops.

Building Granular RubricsBuilding Granular RubricsMeasurable: Criteria should be in

measurable terms and can be assessed in reference to learning outcomes.

Granular: Levels of performance should be differentiated.

Comprehensive: All important aspects of the task should be covered.

A Sample of GranularityA Sample of GranularityA Level: Posts are consistently

reflective, insightful, original, and thoughtful.

B Level: Posts are generally reflective and thoughtful, with some original thoughts.

C Level: Posts are sometimes reflective, and occasionally show original thoughts.

D Level: Posts are not reflective nor original. Posts mostly echo other posts.

Rubric ResourcesRubric Resources• http://rubistar.4teachers.org• http://www.rubrics4teachers.com/• http://school.discoveryeducation.com/

schrockguide/assess.html• iRubric:

http://www.blurtit.com/answers.php?query=rubrics&uid=adwords-TS10269-SJ-20071211-050021-37&search_type=content&ad=1083983330

Monitoring Learning Monitoring Learning ProgressProgressCompetency

ResultsClassList >

Learner Progress

Using Release Conditions to Using Release Conditions to Manage Learning PathsManage Learning Paths

Linear pathsRestrictive

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Questions?Questions?Mingming.Shao@dsu.eduHaomin.Wang@dsu.edu