eLearning Examples June 2011

8/4/2019 eLearning Examples June 2011

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eLearning & eAssessment

Strategy Examples

Dr Mathew Hillier

• Lecturer in Higher Education, TEDI, University of Queensland• Visitor, CLPD, University of Adelaide

Web edition update June 2011

Contact: mathew.hillier at gmail.com



Environment

eLearning Strategies

and e-Assessment Examples

ProblemsSolutions

Examples



• Consideration of the multifaceted environment in

which eLearning is to take place.

– Multiple Perspectives (Linstone) – Systems Thinking (Checkland, Ackoff, Churchman)

– Worldviews (Weltanschauung ) / Point-of-view

eLearning

Environment

• Paul Ramsden: A focus on several different levels of thesystem

“To achieve change in the quality of teaching and learning, we ought

rather to look carefully at the environment in which a lecturer works

and the system of ideas which that environment represents.” Ramsden(2003) http://bit.ly/8XSV0I

– Multi leveled: Lecturer, Program teams, School/department group,

Head, Faculty/division, Institution leaders…



eLearning

Environment

Prezi:http://bit.ly/9Jl8Ir



eLearning

Potential Problems from an Academic’s Perspective

Prezi:http://bit.ly/bG066g



eLearning

Potential Solutions

Prezi http://bit.ly/bmXA7F



• Build capacity

– Local discipline groups

– Networked across the institution

– National/international – Face to face and/or online

• Possible CoPs....

Communities of Practice

– Teaching with virtual worlds

– First year co-ordinators

– Sessional staff

– RHD supervisors – Work-integrated Learning

– “Blended Learning / e-learning” CoP

– ALTC winners, grant writing?...

An example: http://transformingassessment/community/



Social NetworksA range of services can be used and set-up to be

internal only or externally accessible.

Crosses functional boundaries.Facebook

LinkedIn

YouTube

Wordpress Blog

Twitter

Yammer

messenger



Social Networking

Facebook:For teaching –

Where the students are!

For PD

Integration with LMS

First Year

Use ‘groups’.

Students don’t needto ‘friend’ each other.

For local / foreign

student integration.

Assessed on quality

of critiques.

Transforming Assessment FB http://on.fb.me/ta-fbImaging Our World 2010 http://on.fb.me/cv0AqC

Acknowledgement:

Josh McCarthy

(Architecture UofA)

Public facebook

group.



E-Marking / Rubrics Based on MS Excel (not tied to net). Efficient rubric based

assessment. Each assessment set-up using templates. Scripted

generation of student sheets. Auto print functions to PDF.

Course workbook

collates marks and

calculates final grades.

Each student has a

marking sheet forindividual feedback.

Breakdown. Grad quals.

Comment banks can be shared

between markers. Insert autocomments - editable on-the-fly.

Evaluate by sliders.

Enter data only once.

Each assessment item has a

work book listing all students in

the course. Names source from

course summary workbook.



Acknowledgements

Director:Professor Geoffrey Crisp

Project Officer:

Shamim Joarder

Statistics

9705 visits Jan 2010 to June 2011

69 CountriesAustralia (AU) 4,062

United Kingdom (GB) 1,503

United States (US) 1,134

New Zealand (NZ) 512

e-Assessment Examples

Main site http://www.transformingassessment.com

Secondary http://transformingassessment.adelaide.edu.au (SBLi / Open Sim)

YouTube http://www.youtube.com/user/transformassessment

au ra a

Hong Kong (HK) 277Singapore (SG) 183

South Africa (ZA) 154

Canada (CA) 141

India (IN) 102

Spain (ES) 81

Germany (DE) 68

Ireland (IE) 61

Netherlands (NL) 59

Malaysia (MY) 54

Italy (IT) 47

Portugal (PT) 44

United Arab Emirates (AE) 41

Russian Federation (RU) 36

Bahrain (BH) 36

Mexico (MX) 32

France (FR) 32 and more!



Learning

Management Systems

Uni wide standard

Integration with...Applets (Molecule Editor / Jmol )

Social Network (Facebook)

Virtual Worlds (Sloodle / SL)Audio (Nanogong)

Mind Maps (Compendium)

Remote Labs

Virtual Reality View (QuickTime VR)

Augmented Reality (Cam markers)

Virtual Classrooms (BigBlueButton)

http://www.transformingassessment.com/moodle/

Common Features:Activities

Resources

Questions

Assignments

Wiki

Blogs

Question types are extensible.

Requires installation of scripts into the

Moodle server.



Assignment Types Voice submission

Multiple TypesSingle file submission

Online text

Offline activity

Peer review

Voice submission

Nanogong withoutSave and Speed

Buttons

The NanoGong

applet can alsoload a pre-

recorded voice file

from a website.

Requires installation

on Moodle server.

Once installed

Wimba Voice

Tools in

Blackboard

teachers can add it viathe ‘add activity’ menu

Students use the

NanoGong applet

to record an audio

response and

submit it forassessment.

http://gong.ust.hk/nanogong/



Quizzes: Applets Jmol: Open-source Java viewer for chemical structures in 3D

Moodle Quiz

Students interact

with online tools

to obtain data to

construct an

http://www.transformingassessment.com/moodle/file.php/27/jmol/jmol01.html

answer.



Quizzes: Linked Java Applet

Use tools

to

construct

answer

To create this type of question:

1. Create question text as normal inthe LMS

2. Create another web page containing

the applet.<applet

code=TitratePh.class

width=450 height=370>

3. Add link to applet in the question

text.

Read

question

Submit

Answer

Open applet usinglink provided in the

question.

Answers

recorded in

grade book

(Moodle /Blackboard)More applets http://chemmac1.usc.edu/bruno/java/javaap.html

Student work flow



Remote Labs

Physical hardware can be connected to the internet.

Students can use the equipment 24/7 thus increasing usetime (although not to replace actual in lab time).

Increases return on equipment investments.



Quizzes: Augmented Reality

Mix physical and virtual. Use for complex visualisations. Overlay of data on the

real world. Interactive activities and quizzes.



Quizzes: Augmented Reality

Examples of augmented reality using markers.

Music – drum sequences. Music – band / instruments

Engineering exploded models



Quizzes: Assertion-Reasoning

Multiple choice quizzes can be much more than recalling facts.For example, using an assertion and reasoning format we can test

understanding of why an answer is right or wrong.



Quizzes: Certainty-Based, or Confidence-Based Marking (CBM)

Confidence based approaches penalise guessing. Students need to choose aresponse and declare their level of certainty.

Certainty v Mark ExpectedCertainty levels and consequences

University College London

http://bit.ly/asa9mu



3D Virtual Worlds

Simulations

Interactivity

Role Plays

3D Modelling

Reconstruction

Data visualisation

http://www.transformingassessment.com/secondlife.php (instructions)

http://slurl.com/secondlife/transforming%20assessment/254/254/23/



3D Virtual Worlds

SLOODLEAs if the student

was doing the

activity in the LMS

A set of scripts

for Moodle and

SL that acts as a

Set up Quiz in the

LMS. Results are

stored in the in

grade book.

bridge between

the two.

or

Student

undertakes

assessment in

the virtual world

Modules: Quiz, Tracker, Backpack, Blogger, Presenter, Glossary, Drop box...QuizHUD....



3D Virtual Worlds

Interactivity

Interactive Q&A example.



3D Virtual Worlds

Interactivity by branching

Branching

Example

Scripted prims / avatars for interactive Q&A, role plays and simulations.

Integration

using web

form to

set-up.



QuizHUD facilitates touch to answer activities/quiz, standard MC Quiz, touch to

explore (extra info).Creates interest for students beyond a static text book!

Able to test knowledge in context.

‘Wear’ the HUD

object. This controls

and resents the uiz.

HUD object

3D Virtual Worlds: Touch to answer activities

HUD communicatesfrom inside the virtual

world to a web server.

Touch objects in the

environment to answer

the questions.

Basic feedback is provided

in the HUD

http://www.youtube.com/watch?v=ZgkUtSSEpBc

Web component

stores quizzes, results

and information

pages.

Additional scripted visual

feedback after touch



3D Virtual Worlds: Touch to answer activities

QuizHUD examples for Chemistry, Colour Wheel, Midwifery, Model Solar

system. Showing ‘explore’ mode.



3D Virtual Worlds

Spaces and Equipment(Another QuizHUD example).

Virtual Lab and Equipment OrientationReduces time required to orientate to real world physical layouts and

equipment.

Processes can be established using scripting to assess steps and

procedures.

Beakers, flasks, crucible, watch glass, mortar and pestle,

evaporating dish, pipette, funnel ring, stand, Bunsen burner, test

tubes, microscope .... In fact any equipment can be simulated from

the basic to the very complex.

See also iGEM lab in SL: http://maps.secondlife.com/secondlife/LINDSAY%20Virtual%20Medicine/63/71/57



Audience Response Systems VotApedia (Urvoting.com)Needs an account.

1. Set up via webform:

2. Choose phone numbers for

each response (avoid first 5).

3. Start survey

4. To vote:

a. mobile phone:

- unanswered call (free)

- SMS (costs)

b. Web form (free)

5. Stop survey and view results

http://www.urvoting.com/



Audience Response Systems: Team Based Learning / Large Classes

TBL uses a mix of procedures some

of which involve students using

‘scratchies’ to uncover answers(with reducing marks the more

they scratch on a given question).

This provides instant feedback to

Potential solution:

Replace physical elements with

digital ones that leverage whatstudents already have (mobile

phones, laptops, ipads etc) to

provide more efficient and

TBL process for lecture sessions:

Pre-reading -> readiness test -> team test -> discussion/mini lectures.

students as they work towards a

group response and stimulates in-

group discussion.

A ‘scanner’ is used to collate marks

from students in the room to be

feedback to the lecturer for furtherattention (JIT lecturing style).

Problem! – collating takes time in

large classes interrupting the flow

of the session.

faster collation/feedback to the

lecturer saving ‘admin’ time.



Wiki

MediaWiki

is a free

Collaborative document editing, discussion, detailed audit trail of edits.

Dates, versions and authors.

Versions can be compared.

so ware

wikipackage,

originally

for use on

Wikipedia

Some e-assessment examples using Media Wiki

http://www.transformingassessment.com/wiki/

Manual marking.

Potential for auto

summary and data

mining.

Integrated e-

assessments can be

computer marked.

Note: Wiki built into LMS are often rudimentary!



e-Portfolios

http://cterfile.ed.uiuc.edu/mahara/view/view.php?id=327http://www.transformingassessment.com/mahara/

Build a portfolio over time.

Demonstrate competencies.Create groups.

Critique and reflect.

Can be integrated with Moodle.



Blogs

Blogs can be used by studentsand by teachers alike.Students can record their reflections

and experiences about a particular

issue, question, topic, event or objects

that you may have made available.

Entries are date/time stamped and canbe commented upon by others.

Assessments can be embedded

into a blog entry too.

Note: blogs built into LMS are often rudimentary!

WordPress is one of the best blogging platforms. See an examplehttp://transformingassessment.com/wordpress/

You could use these as discussion

points so that students could commenton the questions and the associated

feedback. You could also use this

format to encourage students to reflect

on their level of understanding of key

concepts. Students could comment on

their approach to solving a problem orhow they went about tackling a task

that you set.



Social Video Media

For Students

or for PD

Multimedia

•Generate,

•Share

•Communicate

•

http://www.youtube.com/user/transformassessment

Statistics(May 2010 – June 2011)

Channel Views: 2,120

Video views 17,464

•Instruct•Express

•Critique



Game based learning / Serious games

Simulations, role plays. Business, science,

history, language/communication.



Scenario Based Learning

Location Window

Environment Window

Scenarios entail branching, contingencies, multiple resources. Data is collected on time

taken, path taken, resources used (efficiencies) which can be contrasted against the

effectiveness of answers.

Action Window

Content Window

http://www.sblinteractive.org/http://transformingassessment.adelaide.edu.au/SBLiServer/



Scenario Based Learning

Location WindowAction Window

Environment Window

Timer

Clickable Image

Part

Content Window

Configurable by Teachers

Question Release date

Question Feedback Release date

Moodle Compatible

Maximum Attempt Number

The scenario presented on this slide is from SBLi.

Acknowledgement : Shamim Joarder



Scenario Assessment

Many resources viewed

and problem solved

Few resources used

and problem solved

Efficient, Effective Not Efficient, Effective

5

o n S c o r e

(high)

Many resources viewed and miss the solution

Few resources used And missed solution

Guessing Not Efficient, Not effective

0 100Resources used

Q u e

s t i

(many)


S i f Di ti A t



Scenarios for Diagnostic Assessment

Example:

Evaluating

a student’s

prior

knowledgeof a topic.

Provide the definition

Provide further

descriptive information

Provide one or more

examples

Instructions to student: “Use the least amountof information as you can to answer the

questions”.

If a student is able to successfully answer the

(reasonably sophisticated) questions without

needing additional information then we cansay (all else being equal – i.e not guessing or

cheating) that their prior knowledge or

familiarity with the topic is high.

S – Start

E – End

Q – Multiple Question(s) to be answered

Numbers represent weight of resources used.

S EDefinition

Definition

+ Description

Definition

+ Description

+ Example

Q

Q

Q

20

30

40


Scenario data reporting



Scenario data reporting




Questions?

End!

For further information or a copy of these slides:

mathew.hillier at gmail.com



• ALTC Projects relating to eLearning

• ALTC Fellows relating to eLearning

• Researchers of interest

Appendix





ALTC Fellows of interest re e-learning

Appendix

Professor Des Butler

2009 ALTC Teaching Fellow

Queensland University of Technology

Using cost-effective multimedia to create engaging learning

experiences in law and other disciplinesProfessor Geoffrey Crisp

2009 ALTC National Teaching Fellow

The University of Adelaide

Rethinking assessment in the participatory digital world –

assessment 2.0

Professor Michael Christie

2008 ALTC National Teaching Fellow

Charles Darwin University

Increasing the participation of Indigenous knowledge holders

in tertiary teaching through the use of emerging digitaltechnologies

Dr Sandy O'Sullivan


Batchelor Institute of Indigenous Tertiary Education

Promoting strategies and creating opportunities for

Professor Geoffrey Meyer

2009 ALTC Teaching FellowThe University of Western Australia

Building a network of academics who use, contribute to and

disseminate an online, cost-effective histology learning and

teaching resource for students in Australia and overseas

Professor Matthew Allen


Curtin University of Technology

Learning in Networks of Knowledge (LINK) - improving

student educational outcomes in online learning, using Web

2.0 concepts and a knowledge-networking approach

inter/multimedia practice as a culturally appropriate

dissemination tool for Indigenous postgraduate researchtraining

Professor David Boud

2007 ALTC Senior Fellow

University of Technology, Sydney

Student assessment for learning in and after courses

Professor Peter Goodyear

2007 ALTC Senior Fellow

The University of Sydney

Teaching, technology and educational design: the

architecture of productive learning environments

Professor Ron Oliver

2006 ALTC Associate Fellow

Edith Cowan University

Promoting the uptake of re-usable ICT based learning

designs



Documents

eLearning Examples June 2011