Archive for August, 2011
Technological progress makes many things obsolete: horse drawn carriages as a means of regular transportation, broadcast television or printed newspapers as a primary or sole source of news and information, tests as reliable and valid forms of assessment . . .
Yep. Tests are an anachronism of an assessment era that is or should be fading into the past. They no longer effectively serve the purpose they were intended to serve. Why? More >
The simple fact that Learning Outcomes are NOT the same as Learning Objectives is a key principle to “Developing Effective Learning Outcomes & Objectives.” As noted in that presentation outline,
The differences lie in the level of specificity each provides and the relationship of each to assessment methods and instructional activities. Failure to understand and accommodate the differences can restrict academic freedom of faculty and complicate institutional efforts to manage curriculum and assessment.
Using the course I teach – COSC 1401 Introduction to Computers – I want to briefly illustrate the difference and the relationship between a learning outcome and a learning objective. More >
Short version: An institution that facilitates and supports Quality Matters (QM) centered reviews of online courses could leverage those courses by licensing a QM certified course from the faculty developer on a semester-to-semester basis and distribute that QM certified course to any faculty – including or perhaps especially adjuncts – teaching the course. For me, that would be a win-win-win solution for the institution, the faculty developer and all other faculty teaching the same course.
Long version and a few issues are described below. After I explain all of this, please comment and tell me what sort of things I don’t know about QM or licensing issues etc that preclude an institution from doing this ;-) More >
I recently re/developed the rubric I use to assess learner performance in the online discussion for my “Introduction to Computers” course; I wanted a more generic approach suitable for many of the discussions in the course – particularly with the course going through a Quality Matters review. I developed a holistic rubric with two primary criteria supported with a number of descriptors at each level of proficiency. More >
A two-week old post on the Texas Community College Teachers Association blog caught my attention this morning: Charge of Plagiarism Upheld in Court. My initial reaction was that I do not understand how it’s “a good thing” that accusations of learner plagiarism not be supported by identification of a plagiarized document. Reading the court opinion, however, adds critical information not mentioned by the TCCTA blog; considering the additional information, the issue is a great deal more complex. More >