e-Learning strategy and examples.

2. Environment Problems Solutions Examples eLearning Strategies and e-Assessment Examples

4. Prezi: http://bit.ly/9Jl8Ir eLearning Environment

5. Prezi: http://bit.ly/bG066g eLearning Potential Problems from an Academic’s Perspective

6. Prezi http://bit.ly/bmXA7F eLearning Potential Solutions

8. Social Networks A range of services can be used and set-up to be internal only or externally accessible. Crosses functional boundaries. Facebook YouTube Wordpress Blog Twitter Yammer messenger LinkedIn

9. Social Networking Facebook: For teaching – Where the students are! For PD Integration with LMS First Year Use ‘groups’. Students don’t need to ‘friend’ each other. For local / foreign student integration. Assessed on quality of critiques. Transforming Assessment FB http://on.fb.me/ta-fb Imaging Our World 2010 http://on.fb.me/cv0AqC Acknowledgement: Josh McCarthy (Architecture UofA) Public facebook group.

10. E-Marking / Rubrics Each student has a marking sheet for individual feedback. Breakdown. Grad quals. 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. Comment banks can be shared between markers. Insert auto comments - 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. Course workbook collates marks and calculates final grades.

11. Main site http://www.transformingassessment.com Secondary http://transformingassessment.adelaide.edu.au (SBLi / Open Sim) YouTube http://www.youtube.com/user/transformassessment Acknowledgements Director: Professor Geoffrey Crisp Project Officer: Shamim Joarder Statistics 9705 visits Jan 2010 to June 2011 69 Countries Australia (AU) 4,062 United Kingdom (GB) 1,503 United States (US) 1,134 New Zealand (NZ) 512 Saudi Arabia (SA) 433 Hong Kong (HK) 277 Singapore (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! e-Assessment Examples

12. Learning Management Systems http://www.transformingassessment.com/moodle/ Common Features: Activities Resources Questions Assignments Wiki Blogs Uni wide standard Question types are extensible. Requires installation of scripts into the Moodle server. 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)

13. Assignment Types Voice submission Multiple Types Single file submission Online text Offline activity Peer review Voice submission Nanogong without Save and Speed Buttons The NanoGong applet can also load a pre-recorded voice file from a website . Wimba Voice Tools in Blackboard Requires installation on Moodle server. Once installed teachers can add it via the ‘add activity’ menu Students use the NanoGong applet to record an audio response and submit it for assessment . http://gong.ust.hk/nanogong/

14. Quizzes: Applets http://www.transformingassessment.com/moodle/file.php/27/jmol/jmol01.html Jmol: Open-source Java viewer for chemical structures in 3D Moodle Quiz Students interact with online tools to obtain data to construct an answer.

16. Remote Labs Physical hardware can be connected to the internet. Students can use the equipment 24/7 thus increasing use time (although not to replace actual in lab time). Increases return on equipment investments.

17. Quizzes: Augmented Reality Mix physical and virtual. Use for complex visualisations. Overlay of data on the real world. Interactive activities and quizzes.

18. Quizzes: Augmented Reality Examples of augmented reality using markers. Music – drum sequences. Music – band / instruments Engineering exploded models

19. 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.

20. Quizzes: Certainty-Based, or Confidence-Based Marking (CBM) University College London http://bit.ly/asa9mu Confidence based approaches penalise guessing. Students need to choose a response and declare their level of certainty. Certainty v Mark Expected Certainty levels and consequences

21. 3D Virtual Worlds http://www.transformingassessment.com/secondlife.php (instructions) http://slurl.com/secondlife/transforming%20assessment/254/254/23/ Simulations Interactivity Role Plays 3D Modelling Reconstruction Data visualisation

22. 3D Virtual Worlds SLOODLE As if the student was doing the activity in the LMS A set of scripts for Moodle and SL that acts as a bridge between the two. or Student undertakes assessment in the virtual world Set up Quiz in the LMS. Results are stored in the in grade book. Modules: Quiz, Tracker, Backpack, Blogger, Presenter, Glossary, Drop box... QuizHUD....

23. 3D Virtual Worlds Interactivity Interactive Q&A example.

24. 3D Virtual Worlds Interactivity by branching Integration using web form to set-up. Branching Example Scripted prims / avatars for interactive Q&A, role plays and simulations.

25. 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 presents the quiz. HUD communicates from 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. HUD object Additional scripted visual feedback after touch 3D Virtual Worlds: Touch to answer activities

26. 3D Virtual Worlds: Touch to answer activities QuizHUD examples for Chemistry, Colour Wheel, Midwifery, Model Solar system. Showing ‘explore’ mode.

27. 3D Virtual Worlds Spaces and Equipment Virtual Lab and Equipment Orientation Reduces 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. (Another QuizHUD example). See also iGEM lab in SL: http://maps.secondlife.com/secondlife/LINDSAY%20Virtual%20Medicine/63/71/57

28. Audience Response Systems http://www.urvoting.com/ 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

29. 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 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 further attention (JIT lecturing style). Problem! – collating takes time in large classes interrupting the flow of the session. Potential solution: Replace physical elements with digital ones that leverage what students already have (mobile phones, laptops, ipads etc) to provide more efficient and faster collation/feedback to the lecturer saving ‘admin’ time. TBL process for lecture sessions: Pre-reading -> readiness test -> team test -> discussion/mini lectures.

30. Wiki Some e-assessment examples using Media Wiki http://www.transformingassessment.com/wiki/ Collaborative document editing, discussion, detailed audit trail of edits. Manual marking. Potential for auto summary and data mining. Integrated e-assessments can be computer marked. Dates, versions and authors. Versions can be compared. Note: Wiki built into LMS are often rudimentary! MediaWiki is a free software wiki package, originally for use on Wikipedia

31. e-Portfolios http://cterfile.ed.uiuc.edu/mahara/view/view.php?id=327 http://www.transformingassessment.com/mahara/ Build a portfolio over time. Demonstrate competencies. Create groups. Critique and reflect. Can be integrated with Moodle.

32. Blogs Note: blogs built into LMS are often rudimentary! WordPress is one of the best blogging platforms. See an example http://transformingassessment.com/wordpress/ Blogs can be used by students and 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 can be commented upon by others. Assessments can be embedded into a blog entry too. You could use these as discussion points so that students could comment on 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 or how they went about tackling a task that you set.

34. Game based learning / Serious games Simulations, role plays. Business, science, history, language/communication.

35. Scenario Based Learning Location Window Action Window Content 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. http://www.sblinteractive.org/ http://transformingassessment.adelaide.edu.au/SBLiServer/

36. Scenario Based Learning Location Window Action Window Environment Window Content Window Timer Clickable Image Part 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

37. Scenario Assessment 0 100 5 Resources used Question Score (many) (high) Acknowledgement : Shamim Joarder Many resources viewed and miss the solution Many resources viewed and problem solved Few resources used and problem solved Few resources used And missed solution Efficient, Effective Guessing Not Efficient, Effective Not Efficient, Not effective

38. Scenarios for Diagnostic Assessment Example: Evaluating a student’s prior knowledge of a topic. Provide further descriptive information Provide one or more examples S – Start E – End Q – Multiple Question(s) to be answered Numbers represent weight of resources used. Instructions to student: “Use the least amount of 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 can say (all else being equal – i.e not guessing or cheating) that their prior knowledge or familiarity with the topic is high. Acknowledgement : Shamim Joarder S E Definition Definition + Description Definition + Description + Example Q Q Q 20 30 40

39. Scenario data reporting Acknowledgement : Shamim Joarder