Planning your Fall 2021 Courses: Blended Learning Activities and Assessments
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Planning your Fall 2021 Courses: Blended Learning Activities and Assessments June 2021 | Faculty of Engineering This session is being recorded This work is licensed under a Creative Commons Attribution-Non-Commercial 4.0 International License. McGill Teaching and Learning Services | 1
Land acknowledgment Even meeting in a virtual environment, we would like to acknowledge the Indigenous Peoples of all the lands that we may be separately on today. We do this to reaffirm our commitment to and responsibility for improving relationships among nations, and to improving our own understanding of local Indigenous peoples—the Haudenosaunee and the Anishinabeg—and cultures. (Inspired by A guide to acknowledging First Peoples and traditional land.) 2
Lead-up to Fall 2021: Expectations have changed • Many instructors made changes to their teaching and will keep them post-pandemic. • Majority of instructors more optimistic about online learning. • Flexibility is a key principle moving forward. 3 (2021)
Fall 2021 Context Online Blended In-person • synchronous • asynchronous • Teaching and learning activities are a combination of online and in-person course components • Design decisions maximize benefits of both 4
How prepared do you feel to teach in Fall 2021? Can’t bear Can’t wait to the thought start—let’s go! 5
Session outcomes Determine which components of your course should be in person and which should be online Identify the assessment sweet spot in your course 6
Example of blended Objective Activity Activity Setting Tools used Assessment Assessment Setting Given Pythagorean Read chapter, watch Online myCourses Content 1. Develop 1. Presented in person theory, learners skateboard videos asynchronous proposal will design a Solve word Online myCourses Quiz skateboard ramp problems asynchronous 2. Complete 2. Submitted via for a specific area design myCourses Share ramp designs Online Zoom with peer Assignments with peer synchronous Provide peer Online Peer assessment tool feedback on design asynchronous Share final designs In person Classroom projector for feedback (Adapted from McGee & Reis, 2012, p. 12) 7
Example of blended: Introduction to Signals and Systems, ECSE 206, Prof. L. Chen Objective Activity Activity Setting Tools used Assessment Assessment Setting Characterize Watch instructional videos and read Online myCourses Content continuous-time assigned sections from the textbook asynchronous signals using Complete pre-class activities (short Online myCourses Assignments 1. Quiz (individual 1. Submitted appropriate answer problems and/or multiple asynchronous and/or Quiz and group) individually via mathematical choice questions) myCourses representations Attend mini-lectures that review Online Zoom Assignments (e.g., Fourier series important concepts synchronous Practice and feedback: complete Online Breakout rooms in Zoom and 2. Problems 2. Submitted via and Fourier worksheets and in-class activities synchronous interactive whiteboard (e.g., worksheet myCourses transforms) (individual and group) Visual Classrooms) (individual) Assignments Problem solving: design first-order and In-person Small group discussions / second-order electrical circuits to whiteboard (or interactive perform specific filtering functions on whiteboard) different periodic and aperiodic input signals (group) Post electrical circuit designs for peer Online Peer assessment tool 3. Circuit design 3. Peer review review asynchronous peer review submitted via (group work peer assessment Complete worksheets and design Online myCourses Assignments tool problems asynchronous 8
Blending an activity In person Online synchronous Online asynchronous 9
Questions to guide decision-making Sound pedagogy Wellness 1.What course content is likely to 1.How much time do I have generate a lot of questions and available to plan my course(s)? require extensive explanation? 2.How can I design a course that 2.Which learning activities has a manageable workload for benefit from interaction with both my students and me? me? With peers? 10
Blended Learning Activities and Assessments Planner 11
Demonstrate Learning in a Variety of Ways Artifact Interaction Feedback (Assessment) 12
Blending an assessment In person Online synchronous Online asynchronous 13
Designing assessments: Look for the sweet spot Sound Pedagogy Academic Assessment Integrity Security Wellness 14
Supporting academic integrity: Considerations Bretag, T., Harper, R., Burton, M., Ellis, C., Newton, P., van Haeringen, K., Et al. (2019). Contract cheating and assessment design: exploring the relationship. Assessment & Evaluation in Higher Education, 44(5), 676-691. 15
Example: Online exam (quiz) • Different question types • Multiple tries or submissions • Real-world problems Sound Pedagogy • Honor code acknowledgement • Question/answer randomization Academic Assessment • Personal experience • Time allotment/constraint Integrity Security • Authentic assessment • Question bank Wellness • Time allotment/constraint • Multiple tries or submissions • Non-predetermined results 16
Example: Essay • Multiple drafts or submissions • Real-world problems • Appropriate content/task Sound Pedagogy • Honor code acknowledgement • Topic/question rotation Academic Assessment • Personal experience • Multiple stages Integrity Security • Multiple stages • Text-matching Wellness • Time allotment/constraint • Multiple drafts or submissions • Non-predetermined results 17
Example of blended: Introduction to Signals and Systems, ECSE 206, Prof. L. Chen Objective Activity Activity Setting Tools used Assessment Assessment Setting Characterize Watch instructional videos and read Online myCourses Content continuous-time assigned sections from the textbook asynchronous signals using Complete pre-class activities (short Online myCourses Assignments 1. Quiz (individual 1. Submitted appropriate answer problems and/or multiple asynchronous and/or Quiz and group) individually via mathematical choice questions) myCourses representations Attend mini-lectures that review Online Zoom Assignments (e.g., Fourier series important concepts synchronous Practice and feedback: complete Online Breakout rooms in Zoom and 2. Problems 2. Submitted via and Fourier worksheets and in-class activities synchronous interactive whiteboard (e.g., worksheet myCourses transforms) (individual and group) Visual Classrooms) (individual) Assignments Problem solving: design first-order and In-person Small group discussions / second-order electrical circuits to whiteboard (or interactive perform specific filtering functions on whiteboard) different periodic and aperiodic input signals (group) Post electrical circuit designs for peer Online Peer assessment tool 3. Circuit design 3. Peer review review asynchronous peer review submitted via (group work peer assessment Complete worksheets and design Online myCourses Assignments tool problems asynchronous 18
Questions to guide decision-making Sound pedagogy Wellness Academic integrity Assessment security 1.What course content is 1.How much time do I have 1.How well do students 1.Which technology likely to generate a lot of available to plan my understand what strategies (e.g., questions and require course(s)? academic integrity is in randomizing quiz/exam extensive explanation? my discipline and why it questions; reviewing text- 2.How can I design a course matters? matching reports) should 2.Which learning activities that has a manageable I consider implementing benefit from interaction workload for both my 2.How able are students at for securing with me? With peers? students and me? implementing assessments? appropriate citation practices in my 2.How can I implement a discipline? multi-stage assessment where students demonstrate knowledge/skills development over time? See more questions in the Blended Learning Activities and Assessments Planner 19
What other questions might you consider when designing your blended course? Type responses in the chat 20
Access resources www.mcgill.ca/tls www.mcgiill.ca/tls/instructors/class- disruption Next Steps teachingblog.mcgill.ca Connect with a colleague Book a consultation www.mcgill.ca/tls/contact/consultat ion
What’s your most important take-way from today’s session? Type responses in the chat 22
References International Centre for Academic Integrity. (2021). The fundamental values of academic integrity, (3rd ed.). https://academicintegrity.org/images/pdfs/20019_ICAI-Fundamental- Values_R12.pdf Johnson, N., Seaman, J., & Veletsianos, G. (2021). Teaching during a pandemic: spring transition, fall continuation, winter evaluation. Bay View Analytics. https://www.bayviewanalytics.com/reports/teachingduringapandemic.pdf McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22. https://files.eric.ed.gov/fulltext/EJ982678.pdf 23
Image credits Content by LUTFI GANI AL ACHMAD, ID in the business 1 Collection Pyramid by Creative Stall, PK Company values by Weltenraser in the Business ethics and values & code of conduct Collection Variety by Tippawan Sookruay, TH 24
Resources Concordia University, Centre for Teaching and Learning. (2021). When to use asynchronous/synchronous learning. https://www.concordia.ca/content/dam/concordia/offices/ctl/docs/resourcces/synch-asynch- info.pdf Joosten, T., Weber, N., Baker, M., Schletzbaum, A., & McGuire, A. (2021). Planning for a blended future: A research-driven guide for educators. [Report] Every Learner Everywhere Network. Retrieved from: https://www.everylearnereverywhere.org/resources/ Linder, K. E. (2016). The blended course design workbook: A practical guide. Stylus Publishing, LLC. https://mcgill.on.worldcat.org/oclc/963662095 Rutgers University, see Special advice for open-book assessment in quantitative courses https://sasoue.rutgers.edu/teaching-learning/remote-exams-assessment#special-advice-for- open-book-assessment-in-quantitative-courses Stein, J., & Graham, C. R. (2020). Essentials for blended learning: A standards-based guide (2nd ed.). Essentials of online learning series. Routledge, Taylor & Francis Group. https://mcgill.on.worldcat.org/oclc/1128890815 25
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