Asynchronous synchronous final_activities

Topic 3: Rounding up1. Assessment of asynchronous

chats2. Assessment of synchronous

chats3. Activities to end a course

1. Assessment of asynchronous discussions: some considerations

“Online instructors need to take into account assessment as a process as well as assessment as an outcome. Assessment as a process requires that online learning activities facilitate self-assessment, peer-assessment, self-regulatory mechanisms, and learner autonomy. (…)

Online instructors need to understand assessment processes and the factors that influence assessment for learning. The conceptualization of assessment for learning in asynchronous learning environments shifts the position of assessment into [one that is] formative, structured and actively performed by the students and the instructors.” (Vonderwell, Liang & Alderman, 2007)

Tips for the tutor

Develop a matrix or criteria for grading; Share assessment criterion with students State posting requirements (number of posts, length,

distribution) Limit time frame with a starting and finishing date Consider qualitative and quantitative aspects of posts Is my feedback written in understandable language? Does my feedback offer a route for the student to

improve next time? Does my feedback avoid over-loading the student (i.e.

it doesn’t cover every single problem)? Does my feedback motivate?

What format could the tutor’s feedback take?

Audio

Video

Written

Combined methods

Assessment criteria

Quantitative assessment criterion Met the deadline Frequency of posts Regularity of posts spread out during discussion

period Has participant made reference to others’ comments.

Assessment criteriaQualitative assessment criterion (During) Evidence of critical thinking and reflection Evidence of connecting to personal experiences Follows netiquette Relevance of contributions to discussion / topic /

project as a whole Evidence of taking the lead in discussions Evidence of “going that extra mile to get the tasks

done” Evidence of contributing to resolution of problem Fluency/accuracy of written language

Assessment criteria

Qualitative assessment criterion: End product Level of creativity in end product Clarity of end product Evidence of critical thinking and reflection Evidence of reading around topic Evidence of individual contributions Evidence of connecting to personal experiences Fluency/accuracy of written language

What can be used to support tutor assessment?

Learner-created reflective journals

Learners providing a detailed study plan of how and what was done by whom in a project

E portfolios – resulting in documentation of the process and the product

Thoughts on self- and/or peer-assessment

Start off with student’s giving ‘quantitative’ feedback to a peer rather than ‘qualitative’ (e.g. “How many times does your partner use a citation to support a point?” rather than “How well does your partner argue their case?”)

Move gradually towards training in judgement-based peer feedback, as it involves greater criticality, and diplomacy

See it as a long-term learner training, rather than a one-off (which, if you presume they can do it without training, will frustrate the tutor and the student)

Keep yourself (the tutor) and the student focused on the long-term goals of self- and peer-assessment: enhanced criticality, greater confidence in expressing criticality, general learner independence

Some useful links Successful Synchronous and Asynchronous

Discussions: Plan, Implement & Evaluate - https://net.educause.edu/ir/library/pdf/MAC0426.pdf

Vonderwell, S., Liang, X., & Alderman, K. (2007), ‘Asynchronous discussions and assessment online’, Journal of Research into Technology and Education 39(3) pp. 309-328. Available online http://files.eric.ed.gov/fulltext/EJ768879.pdf

Andresen, M. A. (2009),‘Asynchronous discussion forums: success factors, outcomes, assessments, and limitations’, Educational Technology & Society, 12 (1), pp. 249–257. Available online http://www.ifets.info/journals/12_1/19.pdf

Assessment of synchronous chats

“Any synchronous activity that is central to the course will still need to be framed by the assessment (Gower White Paper, p. 101)

1. Consider types of synchronous learning and objective/purpose

Chats / instant messaging Socializing group / Brainstorming / impromptu or

preparatory discussions Video chats

Socializing group / Brainstorming / Q&A sessions / impromptu or preparatory

Tutorials (Self-evident)

Webinars (expert / tutor input) Is objective self-evident?)

2. Objective/purpose behind use of synchronous tool decides type of assessment

Chats / instant messaging (more informal)

Objective Possible assessment ideasSocializing group Consider no assessment Brainstorming Consider no assessment (could be

part of group work)Impromptu or preparatory discussions

Later will require pre-chat reading so activity on chat may deserve some form of assessment

Reflect on the activity in a more personal way

Consider a Critical Incident Questionnaire (Adapt for task/activity) 

2. Objective/purpose behind use of synchronous tool decides type of assessment

Video chats

Objective Possible assessment ideasSocializing group Consider no assessment Brainstorming Consider no assessment (could be part

of group work)

Q&A sessions Activity on chat may deserve some form of assessment

Impromptu or preparatory discussions

Activity on chat may deserve some form of assessment

Reflect on the activity in a more personal way

Consider a Critical Incident Questionnaire (Adapt for task/activity)

2. Objective/purpose behind use of synchronous tool decides type of assessment

Webinars

Objective Possible assessment ideas

Interact with speaker; demonstrate reflection and critical thinking in relation to content

See criterion below in relation to chat feature 

Develop critical thinking, reflection and post activity discussion

Pre- and post- tasks - asynchronous assessment criterion

Reflect on the activity in a more personal way

Consider a Critical Incident Questionnaire (Adapt for task/activity) 

Considerations for assessment

Time zones – are all students available at the same time for synchronous tasks?

When providing recorded versions of a synchronous activity ensure that participation in future synchronous activities does not drop (suggest attendance be part of assessment criterion).

Provide pre-determined criterion for participation with a view to making assessment clear.

Possible criterion Attendance Punctuality Turn taking Frequency of comments Remain on topic Comments relevant to topic Comments develop discussion Demonstrate critical thinking Evidence of preparation for task Acknowledge other participants during exchanges Follow netiquette

Some useful links144 Tips on Synchronous E-Learning: strategy and research - file:///Users/sandiemourao/Downloads/synchtips-final.pdf

Critical Incident Questionnairehttps://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearninginstitute/documents/supportresources/lecturersteachingstaff/developmentprogrammes/CriticalIncidentQuestionnaire.pdf Facilitating and assessing chat discourse -http://www2.gsu.edu/~wwwltc/howto/assess-chat.htm 

Some useful linksGower White Paper. ‘Supporting students using synchronous tools; chat, audio conferencing and the rest’ -https://www.ashgate.com/pdf/white_papers/Gower_White_Paper_Blended_Learning_Online_Tutoring.pdf Herding chats: Reflections on a synchronous online interactionhttp://elearnmag.acm.org/featured.cfm?aid=1806337 Successful Synchronous and Asynchronous Discussions: Plan, Implement & Evaluate - https://net.educause.edu/ir/library/pdf/MAC0426.pdf  

3. Activities to round up and finish a course

How do we provide a space for participants to informally share lessons learned, and to say goodbye to the group?

Justification Opportunity to share group work / final projects Important to reflect / share learning experiences Important to reflect / share personal and

professional take-aways Important to provide opportunities for official

closure Opportunity to collect feedback Opportunity to encourage post course action

Activities: Tutor-led Solicit feedback (use online questionnaires / e-

journal entries …)

Set up an online community for all your learners to meet (past and present)

Activities: Student-focused Parting gifts – these can be anything. Use any online

tools to share the gift (visual, verbal, audio, video, link, photographic …)

Say something nice – write a short message to each participant on the course, saying something positive about them (participation in group work; approach to online learning; contribution to discussions etc.) 

The most important thing I’ve learned – can use forums or notice board / poster tools (eg Glogster, Wallwisher, Corkboard, GroupZap, Educlipper)

Activities: post-course ideas

Document ideas Document something new you’ve learned Share thoughts on the course through a blog /

forum post

Prepare for career development Add course to your portfolio Update cv/resume Expand your professional network (linkedin;

Ecademy; Plaxo; Ziggs)

Activities: post-course ideas Connect Learning to Past and Future Courses

Make conscious connections between learning (connections, similarities, differences)

Save favourite links - find/create a central place to keep sites, articles, documents etc. (use Scoop, Delicious, Diigo, Flipboard; Or Roojoom – a paid option)

Organize files – decide what to keep or delete; use keywords

Make a list of dos and don’ts / what would you do differently?

Contribute to course improvement Complete end of course questionnaires Be honest Provide constructive criticism

Some useful links8 Alternatives to LinkedIn for All Your Professional Networking Needshttp://www.searchenginejournal.com/8-alternatives-linkedin-professional-networking-needs/71263/

Nicky Hockley - Activities for online courses: The Endhttp://www.emoderationskills.com/?p=88  Online College Org. - Create an end of course to do listhttp://www.onlinecollege.org/2013/04/12/create-an-end-of-course-to-do-list/ “eduClipper” Has Potential To Be An “All In One” Tool For Teachers & Studentshttp://larryferlazzo.edublogs.org/2013/06/03/educlipper-has-potential-to-be-an-all-in-one-tool-for-teachers-students/ Ten Best Practices for Teaching Online: Quick Guide for New Online facultyhttp://www.designingforlearning.info/services/writing/ecoach/tenbest.html