Assignment 2 Tips - How to Assess Criterion 3

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From the course by UNSW Sydney (The University of New South Wales)

Learning to Teach Online

226 ratings

UNSW Sydney (The University of New South Wales)

Learning to Teach Online

226 ratings

Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology – whether fully online or in blended contexts? Would you like to learn from those who have extensive practical experience with online technologies? The Learning to Teach Online (LTTO) MOOC will help you develop a working understanding of successful online teaching strategies that you can apply in your own practice. The course is based upon the multi award winning open educational resource developed by Dr Simon McIntyre and Karin Watson. Integrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know how to approach it effectively for the benefit of both students and yourself. No one knows your own content and teaching strengths better than you, and the “one size fits all” formula doesn’t always suit everyone. No matter what type of technology you are interested in exploring or your level of experience, this course will help you draw on your teaching strengths and find the approach that is right for you, your students and your educational context. This course will guide you through your journey of understanding how online technologies can enhance your course design. You will have the opportunity to develop your understanding of effective online teaching practices and their relationship to the use of different technologies. You will also be encouraged to progressively design and reflect upon your own online learning activity, assessment or resource for use in your own class if you choose to undertake the course assignments.

From the lesson

Engaging and Motivating Students + Evaluation Strategies

'Module 7: Engaging and Motivating Students' explores various strategies for engaging and motivating your students in a range of different online learning scenarios. It discusses the important roles that curriculum design, activity structure, the relevance of the chosen technology, and effective time management play in creating an enthusiasm for learning in your students. 'Module 8: Evaluation Strategies' examines the importance of evaluating your online teaching practice to ensure that it is effective, and to give you an opportunity to constantly improve. This is especially important when you are first developing an online teaching practice, or when you are trying something new for the first time. We will explore an evaluation strategy based upon four reflective angles: self reflection, peer observations, student feedback, and theory. The module also introduces the concept of learning analytics as an informative tool to enable up to the minute evaluation of your online class.

Assignment 2 Tips - How to Get the Most from the Assignment4:36

Assignment 2 Tips - How to Assess Criterion 13:17

Assignment 2 Tips - How to Assess Criterion 23:21

Assignment 2 Tips - How to Assess Criterion 34:42

Assignment 2 Tips - How to Assess Criterion 43:29

Assignment 2 Tips - How to Assess Criterion 53:15

Meet the Instructors

Associate Professor Simon McIntyre
Associate Dean Education
UNSW Sydney | Art & Design
Dr Negin Mirriahi
Academic Developer, Learning and Teaching Unit (formerly)
Adjunct Lecturer, School of Education

So the third criterion that you're going to use to assess your colleague's

assessments is focusing on Engagement Strategies.

So whether they've discussed the strategies that they plan to use to engage

their students in either their online activity, assessment, or resource,

and whether they provide any evidence to support it.

So the first standard, referring to not addressed, like the other criteria,

if they don't answer this question at all, if it's blank or they don't really talk

about Engagement Strategies at all, then you would pick this particular standard.

Now I have a situation where they might have actually chosen

some strategies to use and they might have discussed things.

If they'd actually said, my role is going to be, that I'm going to engage my

students in using a blog activity by ensuring that they are setup with their

blog, that they understand why reflective practice using a blog is important.

And I'm going to make it clear to them that this is

a particular skill that they need to develop when they enter the workforce.

And it's a particular skill that employers would be looking for.

That's one way of engaging the participants,

making the activity an authentic task, something that develops skills

that will really help them when applying for a future job.

So they've talked about that strategy, but

they might have not actually provided any evidence to support it.

So no evidence from the literature or from the videos, from the MOOC or

even from their colleagues' experiences.

Very much just, this is the strategy I've chosen, and they've described it.

If that's the case, then you would select the Developing Standard.

Now if they've discussed the particular strategy and they've said what it is.

And they've also provided evidence for, where it came from.

So whether it was from some of the case study videos in module seven,

or rather it was from a colleague's experience, or colleagues sometimes

have mentioned something in the discussion forums, in the MOOC.

So referring to actual evidence to support the particular

engagement strategy by saying, my colleague has done this successfully so

I will or I read this somewhere here.

That shows some evidence behind the strategy used and

that would be when you select the Achieve Standard.

Now the final standard is the Outstanding Standard.

And this one is really looking at how extensively they've discussed their

student engagement strategies.

So while the achieved one is really much whether they identified what that strategy

is, and as the example I gave, making sure students are aware that it

aligns with what they might be doing when they enter the workforce.

The Outstanding Strategy is looking at more depth

into that type of strategy to be used.

So, it's really getting into much more depth.

More discussion in terms of the strategies that are being used and

also, they still need to provide examples of evidence.

So perhaps in this particular, standard, you're also looking at how much evidence

they've provided around the literature, the videos, the colleagues’ experiences,

so just like the previous one, which was the Achieve Standard,

you want to make sure that there is some sort of evidence, whatever that may be.

It might be a colleague's experiences, it might be the case study videos, but

they have actually articulated and referenced or

cited some sort of evidence to support their strategy.

But just to make sure that this particular standard is,

if you're pretty confident after reading their strategy, that this is

a strategy that will be successful for their engagement of their students.

And you feel that you have read or seen, if it's a video that they've provided,

enough detail to really make you understand what that strategy is.

The Achieve Standard, just to make it clear between the two,

the Achieve Standard is when you might still not be fully clear on the full

details of how they would be engaging their students with the activity,

assessment, or resource, but the outstanding one is when you feel pretty

confident that you have fully understood the details behind it.

It's really looking at, do you feel that you've had enough evidence from

the purchase of [INAUDIBLE] Assessment?

Do you feel that they provide enough detail in depth to their response that

an Outstanding Standard could be applied?

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