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Assignment 2 Tips - How to Assess Criterion 3

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Learning to Teach Online

UNSW Sydney (The University of New South Wales)

4.7 (281 ratings) | 30K Students Enrolled

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.

Skills You'll Learn

Teaching, Online Learning, Evaluation, Planning

Reviews

4.7 (281 ratings)

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CM

Aug 09, 2017

A really interesting course for someone who is already teaching and wants to spice up the classroom or for someone who has absolutely no knowledge on online teaching.

KW

Nov 13, 2017

Well conceived and executed course. No hesitation in recommending it for those who wish to get a comprehensive understanding of online teaching!

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

Taught By

Associate Professor Simon McIntyre
Associate Dean Education
Dr Negin Mirriahi
Academic Developer, Learning and Teaching Unit (formerly)

Transcript

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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