Tagged: MOOCs

So, what is exactly in this 3 hour objective testing course I’m running?

In response to a question I’ve been asked by a few people (what is in the course), the course description is available from:

This course description covers not just the rationale, aims, intended learning outcomes but also a description of the learning activities. As you can tell it is very hands on. Where you’ll have the opportunity to build your own objective test.

 

 

Advertisements

Getting started with objective testing in your teaching – a 3 hour online course

This is a re-post from http://a.ucs.ac.uk/elevate

I’m really pleased to announce the Elevate Team are rolling out our first online course, which is offered as an alternative to our face to face workshops or our unstructured FAQs. This offers an exciting opportunity for those who wish to learn this way.

The current course is based on our Getting Started with Objective Testing workshop. It lasts approximately 3.5 hours, and you have one week to complete it. On successful completion we’ll send you a Certificate of Attendance.

The rationale for the course is objective testing in LearnUCS (the quiz engine) is one of the most under utilised tools with the VLE, and it tends to be viewed as only useful for lower order learning skills. This course aims to challenge this perception as it is argued the tool offers significant benefits as a formative feedback.

The intended learning outcomes are:

  • LO1: Explain what we mean by the term objective test
  • LO2: Review a number of ways objective tests have been used in UK HE to enhance the learning experience
  • LO3: Design, develop and deploy an objective test in a module on LearnUCS

What are the course dates?

The course will commence on the 11th Feb, and run until the 15th. You should spend about 3.5 hours on the tasks within the course.

How do you enrol?

We are approaching this differently to our usual model of embedding it with our LearnUCS. This course is actually hosted in CourseSites.Com, which is offered by Blackboard. This means you do not need to be a member of UCS to complete the course, or use a UCS login. We are hoping this will help those across the Learning Network and beyond.

To enrol, simply visit the following URL and follow the self enrolment option.

Assessment Model in Google MOOC – what lessons might we take?

As mentioned in a previous post I have been really interested in the assessment model within MOOCs. The Google MOOC approach is very interesting in it focusses on a self assessment approach with sampling by assessors.

The assessment model is to use a very well defined marking criteria (seven tasks, with sub divisions and one point allocation to each of these sub divisions). With this very clear definition the self assessment model becomes viable. When it comes to the submission, this is managed through an online form with a box for each of the tasks.

To help interpret the marking criteria there is a formative exercise which you score a exemplar, and can check against an assessors marking.

The final stage is you mark your own submission.

A couple of things struck me. The assignments work because it focusses on well defined and measurable task. So it would transfer to an activity for CPD / MOOCs where we want to provide an assessment but we don’t want too much lecturer time on tasks. Secondly, as a task it would suit learning outcomes which focus on knowledge and awareness (lower order skills). Finally, we have the Self & Peer Assessment Tool in LearnUCS which can offer pretty much this functionality.

 

MOOC at UCS: Exploring the opportunities of rolling out a MOOC at UCS

There has been lots of discussion around MOOCs at UCS, at various levels. A key driver from the academic side has been Tim Goodchild (thanks Tim :-)).

Interestingly, with respect to rolling out a MOOC we’ve cracked many of the issues from our experiences of designing effective online CPD and Distance Learning courses.

A typical MOOC design would be content intensive (with formative feedback via tutorials and quizzes) and self contained. Where the expectation is for the individual to learn in isolation (cognitive construction), with a small component of social / group learning (social constructivist) around reflection and discussion board tasks. Therefore, the learning model is relatively simple.

Other emerging questions are addressed by using Blackboard Coursesites – the platform to run this one, and the self enrolment option. Also meaning we can offer these short MOOC courses without the creation of UCS user accounts. Also given it is Blackboard we have the existing skills to develop content and learning tasks within UCS.

I still haven’t solved the issue of the certificate of attendance – in the sense I can design each learning task to have a quiz component. This would allow me to track use. However, I need a simply process for mail merging people who have achieved these milestones to the delivery of a certificate.

So, the next stage is to discuss with colleagues the curriculum, the learning and assessment model for the course and start discussing issues around Marketing (getting word out, and using it as a feed into existing programmes – it would be nice to have this as a feed in to help recruit for existing provision at UCS).