CIS 2 Computers and the Internet in Society - Syllabus
[DeAnza CIS2] WELCOME to CIS 2 - Computers and the Internet in Society
CIS 50: Introduction to Computers, Data Processing, and Applications
[DeAnza CIS50] WELCOME to CIS 50: Introduction to Computers, Data Processing, and Applications
Teaching, Learning and Retention
Terms of Service
Technology Supported Learning and Retention (TSLR)
TEI.2007 - Technology Enhanced Instruction
CIS 2 Computers and the Internet in Society - Syllabus
De Anza Icons
CAOS 131 - Quick Presentation
CAOS 132 - Quick Web Site
CAOS 132 Notes for DeAnza Faculty
CAOS 133 - Using Email in Instruction
Basic Education Online Project
WIKIS for Knowledge
CIS2 at wikia.com
The Digitals are coming...
MEET Grant Update
* De Anza Icons
* Supervising and Evaluating Online Teaching : Online Instructor Evaluation
Learning Objects and Open Courses
Group Projects and Online Collaboration, Group Project Project, Group Projects Overview
Online Learning Blogs
CIS 2 Computers and Society meets Moodle, Catalyst / Moodle, Moodle - faculty review
Excellence in Online Teaching and Learning, Evaluating Online Courses
DL Course Management Support, Learning Management
TEI - Online Teaching and Learning, TEI-3 Main
Accessibility in Web-delivered Teaching
HTML in 90 Minutes
Evaluating the ProcessAdjourning:
The team briefs and shares the improved process during the this phase. When the team finally completes that last briefing, there is always a bittersweet sense of accomplishment coupled with the reluctance to say good-bye. Many relationships formed within these teams continue long after the team disbands. http://www.nwlink.com/~donclark/leader/leadtem2.html
Did someone assume the role of project manager?
- How did the team members work out who would be responsible for what?
- What happens when someone is late or uncooperative?
- What needs to be in the student preparation instruction to help students have a good learning experience?
The final phase of the group project life cycle is Reflection. Individually and as a group, the teams review lessons learned. The content lessons are reinforced by spending this time to go over the process and the deliverables.
Students are given the evaluation rubric prior to the start of the project. The project product is evaluated against the rubric. [evaluation][have self-knowledge]
Understand the types of evaluation and assessment that are appropriate for online group projects
Reflect on the group project process and consider changes and improvements that can be applied to future projects
For the instructor, reviewing the group activity processes and capturing the information is critical to developing and refining group projects for subsequent collaborations.
Apply rubric to own product
Present product to whole class with peer review using rubric
Summary discussion - purpose of the activity, closure
Sample post-project questionnaire/ survey/feedback and student responses
Understand ideas behind several grading and evaluation schemes for group project products and participation
Student / peer-to-peer
- Assessment / evaluation
- Defined expectations / requirements
- Project product grade
- Individual participation evaluation
- Process feedback
Formulate activities for students reflect on project work and derive additional learning from the process
Allow more time for debriefing. Let the students reflect on their experience, come up with valuable insights, and share them with each other.
- Draft a post-project questionnaire for your project
- Contribute to the discussion and comment on the contributions of two others [reflection]
Here's an overview of how I grade the essays and discussion questions:
0 = D/F (Not completed, incorrect statements, didn't answer the
question or just repeated the question in the answer).
1 = C (The question was answered, but the answer was not not
detailed or complete. Perhaps there was an incorrect assumption or
the writing was not up to college level. Or, even though the answer
was correct, I can't tell that any more thought was put into it than
glancing at the book and copying an answer.)
2 = A/B (The question was answered well to very well. You've shown
me that you understand the material, that you've read the text, that
you've learned something from it, that you can synthesize the
information and can discuss the issue on a college level.)
3 = A and extra credit (WOW!! It was clear to me that extra research
and time was put into the answer.)
From Beth Grobman Burruss - JOUR 2 Mass Communication
Individual Participation Evaluation
For individual participation grade, there should be a clear, non-competitive, criterion-referenced grading scheme, that addresses individual accountability.
No matter how much mutual support, coaching, and encouragement they receive, students must be individually responsible for their own academic achievements.
Having students respond to a simple questionnaire about the project process provides students with an opportunity to reflect on the process and see for themselves the impact of the project on their own learning.
For students learning to work collaboratively, it is important to provide information on how the group work and deliverables will be evaluated. Many traditional evaluations will be appropriate. The deliverable must meet predetermined criteria, usually defined through a rubric. It is also important to evaluate the collaborative process and participation as well. Online, this can be accomplished by reviewing the number and depth of the posts of each group member. Using threaded discussions, it is possible to assess the contributions of each participant as well as see how the group communicated, dealt with issues and resolved them, with or without the assistance from the moderator. This can provide a very tangible incentive for all group members to participate actively.
Inexorable and Inevitable: The Continuing Story of Technology and Assessment
"As technology becomes intertwined with what and how students learn, the means we use to document achievement must keep pace." Online assessment is still mostly at the multiple-choice tests. What we need is a more sophisticated form of online assessment, one that "might include simulations and other complex performances that not only indicate achievement level, but offer proficiency inferences with clear instructional implications."
Assessments and Evaluation ï¿½ Best Practices
Create and use a variety of assessment tools to measure student learning.ï¿½ Self-evaluations, quizzes, reports, interviews, weekly homework, graded discussion board participation (quality and quantity), small groups, course related assignments, portfolios and journal review are just a few of the ways in which to diversify assessment
Provide students with clear grading criteria
Tie a grade to the collaborative activity (activities).ï¿½ Online, this is the best way to ascertain students progress and involvement in the class
Require college level writing.ï¿½ In an environment that is predominately text based, this is critical.ï¿½ Provide examples of what you expect.
Provide examples of assignments
Create self-tests for each section to allow students to monitor their own progress.
Return of assignments with feedback and grade is recommended within four days
Assess student learning frequently.ï¿½ï¿½ Students and instructors are able to monitor and adjust more rapidly than if they were assessed only twice.
Intervene when necessary.ï¿½ Email a student who seems to be falling behind and ask if they have questions or direct them to resources.
Do not rely on only one or two forms of assessment to measure achievement of learning goals. For example only having a mid-term and final or only having one paper.ï¿½ This will not give an accurate account of student learning and ignores the fact that students have different learning styles online.
Discuss assessment strategies with other instructors to determine feasibility.
Use the Gradebook
Thanks to Eric Wilson for sharing this:
I do not give Final Exams
in my classes. I think they are worthless and do
nothing for my students. Instead, I assign group
projects and they have a lot to do. The work can be a
group being a web site developer and they must use as
much materials as we discussed in our Dreamweaver class.
They had a week to complete and they did outstanding.
They also learned alot and some even went on to be a web
design group professionally. Group work makes it fun
for learners, allows them to breath and allow them to
recall at their own pace. The last step of group final
project is they must present in class and the class must
provide their own thoughts, ideas and opinion. Works
Group Project Introduction
:: Instructor Preparation
:: Learner Orientation
:: Forming Project Group Teams
:: Planning Projects
:: Exchanging Work on Projects
:: Publishing and Presentation
:: Evaluating the Process
:: Group Project Summary
:: Group Project Feedback
:: Group Project References