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
TEI 4. Prompt FeedbackBus/CS Project - Technology Enhanced Instruction (TEI) 2007
It seems that students have shorter attentions spans than ever, and with some justification. "Generation Instant Gratification" has never had to wait for anything. Although the Seven Principles date back to the late 1970s and 80s the principle of Prompt feedback
is as important as ever.
Fortunately, technology provides some relief - Self-grading quizzes, comments and annotated assignments, chat, all allow students to work at their own pace AND receive prompt feedback. This can be a big help in the 24 / 7 world where today's students live, work and learn.
The earliest implementations of technology in education was the dreaded "drill and kill" - an endless stream of multiple choice that students answered, usually by guessing. Used in conjuction with other activities and good teaching practices, online quizzes can be a valuable learning resource. Prompt feedback can be provided automatically with self-grading quizzes. Students appreciate the immediacy. By using the feedback to reinforce correct answers, and providing references to teaching for incorrect responses, students can be guided through the lesson material.
On instructor-graded assignments, you can add comments and annotating to help students understand where they lost points in an assignment. Course management systems are constructed to provide a variety of tools for assessing student learning. These are just a few.
- review issues of plagiarism, intellectual property, cheating
- investigate tools for assessing student learning
- complete quizzes and develop quiz questions and quizzes in own course
- complete assignments with feedback and add activity with feedback to own course
- discuss appropriate level of control and feedback response for learning being assessed
- I love being able to check my grades anytime. It helps me make sure I have submitted all my assignments.
- I learn more taking quizzes and getting the wrong answer feedback. Having review information and extra help right in the quiz is great.
- I am aways nervous about quizzes. Taking quizzes online is much better for me.
- The instructor notes in the assignments along with the grade shows me how I can improve.
- assignments that ask us to comment on our peers’ work really does help you get to know each other. After a while, you tend to remember certain people, such as those who post their work the earliest, or those who respond to your work the most often, or who is more interested in what topic. In its subtle way, the assignments for this class have allowed me to get to know more students
How prompt is "prompt" when applied to feedback? Unfortunately, for instructors in this "always on" world, students' expectations may need to be reset so that 2-3 day turn around on minor assignments is "normal".
Replying to student questions within 24 hours is a reasonable expectation.
There is a Grades link in the left navigation menu. The Grades page lists all the assignments, quizzes, etc. that will be graded throughout the quarter.
Grades are always available. If there isn't a grade for a submitted
assignment, it hasn't been graded. I usually grade assignments within
a couple of days of the due date. Late assignments are graded
periodically as it requires extra processing.
In some situations, peer review can be a valuable addition to the learning process. Students often learn as much reviewing the work of others as they do preparing their own work, or having their own work reviewed. Posting work to discussions or a collaborative writing tool like a wiki allows for easy access for sharing and comment.
Use the phone and the internet to meet in real-time. Great for lectures with audio, slides whiteboard, and audience poling. CCC Confer can be used for whole class discussions, small group work, individual counseling, or office hours. CCC Confer was designed to allow communication and collaboration, using Web conferencing technology, for all staff, faculty and administrators in the California Community Colleges system. It is ADA and Section 508 accessible.
TEACHING AND LEARNING
Prompt feedback encourages students to stay engaged in the learning process. Reducing the time between thinking of questions or seeing solutions presented in class, the time to remember where the learning left off is greatly reduced.
Many discussion forums have a subscription feature. If someone posts to a discussion that you subscribe to, you automatically are sent an email with some or all of the information in the new posts. There are several variations and options that usually accompany the subscriptions feature - daily digest, summary or full text of posts, subscribe to all topics within a forum, or just replys to something you posted.
You can change the general forum subscription settings in your profile. Check the options in the post form when you post - you have some additional control over the "subscribe" function there.
Everyone seems to have personal preferences about the "best" subscription setting. Try different configurations and options. See what works for you and your course needs.
Students like to know why they got points, as well as how the missed them. Instructor notes along with the assignment grade are accommodated as part of the regular point-assignment grading mechanism.
There are a number of features within the assignment grading to streamline grading student work. Separate windows, automatically displaying the next student's assignment, sorting submissions by time submitted, are just a few of the tools to assist instructors and reduce the time and key strokes required to manage student work.
Students are sent notification when instructor comments are added to the assignment. It looks like this.
07M_0202 -> Assignments -> Games in Education
For some assignments, it may be appropriate to annotate directly on the student's assignment submission. There is an option to permit this which must be enabled, if you wish to use the tool. Usually, the instructor can add notes as a separate item (much like posting in a discussion). Only the student and the instructor can view these. With the markup option enabled, the instructor can actually edit the student submission.
Valerie Taylor has posted some feedback on your assignment submission for 'Games in Education'
You can see it appended to your assignment submission:
4. Prompt Feedback (assessment)
4. Prompt feedback :: Activities
- Remember: Be careful what you wish for - you might get it. Technology enhancements can facilitate providing
Being instantly available to head-off serious problems is good. However, giving students the opportunity to solve problems themselves, or asking classmates for assistance is essential.
- In the
(Learn) forum, discuss the forms that feedback can take that promotes learning. What can technology be incorporated to improve prompt response or facilitate extending feedback? What technologies are available to change the process of providing feedback?
- In the
(Learn) forum, discuss issues of plagiarism, intellectual property, cheating, investigate tools for assessing student learning.
- Review the
Catalyst Student Guide
for information about viewing instructor feedback and checking grades.
- Complete and submit the assignments for grading. When notified by the instructor, review the instructor comments and grade for the assignments.
- Take the quiz, paying particular attention to the information provided along with the item scores.
- Search the web for articles or sites that describe the use of rubrics for evaluating student work.
- In the
Technology Enhanced Feedback
(Explore) forum, discuss the use of self grading quizzes. How can quizzes be used for active learning? Should students be limited to one attempt at a quiz? How important are personalized notes in assignment grading?
- Review the
Catalyst Up-And-Running for Faculty at De Anza College
"course" in Catalyst Development. Specifically, review the section Quizzes for information on feedback content and availability, and Graded Assignments - instructor comments.
- In your own course, develop quiz questions and quizzes. Add other activity with feedback to your course.
(Apply) forum, discuss how you plan to incorporate the technology enhancements to provide prompt feedback in your own instruction. To what extent are you planning to have the feedback automated to accommodate student-directed learning?
(Evaluate) forum, discuss appropriate level of control and feedback response for learning being assessed. Should quiz feedback be a teaching tools?