EDUC 4151

Design & Develop Interactive eLearning Self Directed

June 9th, 2017

Whoop! Whoop! I am beginning the 2/3 course(s) today!

I am eager to see what I am going to learn this time 🙂

Section #2

First Blog for EDUC 4151

1.Do you currently read any blogs? Why or why not?

No I don’t other than the one that I am creating! Time…lazy…never really gave it any thought? I guess it would be like reading a newspaper…let me see…I searched David Sheldrick Wildlife Trust (Shukuru), Jane Goodall, Dian Fossey, Wildlife SOS, Northern Lights Wildlife Society and Performing Animals Welfare Society and out of the six only two Blogs! In my short scoot around it seems that most of these organizations use their websites to promote the news of the day or any upcoming events.

https://gorillafund.org/welcome-to-our-new-blog/

http://wildlifesos.org/blog-option/

Also these favorite wildlife organizations I usually only follow on FaceBook…I wonder about all the ways to communicate…sometimes I think it is great but there are others times that I wonder if there is just too much to keep track of…I am going to consider this more.

2.How do you feel about your abilities as a blogger? Do you have any concerns?

I am pretty confident…I have had this blog for nearly two years…June 17th…now I am not a great trouble shooter…but in the last year or so when I get stuck I ask Google – Uncle Google 🙂

To date? No concerns.

3.What goal would you like to meet with this blog?

My goal is to continue to document my journey in education as an instructor and as a learner. It is still in my mind to get a PhD…although I struggle with the decision..one day I am eager and then the next I ask myself if I an NUTS!

Section #3

Who am I as a learner and who will be learners in my online course!

https://www.careerplanner.com/Career-Articles/Generations.cfm

Although I found this resource while completing Journal #2 for section 4 I feel that this is a good resource for me that gives me some insight as to the generations that I may have in my online course.

Although I have spent some time having a conversation about the older learners in the online course that does not mean that I am not aware of the younger generations that are equally important but their skill set is just a little more refined in the area of technology.

Section #4 Interaction

Through this course I have found someone else that seems to fit well with how I am beginning to learn! Gilly Salmon.

Section #5 Community

https://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-mastering-online-discussion-board-facilitation.pdf

This post was shared by Nancy Loadman in EDUC 4151.

John McKnight my Guru for community development 🙂

“It has been said that instructor presence is one of the most important factors that lead to a well-established online community. One way to provide that much needed support for your students is to log on frequently and post weekly reminders, updates or information that might be helpful as they proceed through their course.

What are some other ways to provide and increase instructor presence?

Post the following reflection to your blog: list at least five ways you can ensure that your learners feel your presence at the course site. These ideas might be a resource or tool, a technique, or a flair that you have made all your own.”

1. Emails, announcements, and discussion boards

2. Monitoring student progress using Learning Management Systems

3. Early feedback loop from learners to you…might use a survey

4. Early feed back tools: Rubrics, quizzes, and peer review

5. Steps in memory making: What teaching behaviors make a difference

6. Making your grading time efficient and formative for learners

7. Dealing with difficult students

8.Building cognitive presence using the Practical Inquiry Model

9. Core concepts of a course

10. Designing assessment plans for online and blended courses

11. Three best assessment practices

12. Assignments for the evaluating and creating of Bloom’s Taxonomy

13. Collaborating with groups of two or three – casual grouping

14. Group projects in online courses: Setting up and structuring groups

15. Using synchronous collaborations tools

16. Using audio and video resources to create a more engaging course

Chapter 7 – pages 172-225

Boettcher, J. V. & Conrad, R. M. (2016). The Online Teaching Survival Guide: Simple and practical pedagogical tips. (2nd ed.). San Francisco, CA: Jossey Bass.

My reflection?

There is so much to do, so much to learn and to consider. I now understand why I have read here and there, to pick one online tool (netiquette and or cognitive presence) and learn how to implement it in your course before moving on to the next tool. I am also eager to implement the tool that I anticipate will be most advantageous for the learner to grasp core concepts…another dilemma.

I enjoy Curt Bonk…I even enjoyed his teaching style!

The link below is a good resource for netiquette! I should have used this one in my case study…I totally forgot about it!

https://www.facultyfocus.com/articles/online-education/art-science-successful-online-discussions/?ET=facultyfocus:e95:234345a:&st=email

Before moving on I also need to add the link to the Moodle link…I feel that this is the direction I need to go towards once ABC: Alzheimer Basic Concepts is complete (will it ever be completed? I think it will always evolve 🙂 )

https://learn.moodle.net/

Section #6 Creating Well-Aligned Assessment

EDUC 4151 – Assessment Instrument

Course: ABC: Alzheimer Basic Concepts

  • ABC: Alzheimer Basic Concepts provides a foundation for learning about dementia. This online course is a first step; a first step to lifelong learning, or up and till the day comes for a cure. The learners that take this online course may have a diagnoses of dementia, know someone with the diagnoses or works with people with a dementia diagnoses. This course will begin to teach to the participants the ‘who, what, where why and how’ of the dementia world. The learners may experience all kinds of emotion; positive and negative; what it feels like to not be heard, not be seen, not seem worthy of your attention. This online course will articulate the truth and demystify any myths that have been learned along the way of the learner’s personal education journey. This online course is organized sequentially with the expected progression of the disease in mind; to better understand that time may not be on their side. The course needs to impact the learners in a way that they really get how awful passivity is for a person with dementia. It is hoped that with this information the learner will have a better understanding, which in turn will result in a group of strong advocates for this disease.

Learning Objectives – Lesson:

  • Able to make informed decisions regarding health, personal, legal and financial
  • Skilled to predict triggers that affect behaviour/symptoms
  • Prepared to advocate for people with dementia
  • Proficient to identify partners in dementia community

Learners:

  • People who recently received a diagnoses of dementia
  • Family & Friends of someone with a recent diagnoses of dementia
  • Staff that work in a residential care facility or dementia unit

The Assessment Instruments:

Rational Report Guiding Questions

  1. What is the purpose of this exam and what claims of validity and reliability can be made?

The purpose of the exam is to provide immediate feedback to the students of their learning at this one day workshop on dementia and related disorders. In this exam I mirrored the suggestions on how to illustrate content validity and process validity.

  1. Stage 1: Identify content to be assessed
Knowledge and proficiency of the progression of dementia along with alias in the dementia world
Accurate and informed information for decision making and personal planning on heath, personal, legal and financial concerns
Articulate currant research and problem solving techniques for

management of behavioural/symptomatic concerns and triggers

Explain how you will be an advocate

 

  1. Stage 2: Create a table of Specifications. (Enclose the table with the rationale)
Table of Specifications for ABC: Alzheimer Basic Concepts
100%                                                                                                                                Value:
Course Outcomes/Goals Cognitive Level Exam
  Remembering Understanding

& Applying

Higher Mental Process # Items % of Exam
Knowledge and proficiency of the progression of dementia along with alias in the dementia world

 

HIGH

M (3)

 

HIGH

M (10)

 

 

13

 

 

 

30%

Accurate and informed information for decision making and personal planning on heath, personal, legal and financial concerns

 

MEDIUM

AR (5)

 

MEDIUM

AR (5)

 

 

10

 

23%

Articulate currant research and problem solving techniques for

management of behavioural/symptomatic concerns and triggers

 

MEDIUM

MC (7)

 

HIGH

MC (3)

GI (8)

 

10

8

 

23%

19%

Explain how you will be an advocate

 

MEDIUM

RE (1)

HIGH

EE (1)

 

2

 

5%

TOTAL 43 100%

How did the table specification impact the creating of the exam?

This is my first attempt at a Table of Specification. The process for me was to go in sequential order BUT then I got lost, I then continued with the assignment BUT continually came back to the Table of Specification as I was learning what it required. I did this back and forth process throughout the entire assignment until I was satisfied with the result.

How much time is allocated for the exam and why?

Sixty minutes. First I used the Suggested Time Allocations for Items Types handout and calculated the alternative response, matching, multiple choice, graphic items, restricted essay and extended essay items and assigned them a value. I then gave an extra 25% of time to alleviate any stress that the students may be experiencing. The total time was 44.75 then with the extra 11.19 the new time came to 55.94 which I then rounded up to one hour.

How did you determine the value of the exam?

I watched and re-watched the video on how to create a scoring guide, I also reviewed what the student had done in the Canada Food Guide exemplar. On the video you mention in different ways that the weight of the item needs to match the complexity of the item, and you also mention that we need to take in account Bloom’s Taxonomy. This is what I did; I gave one mark for the alternate response, matching, multiple choice and graphic items, and for the higher thinking restricted and extended essay I gave the student higher value for their response.

  1. Stage 3: Write valid and reliable items.

Why did you pick the various item types?

I picked these items because they are the planned cirrulum for the ABC: Alzheimer Basic Concepts one day workshop. The exam is mostly laid out in the same sequential order that the curriculum will be delivered. I did as was suggested easy to more difficult; low, medium to higher thinking, I also attempted to provide a variation to acknowledge diversity in learning styles.

  1. Stage 5: Create a scoring guide

What factors did you consider when you created your scoring guide?

The scoring guide explains to the student of the value of each item in the exam, this information will assist the student to know what the part of the exam is worth the most value and they will better able to time manage their exam experience. In the ABC: Alzheimer Basic Concept exam, higher marks were allocated for the complex essay items. These items also require the student to perform a higher level of thinking. The scoring guide has been placed on the first page of the exam to provide transparency of scoring values.

  1. Stage 7: Prepare the learner

How will you prepare the learner and provide feedback after the exam to the learner.

The first page of the exam provides appropriate information that the student will find useful during this exam.

  • Percentage of the exam
  • How many items that are on the exam
  • A description of the items types
  • Total marks
  • How much time they have for the exam
  • How many pages are in the examAlthough during the workshop the instructor provides many opportunities for formative learning; the exam is summative and once completed all students will be provided a course of completion certificate.Feedback will be immediate; it will be summative, although there will be opportunities for formative feedback as the day progresses. The one day workshop could be for people in the early stages of the disease, their family and/or friends, or staff that work on a dementia unit. As the creator of this workshop there will be an open door policy for students that attended the ABC: Alzheimer Basic Concepts workshop.

Rubric: ABC: Alzheimer Basic Concepts

ABC: Alzheimer Basic Concepts Instrument 100%
Description ABC: Alzheimer Basic Concepts Exam 43 points

(100%)

There are four outcomes to consider:

1. Demonstrated knowledge and proficiency of the progression of dementia along with alias in the dementia world in the dementia world

·         Matching

2. Accurate and informed information for decision making and personal planning on heath, personal, legal and financial concerns as discussed with NIDUS.

·         Alternate Response True/False

3. Articulate currant research and problem solving techniques for management of behavioural/symptomatic concerns and triggers

·         Multiple Choice

·         Graphic Item

4. Explain how you will be an advocate

·         Restricted Essay

·         Extended Essay

 

 

13 points

(30%)

 

 

 

10 points

(23%)

 

 

 

10 points

(23%)

8 points

(19%)

 

 

 

2 points (5%)

Technical

Specifications or

Requirements

Completion of the

ABC: Alzheimer Basic Concepts Exam

Marking

Instrument

Rubric
Signature

 

Level of Mastery Level 1

 

 

Dementia

Novice

Level 2

 

 

Dementia

Apprentice

Level 3

 

 

Dementia

Partner

Level 4

 

 

Dementia

Leader

 

 

Knowledge and proficiency of   the progression of dementia along with alias in the dementia world

(13 Points)

 

 

 

Less than 6

matching items were answered correctly.

 

 

0 1 2 3 4 5
 

6-7

matching items were answered correctly

 

 

6 7
 

8-9

matching items were answered correctly

 

 

8 9
 

All the 13

matching items were correctly answered

 

 

10
 

Accurate and informed information for decision making and personal planning on heath, personal, legal and financial concerns as discussed with NIDUS.

(10 Points )

 

 

Less than 6

alternate response

items were answered correctly

 

 

0 1 2 3 4 5
 

6-7

Alternate response   items were answered correctly

 

 

 

6 7
 

8-9

Alternate response   items were answered correctly

 

 

 

8 9
 

All 10

alternate response

items were

answered correctly

 

 

10
 

Articulate currant research and problem solving techniques for

management of behavioural/symptomatic concerns and triggers

(18 Points)

 

 

 

Less than 5 points in combination of multiple choice and graphic item items were answer correctly

 

 

 

0 1 2 3 4 5
 

More than 6 points but less than 10 points of multiple choice and graphic item items were answer correctly

(6-7=6 points)

(8-9=7 points)

 

6 7
 

More than 10 points but less than 18 points of multiple choice and graphic item items were answer correctly

(10-13 = 8 points)

(14-17= 9 points)

 

8 9
 

All 18 points multiple choice & graphic item items were answer correctly

 

 

 

 

10
 

Explain how you will be an advocate

(2 Points)

 

 

 

Explanation did not match item

 

 

 

0 1 2 3 4 5
 

5 points for

restricted response

(0-2.5=6 points)

(2.5-5=7 points)

 

6 7
 

10 points for

extended essay

(0-5=8 points)

(6-10=9 points)

 

8 9
 

All 15 points were answered correctly

 

 

 

10

Rationale:

Another exercise that will benefit the overall good of the project; ABC: Alzheimer Basic Concepts. Now, coming into this unit today and taking a quick look at the examples of the two previous students, I came to realize that I have already done similar work in the Provincial Instructor Diploma Program. Without further ado, I need to thank previous instructors at Vancouver Community College: Jeff May, Christopher Carroll, Doug Mauger, Karen Brooke, and Glenn Galy all of whom played a part in me having this knowledge and giving me their patience as I learned the ropes in the world of education; with the knowledge they shared with me I was able to articulate myself with some coherence. (as an aside…the tables used did not copy paste to the quality that I had hoped for 😉 )

Resources:

http://jolt.merlot.org/vol6no1/sewell_0310.pdf

https://www.rit.edu/academicaffairs/outcomes/online-student-learning-outcomes-assessment

https://www.uwo.ca/tsc/resources/selected_teaching_topics/assessment/assessing_group_work.html

https://www.facultyfocus.com/free-reports/assessing-online-learning-strategies-challenges-and-opportunities/

Section #7 – Determining Feasibility 

I am nearing the end of EDUC 4151.

Here is my link to the Wiki

https://sites.google.com/s/0B1WTcdgXp7rdZ0Zua3hqQ1NsQXc/p/0B1WTcdgXp7rdUWU2ZUpYZ2hjaXc/edit

July 30, 2017

Whoa! I have reached the end of EDUC 4151…again such a huge learning curve but one I am grateful for 🙂 The final project feels like a painting…I just want to continue to go back to it and refine it and refine it BUT I need to stop. Although seeing my ideas on the Wiki is superb it is not the final draft…I am thinking the final draft will be on the Moodle program. Okay it has been fun…I am going to go on a bit of a vacation to northern BC…I hope the fires cool down and I will be signing up for EDUC 4152 in September! Can hardly wait!

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