Blogs, Pocket PCs, Assessment and Faculty Development: The Scholarship of Tomorrow

1
Blogs, Pocket PCs, Assessment and Faculty
Development The Scholarship of Tomorrows
e-Learning
Dr. Autumn Grubb Dr. Steve Payne
Dr. Gita Williams Dr. Noland White
Dr. Douglas Goings Dr. Bill Wall
2
Faculty Development Workshop

• Funded by VP of Academic Affairs
• Competitive application
• Faculty driven, learner-centered
• One 3-hour session each week
• 7 weeks
• Multiple team assessments
• Self-assessment weekly blog posting

3
Faculty Development Workshop

• Expected Outcomes
• Employ 4 stages of assessment
• Utilize blogs as reflective practice
• Locate variety of assessment resources
• Apply variety of assessment techniques
• Exhibit familiarity with Pocket PC

4
Faculty Development Workshop

• Expected Outcomes
• Engage in and contribute to departmental and
  school-level assessment discussions with
  confidence and expertise
• List reasons why employing assessment at the
  classroom level is key to scholarly teaching

5
Faculty Development Workshop

• Pre- and Post-Assessment Data
• 4 Stages of assessment knowledge
• Use of PPC
• Use of classroom assessment techniques

6
Faculty Development Workshop

• 4 Stages of Assessment Knowledge

7
Faculty Development Workshop
4 Stages of Assessment Knowledge
8
Faculty Development Workshop
4 Stages of Assessment Knowledge
9
Faculty Development Workshop
4 Stages of Assessment Knowledge
10
Faculty Development Workshop

• Classroom Assessment Techniques
• Attitude Survey
• Concept Tests
• Concept Mapping
• Conceptual Diagnostic Tests
• Interviews
• Mathematical Thinking
• Minute Paper
• Multiple Choice Test
• Performance Assessment
• Portfolio

11
Faculty Development Workshop

• Classroom Assessment Techniques
• Blog
• Presentations
• Case Studies
• Scoring Rubrics
• Student Assessed Learning Gains
• Weekly Reports
• Self Assessments
• Memory Matrix
• Chain Notes
• One Sentence Summary
• Application Cards

12
Faculty Development Workshop
Classroom Assessment Techniques
13
Faculty Development Workshop
Classroom Assessment Techniques
14
Faculty Development Workshop
Pocket PC Expertise
15
Faculty Development Workshop

• Using Blogs for Reflective Practice
• Blog is short for Web loglike an electronic
  journal that is available on the web
• Blogs contain personal views and opinions of
  individuals who want to make theirs known
• Blogs can be regularly updated
• Blogs can be appended by other bloggers

16
Faculty Development Workshop

• Using Blogs for Reflective Practice
• To use a blog as an assessment tool, a teacher
  establishes a syntax for students to follow so
  they can be located in cyberspace
• Last spring, for example, I use
  BCOM2285Professor.blogspot.com
• The URL was http//bcom2285professor.blogspot.com/
  

17
Faculty Development Workshop

• Using Blogs for Reflective Practice
• Examples from Managerial Communication

• Carol
• Cathy
• Chad
• Courtney
• Jaime

• JasonO
• JasonS
• Jenni
• Justin
• Kristin
• Matthew

18
Faculty Development Workshop

• Locate and apply a variety of CATS
• Angelo, T and Cross K. Classroom Assessment
  Techniques A handbook for college teachers.
• Huba, M. and Freed, J. Learner-Centered
  Assessment on College Campuses.
• Field-Tested Learning Assessment Guide
  (http//flaguide.org)

19
Faculty Development Workshop

• Locate and apply a variety of CATS
• The programming language in a Computer Science
  course changed.
• The students grades plummeted.
• In Spring 2005 new teaching strategies
• Supplemental reference material
• Online Terminology Review Quiz before Lecture
• Online Interactive Tutorial
• Assessment tools used to determine if these new
  strategies were helpful

20
Faculty Development Workshop

• Locate and apply a variety of CATS
• Attitude inventory
• Concept maps
• Concept tests
• Conceptual diagnostic tests
• Performance assessment
• One minute paper

21
Faculty Development Workshop

• Locate and apply a variety of CATS
• Attitude Inventory
• A series of statements that students express
  their agreement or disagreement
• The CodeLab exercises are easy to understand
• It is clear how CodeLab exercises fit into this
  course
• The CodeLab exercises help me understand the
  concepts discussed in class

22
Faculty Development Workshop

• Locate and apply a variety of CATS
• Concept Mapping
• Diagram that organizes information into
  meaningful categories
• Create UML Diagram for Rectangle class

Rectangle
- length int - width int
Rectangle () setWidth (len int) void getWidth () int
23
Faculty Development Workshop

• Locate and apply a variety of CATS
• Concept tests
• Questions presented during class involving key
  concepts
• Poll students
• Write an if-statement that will a) display
  passing grade and b) increment counter by 1 if
  grade is at least 60.
• Write an if-statement that will display high
  average if the average of score1, score2 and
  score3 is greater than 95.

24
Faculty Development Workshop

• Locate and apply a variety of CATS
• Conceptual diagnostic tests
• Multiple choice/short answer test designed with
  common misconception in mind
• Before lecture, students read the chapter and
  take an online multiple choice terminology test.
  

25
Faculty Development Workshop

• Locate and apply a variety of CATS
• Performance assessment
• Require students to solve problem
• Online interactive tutorial

26
Faculty Development Workshop

• Locate and apply a variety of CATS
• One minute paper
• Summarize new topics/ concerns
• After the lecture, students were asked to respond
  to two questions
• What was the most important thing you learned
  today?
• What questions remain uppermost in you mind as we
  conclude this class session?

27
Faculty Development Workshop
Exhibit Familiarity with Pocket PC

• Read the manual!
• User guide and How to guides are also
  available on HPs web site (PDF)
• Adobe Reader for PPC is available from Adobes
  web site
• Can carry your manuals on a storage card
• Use Google
• Chances are someone has already performed the
  task that you want to do or has already asked the
  question

28
Faculty Development Workshop
Exhibit Familiarity with Pocket PC
On the right hand side, you have the Camera
button, The SD Slot, and volume controls.
The left side of the unit is home to the audio
connector, record, and resetbuttons. The audio
connector is a tip/ring/sleeve 3.5 mm stereo
headphone jack withmicrophone support built in.
29
Faculty Development Workshop
Exhibit Familiarity with Pocket PC

• Application Tips
• Pocket Word/Excel
• Adjust your text size
• Adjust the zoom size
• Explorer
• Experiment with Fit to screen
• Experiment with text size
• Adjust window frames
• WebCT
• Hide navigation, show navigation
• WiFi not connecting?
• Turn device off and back on
• Rotating icon in middle of screen that wont go
  away?
• Try soft reset
• Yahoo not working?
• Will not work on WiFi w/o an IM client (e.g.,
  AgileMessenger)

30
Faculty Development Workshop
Exhibit Familiarity with Pocket PC

• Where can I find tips, software or other
  resources for my Pocket PC?http//www.pocketpcho
  w2.com/ http//davesipaq.com/http//www.handan
  go.com
• http//www.microsoft.com/windowsmobile/pocketpc/pp
  c/default.mspxhttp//www.ppcnewswire.com/

• http//www.medicalpocketpc.com/http//www.pocke
  tpcmag.com/ Where can I find a list of Pocket
  Internet Explore friendly web sites? http//www.
  piefriendly.com/

31
Faculty Development Workshop
Exhibit Familiarity with Pocket PC

• Taking roll
• Student response system
• Electronic polling
• Quizzing
• Testing
• CATS
• Streaming audio video
• WiFi

• eBooks
• Remote control for PowerPoint presentations
• Data Acquisition
• Blogging
• beaming assignments
• Video chat

32
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions
Assessment is not a bad word!
The pitfalls of developing an effective
assessment program Confusion Resistance to
change Academic freedom Mistrust Open
antagonism
33
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions The SACS Experience
Program Goal 1 Students will exhibit critical
thinking skills through the proper application of
the Scientific Method
Desired Learning Outcomes (Objectives) Courses Addressing the Outcome Means of Assessing the Outcome Results of Assessment Changes Resulting from Assessment
Students will exhibit familiarity with modern scientific instrumentation BIOL 1107 BIOL 2100 All upper level biology electives with laboratories Students will perform satisfactorily (C or above) on lab reports, tests, and class discussions Grade distributions ( of students making C or better based on total enrollment including Ws) for the following courses BIOL 1107 61 BIOL 2100 57 Electives 85 Introduced supplemental instruction in some sections of 1107 and 2100 Fall 05
34
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions
I have been teaching for over twenty years. I
won an excellence in teaching award. Why should
I mess with this nonsense?

• The key to assessment is a shift in thinking
• What/How am I teaching?
• What/How are the students learning?

35
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions
36
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions Ammunition in the pro
assessment arsenal Quotes from Huba Freed
(2000) Learner-Centered Assessment on College
Campuses
The reason is not so much that our current
approach is broken and in need of fixing, but
rather that we are underperforming p. 3.
37
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions Ammunition in the pro
assessment arsenal Quotes from Huba Freed
(2000) Learner-Centered Assessment on College
Campuses
Learning is an active search for meaning by the
learnerconstructing knowledge rather than
passively receiving it, shaping as well as being
shaped by experiences p. 34.
38
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions Ammunition in the pro
assessment arsenal Quotes from Huba Freed
(2000) Learner-Centered Assessment on College
Campuses
test scores and grades help professors and
students monitor learning, but they do little to
promote learning. p. 153.
39
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions The role of the
Department Chair
Promoting the atmosphere for discussion Do as I
do Designing an outcomes based approach to
student learning
40
Faculty Development Workshop

• Contribute to Departmental and School-Level
  Assessment Discussions
• The role of the Department Chair
• Thinking Skills
• an appreciation for sound experimental design
• competence in the analysis and interpretation of
  scientific data and literature
• proficiency in oral and written communication
• consideration of the ethical implications of
  scientific investigation
• Knowledge

41
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions The role of the
Department Chair Does our program accomplish
what we say we want for our students? How do we
know? What do we do if students are not
achieving? These questions lead faculty to
consideration of course assessment
42
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions The role of the
Department Chair Arbiter between the faculty and
higher administration Promote faculty interest
do not force feed Faculty development release
time Resource acquisition and allocation
43
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions The key to successful
assessment A department chair who recognizes the
value of program and course level assessment!
44
Faculty Development Workshop
Contribute to Departmental and School-Level
Assessment Discussions If you are an individual
faculty member get your chair to recognize the
value of assessment find like-minded faculty in
your department or your institutional center
for teaching excellence
45
Faculty Development Workshop

• Why Assessment is Key to
• Scholarly Teaching
• The scholarship of teaching and learning is
  intentional, studied, prepared, monitored,
  reviewed, shared, revisited, revised, and
  revived.
• It seeks to make teaching a more public vs. a
  private activity by opening teaching to
  critical evaluation
• Thus, it involves forms of assessment and
  scholarly reflection on our own teaching

46
Faculty Development Workshop

• Assessment and Scholarly Teaching
• Challenges to Scholarly Teaching
• Teaching can be considered outside the realm of
  true scholarship by some faculty, and
  discussion of actual teaching and assessment
  issues are rare in many academic departments and
  units. Faculty development sessions can create
  opportunities for such faculty dialogues on
  assessment within and among academic departments.

47
Faculty Development Workshop

• Assessment and Scholarly Teaching
• Assessing and listening to students provides
  better appreciation of
• Diversity of student learning styles and views
• Existing student knowledge, skills, and
  dispositions
• Opportunities to create and enhance student
  learning

48
Faculty Development Workshop

• Assessment and Scholarly Teaching
• Sources of Information on SOTL
• Hutchings, Pat, ed. Opening Lines Approaches to
  the Scholarship of Teaching and Learning, 2000.
• Mary Huber, Disciplinary Styles in The
  Scholarship of Teaching Reflections on the
  Carnegie Academy for the Scholarship of Teaching
  and Learning, 2002.
• Mary Huber, Developing Discourse Communities
  Around the Scholarship of Teaching, 1999.
• Lee Schulman, Taking Learning Seriously (Change,
  1999)

49
Faculty Development Workshop

• Assessment and Scholarly Teaching
• Examples of Publication Outlets for SOTL
• The Journal of Scholarship of Teaching and
  Learning
• Inventio
• College Teaching
• Innovative Higher Education
• Teal A Journal of Scholarship on Teaching and
  Learning
• Studies in Higher Education
• MountainRise an electronic journal dedicated to
  SOTL

50
Faculty Development Workshop

• The FDW Today
• http//hercules.gcsu.edu/agrubb
• Final week of FDW in Fall 05
• Taking application for Spring 06

51
Faculty Development Workshop
FDW Impact on Spring 05 Participants I learned
I shouldnt keep secrets from students. The
scholarly opportunities in this area are much
clearer than before. Classroom assessment puts
students and the teacher on the same team,
instead of opposing teams. Change is
hard! I have vastly improved my understanding
of and appreciation for assessment and effective
teaching strategies.
52
Faculty Development Workshop

• Spring 05 Participant Feedback
• 100 agreed the following aspects of the FDW were
  much help or very much help in their learning
• the discussions with the whole group
• the mental stretch required of them
• their in-class experiments with CATS and their
  students
• the Huba Freed text Learner-Centered Assessment
  on College Campuses
• the quality of contact with the trainers
• the quality of contact with their fellow
  participants
• the way in which the course was taught overall

53
Faculty Development Workshop
Questions?