(same message posted to the discussion area & the announcement)
Dear ETC645 students,
Congratulations! A few more days to complete ETC645! Don't give up!
Here are a few highlights for your references.
- Assignment 4 & 5: Final Project & Presentation
- Due: Extended to 03/06/2019, 11:59pm, Wednesday
- All students are required to submit it through BBLearn
- Due: Extended to 03/06/2019, 11:59pm, Wednesday
- Lesson 8 Discussions:
- Due to in complete week. Two-posting periods don't apply to this lesson.
- Be sure to respond to ALL key discussion questions.
- Total at least six postings.
- Our responses (your and others') are good resources for your ETC645 Portfolio.
- Due to in complete week. Two-posting periods don't apply to this lesson.
- Participate the course evaluation (Close March 6, 11:59 pm, Wednesday):
- Share your thoughts with ETC, so ETC can improve its program. Because of your feedback, ETC is ranked top 25 online Educational Technology program.
- Be sure to check the box, Send Proof that would notify the instructor to earn the bonus point. Your responses are anonymous.
- Share your thoughts with ETC, so ETC can improve its program. Because of your feedback, ETC is ranked top 25 online Educational Technology program.
- We reached to 82% of response rate. Thanks for those who took time to participate.
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- Final Project Presentation Extended to Friday, 03/08/2019, Midnight
- Assignment 6: Portfolio:
- Be sure to complete both "Competency" and "Refection" sections comprehensively. Submit the portfolio URL via BBLearn.
- Be sure to complete both "Competency" and "Refection" sections comprehensively. Submit the portfolio URL via BBLearn.
- Completing all course requirements by the midnight, 03/08/2019, Friday, unless the special arrangement.
- Assignment Q & A
- Q: Can I submit the signature assignment URLs before I complete them?
- A: Yes. Submit them early and continue working them so you don't miss the deadline.
- A: Yes. Submit them early and continue working them so you don't miss the deadline.
- One of our classmates asked me a great question.
- Q: "I'm wondering how to balance assessment of content and assessment of efficacy of instructional strategies. Are we primarily concerned with assessing the strategies and not the content? Also, how much can an instructor assess without irritating his/her learners? For example, when I've conducted surveys on my campus, I always coordinate with a department head or student affairs so that whomever I'm sending surveys to isn't inundated by surveys. Higher ed is so assessment-driven that we may cause survey/poll/assessment fatigue in our learners. How much assessment in the form of a survey or poll or quiz is acceptable for a PD like this? One survey for each lesson? Or one final survey?"
- A: Personally, I think assessing the content is very easy. As educators, we all know how it works. While assessing integrated strategies and technologies is the area overlooked. Participants' negative effects on the assessment definitely are critical. Of course this is also depends on the contexts. How we motivate the participants to provide the feedback is always very tough. Why not to turn the assessments into another learning task! For example, we can allow the participants to see the survey overall results and their own response results so the participants would be curious to compare their own results and the overall ones. Another way, it is not necessary to have the targeted audiences to assess. They may or may not be the right one to assess everything, particularly the instructional designs. Other professionals, instructional designers may be more appropriate to assess our design in some cases. Another way it to create healthy and tight-bound community. For example, gamification design may motivate the audiences to participate by issuing them badges/points etc.
- A: Personally, I think assessing the content is very easy. As educators, we all know how it works. While assessing integrated strategies and technologies is the area overlooked. Participants' negative effects on the assessment definitely are critical. Of course this is also depends on the contexts. How we motivate the participants to provide the feedback is always very tough. Why not to turn the assessments into another learning task! For example, we can allow the participants to see the survey overall results and their own response results so the participants would be curious to compare their own results and the overall ones. Another way, it is not necessary to have the targeted audiences to assess. They may or may not be the right one to assess everything, particularly the instructional designs. Other professionals, instructional designers may be more appropriate to assess our design in some cases. Another way it to create healthy and tight-bound community. For example, gamification design may motivate the audiences to participate by issuing them badges/points etc.
- Q: If assessing through a reflection/discussion, would that be quantified by coding the reflections so that they can be compared? That seems like a good way to assess without bothering learners with another survey. But it also seems like a lot of work to determine appropriate coding criteria
- A: Quantitative and qualitative data have strengths and weakness. Sometime we may need both to balance each other. Quantitative will give us the answers to the known questions while qualitative will give the answers that we even don't know the questions.
- A: Quantitative and qualitative data have strengths and weakness. Sometime we may need both to balance each other. Quantitative will give us the answers to the known questions while qualitative will give the answers that we even don't know the questions.
Taking ETC655 in the next session with me. See the course descriptions and the textbook information at:
If you need to take ETC655 in the 2nd session, but can't enroll it. Please let me know.
Please do e-mail me if you have questions, do not let my traveling to stop you writing me. I enjoy hearing from you. Don't forget you can research me at Chih.Tu@nau.edu
Regards,
Chih
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