Jack,
I have done this and will still occasionally have a student who, despite guidance by me and the tech support teams, give up before they get it figured out. I think not everyone is cut out for online education and that is fine, not everything is for everyone.
Lindsey
This is a really good point! I agree the technology should augment and not detract from the instruction. The biggest challenge I face is when the technology does not work as expected! (For example, the synchronous sharing feature does not record the screenshare.) Ideally, technology will continue to improve over time and we will see even more technology options that are even more user friendly for all.
I agree: this is one of the most important jobs, and also one of the most difficult. With some students, the curve is steep. And being able to troubleshoot their problems or bring them to a level of comfort with the technology can be challenging without the right tool. I personally find that synchronous tools are best. I don't always have the ability, but if I can get the student to share his or her screen, then that is the ideal situation. Otherwise, it might require a telephone conversation and many hours of help and support.
When assessing the use of technology assessment tools in an online environment, I would say the three most important things to consider are reliability, validity, and identifying the appropriate technology. In other words, it is important not only to have the proper technology to assess the students, but also to make sure that that assessment is both reliable (predictable) and valid (assesses what it intends to assess).
For example, if a student is being tested on his or her ability to create a web page, a multiple choice exam might not be the best assessment tool. This is because a multiple choice exam may provide information about the student's knowledge of the subject but not provide adequate information about the student's ability to use the required software or execute the steps necessary to achieve that goal. Therefore, choosing an assessment tool like a lab might be better suited. With the best assessment tool chosen, the assessment can then be evaluated for its reliability and validity. Does the tool adequately predict success from one student to the next? Is its content related to the necessary tasks (validity)?
The three things we need to address are:
1. The type of platform we will be delivering on - We need to make sure that what we are trying to do will work well with the delivery method we are trying to use.
2. The audience we are delivering to - We need to know our audience. If we don't understand who our audience is, then we are likely to build something that misses the mark.
3. What we are trying to accomplish - Every activity we create should be done with the end in mind. I need to understand what I am trying to asses before I can decide how to asses it.
Three primary concerns are
1. Does the tool fit the course learning objective?
2. Do students have access to training for the technology? Was the technical application level of use a prerequisit for the course?
3. Is the complexity of the tool more extensive than the learning outcome of the subject?
Other important considerations that have equal weight are
1. What is the learner interface for the delivery through the assessment tool for the student and the instructor?
2. Is the tool flexible allowing for trial and error growth?
3. Is the student introduced to the use of the assessment tool prior to the class experience?
These considerations are very important as online instructors must stay focused on the student centered learning of the subject versus bandaiding underprepared students that have false expectations.
Lindsey,
You can ask the student to contact you and guide him/her step on how to solve the problem.
Hello Jennifer
Great post! I agree with your statement are we adding technology for the sake of adding it or does the technology really add value.
Kenya Lawton
I think the three most important things to consider when assessing the use of technology assessment tools are:
1). Will the student benefit from the assessment tool?
2). Will it work with the outcomes for the course?
3). Will the assessment enhance the instructor feedback to the students?
When assessing the use of technology assessment tools in an online learning environment, what do you believe are the three most important things to consider?
1. Have the right type of technology and rights. As a sceince teacher I would love to have virtual labs or field trips but the program we use and the rights we also use don't allow it (to my knowledge).
2. Be present for students and give extra tools like other websites, refer to pages in book, give samples.
3. Some flexibility- with due dates associated with technology errors or electricity outages
When assessing the use of technology assessment tools in an online learning environment, what do you believe are the three most important things to consider?
1. not only is it important to know how to access and use your online class but also any other programs the courses use. Some of my students may know how to use the portal, but don't know Excel for example.
2. Timing- our courses run on a very tight schedule, as does grading, so can the technology chosen support that?
3. Does the technology work? If it is so complicated and always in maintenance, it is not useful.
I like the part where you say the instructor can figure it out. That really is sometimes a challenge where students will understand something with technology completely and I as the instructor have a learning curve.
This is a good example of how it is important that all the pieces come together and that the class has the student focus in mind.
The three most important things I think to consider are:
-Technology requirements and accessibility of the students.
-The outcome you are looking for to identify what type of assessment will best fit your needs
-time constraints for success for the student as well as the time it will take the instructor to complete and grade the work in a reasonable amount of time to respond to the student with good feedback.
Your #3 answer is spot on. Is the tool valid? That might be the most important one.
I believe the three most important things to consider when assessing the use of technology assessment tools in an online learning environment are:
1) The student and their learning style
2) The course content and does it assess the objectives of the course
3) The resources available to the instructor to conduct the assessment
1) Clarity of directions, and how those directions are offered. Having both written directions and oral directions is most effective, in my opinion.
2) Technological access. Students who are in poor internet areas (for example, serving overseas) often have more difficulty accessing certain technologies, and we often fail to consider that.
3) Instructor oversight. Instructors must be both the "sage on the stage" and the "guide on the side" at different times, and be prepared to switch between those as necessary.
Professor Christen Embry
AIU Online - PRES111
This is likely a broad perspective, but I think that the learning platform should be stable. I have not experienced an online system "crash" for over ten years, but just about everything can potentially be lost. With regard to this or situations where students experience their own technology problems, it is important for them to always save copies of their work.
Information technology and portal support need to be well trained and readily available.
For instructors, students, and technicians, pertinent training needs to be accessible for all to learn basics and keep up with new technology.
There are many areas in online technology where
assessment, analysis, and evaluation is helpful as well as necessary. Many areas in an organization can utilize concepts such as summative assessment. A smoothly working platform is necessary for instructors to put assessment and evaluation of student work into practice.
In my classes I at most use student to student evaluations to determine "participation" grades on group projects. I will never know how much one person does or does not contribute within the group (unless I am monitoring their communication) and so I ask for this feedback from group members. I do tell the groups that even if they have someone who does almost nothing, they will still receive the same grade as the rest of the group, just a lower participation score. After all, this is how it works in life, isn't it? If you are part of a team at work, even if you do all the work, the team as a whole gets the credit. A valuable lesson in group projects in school is learning to deal with difficult people and succeed despite them.
An interesting point. Online learning is challenging and students must evaluate if they are able to overcome that challenge. In my classes I try to give as much guidance as possible and to point students in the right direction for answers on technical problems. Unfortunately I often have one or two who never catch on and end up falling behind. This is one of the challenges for us as teachers in an online environment. I will never meet my students face to face and have no way of making adjustments for a student who has difficulty with the online campus like I might for a student in my brick and mortar classroom who has difficulty with a particular assessment type.
