Strategies, Challenges and Opportunities
As online education moves from the fringes to the mainstream, one question still persists:
“How do I know what my online students have learned?” There are no simple answers, just as there aren’t in face-to-face courses, but with a little creativity and flexibility, you soon discover that the online learning environment opens up a host of new student assessment possibilities. And, just as with traditional courses, the trick is finding the right combination that works best for your particular course.
This special report features 12 articles from Online Classroom that will cause you to examine your current methods of online assessment, and perhaps add something new to your assessment toolbox. It even talks about some of the common assessment mistakes you’ll want to avoid.
Take a look at some of the articles you will find in Assessing Online Learning: Strategies,
Challenges and Opportunities:
• Authentic Experiences, Assessment Develop Online Students’ Marketable Skills
• Four Typical Online Learning Assessment Mistakes
• Assessing Whether Online Learners Can DO: Aligning Learning Objectives with
Real-world Applications
• Strategies for Creating Better Multiple-Choice Tests
• Assessing Student Learning Online: It’s More Than Multiple Choice
• Using Self-Check Exercises to Assess Online Learning
• Measuring the Effectiveness of an Online Learning Community
• Ongoing Student Evaluation Essential to Course Improvement
Online courses enable a strong student-centered approach to learning and, as a result,
assessment. We hope this report helps you design and develop online assessment strategies
that take full advantage of the many formal and informal assessment tools now at
your fingertips.
Rob Kelly
Editor
Online Classroom
Conference participants agreed that the innovation process is complex, and that models cannot simply be imported wholesale from one national context to another. However, successful innovation systems do appear to include common elements: strong
support for basic research; the involvement of students as researchers, innovators and entrepreneurs; support for creativity and risk-taking in research; multidisciplinary collaboration; and strong university-industry ties.
Kids today spend their lives outside school surrounded by video whether on their TV screens, tablet PCs, laptops or
smartphones. Too often, the video stream shuts off inside theclassroom doors. But if students are given access to video tools in core classes — especially tools that allow them to produce their own videos — they are not only more engaged in their coursework, but learn valuable 21st-century skills. On average, one-third of high schoolers today don’t graduate; the number is 50 percent or higher for African-Americans and Hispanics. Studies show that one key contributor is lack of engagement:
Students don’t like school and report being bored. According to the 2010 High School Survey of Student Engagement, 55 percent of students said projects involving technology would help them feel more interested in school (49 percent said art and drama would help; 60 percent said group projects).2 Creating video in the classroom often taps all of these interests.
Video technology can also help foster vital skills needed for the 21st century. The 21st Century Framework (see graphic below),
developed by the Partnership for 21st Century Skills, sets forth standards for student achievement to ensure success in today's
technological world. The framework includes skills that are reinforced by student video creation such as creativity, communication and media mastery.
Overall, people with a college education do better in the labor market than people with no education beyond high school. Higher levels of education correspond, on average, to higher levels of employment and higher wages. Yet, as college prices rise and as examples of graduates struggling to find remunerative employment despite their credentials become more visible, both potential students and the general public are questioning the value of a college education.
The data, however, remain clear: even at current prices, postsecondary education pays off for most people. Promising occupational and personal opportunities are disproportionately available to college graduates. It is increasingly difficult to maintain a middle class lifestyle without a postsecondary credential, and the economic, social, and civic benefits of a more educated population are well documented.
Abstract Although the literature on institutional diversity suggests that quality assurance practices could affect institutional diversity, there has been little empirical research on this relationship. This article seeks to shed some light on the possible connection between quality assurance practices and institutional diversity by examining the arrangements for
quality assurance in higher education systems that include two distinct sectors, one of which having a more academic orientation and the other a more applied orientation. The article explores the ways in which quality assurance structures and standards in selected jurisdictions provide for recognition of the differences in orientation and mission between academic and applied sectors of higher education systems. The research identified some features of quality assurance systems that recognize the characteristics of applied higher education, such as having different statements of expected learning outcomes for applied
and academic programs or requiring different qualifications for faculty who teach in applied programs. It is hoped that the results might be of interest to policy makers and quality assurance practitioners who are concerned about the possible impact of quality
assurance on institutional diversity.
Two of five Canadians would have difficulty reading this sentence, following the instructions on a prescription bottle, finding out information about how to vote, or filling out a permission form for their child’s upcoming school trip. Although for nine of the past 14 years, Canada has ranked first on the United Nations Human Development Index (HDI), a measure of a country’s relative wellbeing, complacency would be a serious mistake. Low levels of literacy – especially among adults and vulnerable groups – remain a significant challenge to Canada’s continued well- being. As our performance on the HDI and other international rankings
confirms, we have a solid foundation on which to build; but we must not underestimate the significance of literacy problems in this country. The groups most vulnerable to low literacy are the poor; persons of Aboriginal ancestry; persons whose native language is neither English nor French; persons in rural and isolated communities; and persons with certain disabling conditions. Given the rise in skill levels demanded throughout the labour market, the ubiquity of new technologies in daily and work life, and the desire of people to engage with pub- lic issues, those with poor literacy will become even further
marginalized.
March 6, 2014, Toronto350, the University of Toronto chapter of the larger 350.org movement, presented the Office of the President with a petition requesting that the Uni- versity of Toronto fully divest from direct investments1 in fossil fuels companies within the next five years and to stop investing new money in the industry [the “Petition”].2 In response to this petition, President Gertler struck an ad hoc Advisory Committee on Divestment from Fossil Fuels [the “Committee”] under the terms of the University’s Policy on Social and Political Issues With Respect to University Divestment [the “Policy”]. The Committee’s mandate was to review the Petition and accompanying brief, and consider the University’s response to the call
for divestment. The Committee was also invited to reflect more generally on the University’s role in responding to the challenges posed by climate change.
Sexual violence is more than just a crime against individuals. It threatens our families, it threatens our communities; ultimately, it threatens the entire country. It tears apart the fabric of our communities. And that’s why we’re here today -- because we have the power to do something about it as a government, as a nation. We have the capacity to stop sexual assault, support those who have survived it, and bring perpetrators to justice.
The Blended Synchronous Learning Project sought to investigate how rich-media technologies such as web conferencing, desktop video conferencing and virtual worlds could be used to effectively unite remote and face-to-face students in the same live classes. Increasingly university students are opting to learn from off-campus, often due to work, family and social commitments (Gosper, et al., 2008; James, Krause, & Jennings, 2010). Often universities will cater for remote students by providing access to asynchronous resources via Learning Management Systems, meaning that off-campus students miss out on the benefits of synchronous collaborative learning such as rapid teacher feedback, real-time peer discussions, and an enhanced sense of connectedness.
Ontario faces significant challenges to its global competitiveness. At the same time, demographic trends point to growing skills shortages and to increased competition worldwide for skilled labour. In the face of these challenges, there is an urgent need to ensure the economy has the skills it needs and individuals have access to recognized, credentialed education and training that meets their individual aspirations and supports their transition to long-term employment. The proposals contained in this document also address a key priority of the McGuinty government: addressing poverty. For example, with youth unemployment at nearly 14 per cent, Ontario must ensure that at-risk youth, who have even higher unemployment rates, participate in education and training programs such as the Ontario Youth Apprenticeship Program, Job Connect and Learning to 18.
There is a need to refocus our employment and training programs and services to respond to identified labour market needs and support long-term labour force attachment.
Ontario’s colleges have a mandate to offer a comprehensive program of career-oriented postsecondary education and training to assist individuals in finding and keeping employment, to meet the needs of employers and the changing work environment, and to support the economic and social development of their local and diverse communities. We represent a significant public investment.
A government-college partnership that capitalizes on the colleges’ mandate and the public investment in colleges represents a prudent approach to meeting the labour market challenges Ontario faces.
The programs and services that individual colleges deliver at the local level vary depending on local needs and circumstances. Within this context, Ontario’s colleges are committed to playing a pivotal role in assisting the province. We represent a stable, accountable, province-wide, publicly funded infrastructure that delivers a comprehensive range of programming in English and in French and provides essential support services to individuals to enhance their potential
for success.
ABSTRACT
This study examines the transformation of Manitoba’s post-secondary education system between 1967 and 2009 using legislative change to gauge structural change. The paper establishes the beginning of the contemporary post-secondary system with the 1967 decision of the Manitoba government to abandon the “one university” system model, a move akin to a “big bang,” redefining system norms and expectations, and setting direction which continues to be relevant today. The study revealed extensive structural change in Manitoba’s post-secondary system after 1997, the nature of which reflected the trends associated with globalization,but also reflecting the important influence that local forces have had in shaping the province’s post-secondary system.
RÉSUMÉ
Cette étude examine la transformation du système d’éducation post-secondaire manitobain entre 1967 et 2009, qui s’est faite par le biais de changements législatifs afin d’évaluer le changement structurel. Selon l’article, le système post-secondaire contemporain débute avec une décision prise en 1967 par le gouvernement du Manitoba, qui visait à abandonner le modèle systémique d’« une seule université »›. Semblable à un « big bang », cette décision redéfinissait les normes et les attentes du système d’éducation, en lui donnant une direction qui est encore pertinente à ce jour. L’étude a révélé la présence d’un changement structurel important dans le système d’éducation post-secondaire au Manitoba après 1997, dont la nature reflète non seulement les tendances associées à la mondialisation, mais aussi l’influence significative qu’ont eues les forces locales dans l’élaboration du système d’étude post-secondaire de cette province.
Dan Smith
Manitoba’s Council on Post-Secondary Education
Canada's post-secondary institutions are at the forefront of excellence in science, research and innovation. They help to
train the workforce of tomorrow and create the knowledge and insights needed by the private and public sectors to build a
clean, sustainable economy.
The Minister of Science, the Honourable Kirsty Duncan, today announced that the Government of Canada will launch the
application process for a $2-billion fund that will improve research and innovation infrastructure at universities and
colleges across the country.
Aboriginal women living off-reserve have bucked national trends, with employment rates rising since
2007 alongside labour force participation.
This collection of essays reflects that classic sense of exploration, questioning, and discovery. The ten essays contained here, sponsored by the Alliance for Community College Excellence In Practice, were prompted by a challenge prior to the Alliance’s first symposium, held in Traverse City, Michigan, in the summer of 2013. The symposium topic: The Future of Community Colleges. Before the July “Futures” discussion brought 50 people together, the participants – community college leaders, visionaries, teachers, and learners – were invited to explore topics related to present and future opportunities facing higher education. They were asked to consider implications. Raise questions. And posit thoughtful commentary.
To be the most personally connected learning organization in Canada – a catalyst for individual, organizational, and community transformation. Through partnerships, we will connect people from all walks of life to extraordinary learning experiences that will inspire innovation and prepare them for life and career success. With a reputation for excellence, Georgian graduates
will be in demand by employers and will contribute to the economic vitality, sustainability, and quality of life in their communities. Our learners and employers will feel a lifelong connection to Georgian because of the positive difference we have made in their lives.
While community colleges have existed more than a century, their role began to shift in the late 1940s from primarily serving as a transfer/junior college to that of supporting the greater community in addressing the need for highly skilled talent required by a 21st century economy. Community colleges remain a vehicle to transfer students to “senior” colleges and universities, but also provide an essential bridge to employment in local communities and beyond. As a result, community colleges are now major players in providing businesses with the talent they need to compete in local, regional, and national economies.
Faculty and staff are the heart of an institution. Colleges and universities have hundreds and sometimes thousands of employees who each day deliver on the institution’s brand promise to students and others. But have we truly invested in understanding and articulating our institution’s employer brand, with prospective and current employees in mind?
During my dissertation research on higher education multi-campus brand coherence, I studied a peer institution of my university. The qualitative data collection included one-on-one interviews with more than 20 senior administrators (starting with the president), whose areas of responsibility were closely connected to the university’s brand. Participants often asked who
else I was meeting with and responded with surprise when I mentioned the vice president for human resources. “Oh, that’s interesting. Why would you want to meet with HR?”
The reasons why students need to be involved and engaged when they attend college are well established. Engagement can be the difference between completing a degree and dropping out. Research has sought to identify what makes student involvement more likely. Factors like student-faculty interaction, active and collaborative learning experiences, involvement in extracurricular
activities, and living on campus have all been shown to make a difference. Not surprisingly, faculty play a critical role in student engagement … from the obvious: facilitating discussions in the classroom; to the often overlooked: maximizing those brief encounters we have with students outside of class. This special report features 15 articles that provide perspectives and advice for keeping students actively engaged in learning activities while fostering more meaningful interactions between students and faculty members, and among the students themselves. For example, in “Student Engagement: Trade-offs and Payoffs” author E Shelley Reid, associate professor at George Mason University, talks about how to craft engagement-focused questions
rather than knowledge questions, and explains her willingness to take chances in ceding some
control over students’ learning.
In “The Truly Participatory Seminar” authors Sarah M. Leupen and Edward H. Burtt, Jr., of Ohio Wesleyan University, outline their solution for ensuring all students in their upperdivision seminar course participate in discussion at some level. In “Reminders for Improving Classroom Discussion” Roben Torosyan, associate director of the Center for Academic Excellence at Fairfield University, offers very specific advice on balancing student voices, reframing discussions, and probing below the surface of group discussions.
And finally, in “Living for the Light Bulb” authors Aaron J. Nurick and David H. Carhart of Bentley College provide tips on setting the stage for that delightful time in class “when the student’s entire body says ‘Aha! Now I see it!’” Who wouldn’t like to see more light bulbs going on more often? One of the most challenging tasks instructors face is keeping students engaged. Building
Student Engagement: 15 Strategies for the College Classroom will help you meet that challenge while ensuring your classroom is a positive and productive learning environment.
Maryellen Weimer
Editor
The Teaching Professor
While the benefits of strong literacy skills are well established, there is growing concern that Canadians’ literacy skills, including those of students attending postsecondary institutions in Ontario, are not meeting expectations. The timing is especially problematic given that strong literacy skills are critical to students as they graduate into a highly competitive and increasingly globalized labour market.
A review of literacy data from Statistics Canada and the Organisation for Economic Co-operation and Development (OECD), including results from the International Adult Literacy Survey (IALS), the Adult Literacy and Life Skills Survey (ALL) and the Programme for the International Assessment of Adult Competencies (PIAAC), point to some troubling trends in literacy achievement and a lack of consistency in expectations for high school students who go on to postsecondary education.
Globally, some 39 million girls of lower secondary age are currently not enrolled in either primary or secondary education, while two‐thirds of the world’s 796 million illiterate adults are women. Only about one‐third of countries have achieved gender parity at secondary level. The evidence shows that something needs to change.
The IIEP 2011 Evidence‐Based Policy Forum on Gender Equality in Education: Looking Beyond Parity, aimed to review how schools and the education system as a whole can function pro‐ actively in the equal interests of girls and of boys, men and women. Much of the currently available research on gender equality in education has focused on gender parity in terms of access to primary and secondary schools (including how this is related to engagement of women within the teaching
profession and the education system more broadly). More recently, evidence has emerged that looks beyond access, examining gender equality in more depth in terms of learning achievement.