Adapting Courses for Online Delivery 1
The Mutual Relations between Evaluation Methods and Learning Outcomes in Academia.
Nitza Davidovitch and Ruth Dorot (Ariel University, Israel)
This presentation discusses the paradigmatic change in higher education from content-centered to learning-centered academic programs. Motivated by the STEM (Science, Technology, Engineering, and Mathematics) movement, this change imposes new success measures on course development. While the focus in STEM has been on individual courses, we present a case study that demonstrates a goal-driven approach toward developing an entire multidisciplinary curriculum in social sciences and the humanities. The effectiveness of this paradigmatic change as applied to an entire program was demonstrated by results of a survey of graduates from the first six graduating classes, which revealed that the program met its primary goals in a relatively short time since its inception.
Exemplars as a Tool for Teaching History of Art
Valentina Cantone (University of Padua, Italy)
In this paper I will discuss the written list of questions used to help students as prompts for describing the artistic documents as a means of formative self-assessment. I will then present the feedback of students about the use of exemplars, to better understand their perception of this tool. Finally, I will show the differences between the first written exam and the second, in order to demonstrate the efficacy of the use of exemplars in online teaching. In this way, students are helped to clearly distinguish the quality of their own texts, and also to enhance their self-evaluative judgement capability.
A New Typology of Course Assignments to Increase the Use of Formative Assessment in Higher Education
Michal Schödl (Hebrew University of Jerusalem, Israel)
During the coronavirus crisis many academic courses were redesigned, and many course assignments were reconsidered. I will present a new typology of course assignments that differentiates between types of assignments by their function in the learning process. The typology includes the following assignment types: (1) main, (2) line alignment, (3) step, (4) involvement, and (5) work-guarantee. The different types will be demonstrated, and I will argue that using this typology to design courses focuses the designer on building an effective learning process that includes formative assessment and is especially helpful when courses are redesigned.
The Substance of Teaching
Elke Hemminger (Protestant University of Applied Sciences, Germany)
This paper will present the results of an explorative study among students and university teachers, who were asked about their experiences with digital teaching, judged according to their previous ideas of adequate education and learning. A special focus was on what the participants are missing in online courses and which parts of the digital teaching they found to be expedient and relevant for their learning. The results of the study are discussed in context of the societal relevance of education and the concurrent lack of societal and political awareness as to its importance for democratic discourse and social stability.
Live chat transcript
00:20:57 Anne Tierney: Welcome Michal
00:21:07 Anne Tierney: Hi Michael
00:21:20 Michal Schodl: Hi
00:21:30 Michael Waltemathe: Hi
00:21:36 Anne Tierney: Hi Eric, Sandra, Birgit
00:21:38 Janina Tosic: Hello everybody thanks for joining!
00:22:31 Anne Tierney: Hi Sigal, Tzachi, Elizabeth, Noam, Ruth, Petra, Alexandra
00:22:58 Alexandra Lehmann: Hi there. Back home on the slower Internet. 😉
00:31:19 Alexandra Lehmann: I know ist awful – but ist so helpful to hear that we all suffer from the same Problems…
00:39:22 Janina Tosic: Janina.firstname.lastname@example.org
00:39:40 Anne Tierney: Sorry, I lost internet
00:42:39 Alexandra Lehmann: Ohhhh yes! 😀
01:21:13 Alexandra Lehmann: Thanks, Elke.
01:22:44 Alexandra Lehmann: “Get well soon” to Nitza!
01:23:24 Anne Tierney: Please give our best wishes to Nitza, Ruth.
01:34:07 Elke Kitzelmann: I have to leave shortly – another meeting
01:36:48 Anne Tierney: OK, Elke, thanks for coming to the session.
01:37:08 maren lickhardt: Thank you!
01:37:18 Alexandra Lehmann: thanks!
01:37:49 Anne Tierney: Five minutes is good. See you all soon.
01:38:04 ashleigh: Interesting- thank you
01:38:16 Noelia Roman: bed time here in Australia. thank you everyone!
01:44:49 ashleigh: Please excuse me from the session – thank you all so much
01:51:09 Alexandra Lehmann: So is what Ruth is talking about a sort of plea to go “back” to Humboldts educational ideal?!
01:55:49 Anne Tierney: Hi Huang Hoon
01:57:41 maren lickhardt: that sounds great
01:59:29 chnghh: the 6 disciplines are philosophy physics computational thinking engineering economics and design thinking – the course is a General Education course called Asking Questions
01:59:53 chnghh: compulsory for all new undergraduates
02:00:00 Janina Tosic: That is super interesting, Huang Hoon!
02:01:18 chnghh: if anyone wants more info just drop me a note at email@example.com
02:06:45 Alexandra Lehmann: Is it that they really worked more (= too much) or maybe they worked too Little before?!
02:07:36 Alexandra Lehmann: Usually students dont really work all the self learning times they get credit points for…
02:09:08 Sandra Webster, PA: Elke, congratulations for being able to do research during the emergency remote teaching crisis.
02:13:03 Tzachi milgrom: They worked much more. Many teachers said “You are on vacation at home, so you have time for assignments”. The problem was that there was no central coordination so each teacher thought heqshe is the only one that demanded extra work
02:14:12 Alexandra Lehmann: thanks, tzachi, for your comment. my Internet Connection is bad, so I cant Reply in voice…
02:15:49 Alexandra Lehmann: at my University, students usually work fulltime although being on a full schedule at us, putting their Paid work in Primary Position, studying in second
02:16:42 Alexandra Lehmann: their biggest Problem was that their employers said: “youre on online Semester, so you can work harder”, which put them in Problems in keeping up with their studiies.
02:18:30 Alexandra Lehmann: (next to all the other Problems with Children at home, etc…)
02:19:48 Michael Waltemathe: TZachi, at my university in some departments they had to write 5 pages per course every week. That means the equivalent of 1.5 time ‘War and Peace’ in one semester in short essays
02:20:53 Tzachi milgrom: It is really not human…
02:21:55 Michael Waltemathe: A colleague said: In a course with 30 students, if I keep my mouth shut, the students can statistically speak for 3 min if equally distributed and I credit that. Now they write whole books…
02:22:22 Anne Tierney: Thank you everyone.
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