Next Webinar from the Transforming Assessment (e-Assessment SIG)
Topic: Meaningfully Embedding Program (Degree) Learning Goals in course work: Review at UNSW Business School
Date & Time: 6 April 2016, 7am UTC. For your local time please go here.
Presenters: Danny Carroll, University of New South Wales, Australia
Abstract: The accreditation of degree programs by professional bodies and quality agencies requires evidence of student learning and assessment outcomes against program goals. This evidence is often hidden in disconnected educational processes and so is often complex and time consuming to compile. Further this leads to disorientation on the part of students who can struggle to make sense of the connections between learning activities, assessment and desirable learning outcomes.
The session explores the experience of the University of New South Wales Business school, in seeking to satisfy the accreditation requirements of AACSB and EQUIS sought to trial the Review assessment tool. The trial of 'Review' started in four courses in 2011 and has since grown organically to being used in 160 courses per semester in three faculties. It was found that the the use of Review improved learning, teaching and assessment administration and reporting outcomes. The tool visually embeds program goals in course based assessment for the practical reference of students and staff. This session will also describe why Review can be characterised as a 'future oriented' assessment system.
You can register here for the session.
Reminder: Draft ascilite Strategic Plan 2016 – 2019 – Please Comment!
This is a reminder that the draft ascilite Strategic Plan for 2016 – 2019 is open for feedback from members until 15 April 2016. The plan is quite succinct and can be read in just a few minutes. As ascilite is your association, please help to decide its future direction and ensure the value and effectiveness of our strategic direction.
You can read comments already posted here and leave your own comments directly below the Strategic Plan itself (anonymity is an option). Alternatively, you may email your feedback to the ascilite Secretariat.
Join the Emerging Leaders (IELOL) Global Community
A call for Expressions of Interest to join the Institute for Emerging Leadership in Online Learning (IELOL) has been extended to April 18, 2016.
JCAL special issue now online: Learning analytics in massively multi-user virtual environments and courses
The special issue of the Journal of Computer Assisted Learning (JCAL) on "Learning analytics in massively multi-user virtual environments and courses" is slated for publication shortly as Vol. 32, Issue 3 of the journal. In the meantime, the articles comprising the issue are available online through Wiley's Early View initiative. DOI links for each of the articles are included below. Note that a small fee may be required to read each full paper.
Editorial: Learning analytics in massively multi-user virtual environments and courses
M.J.W. Lee, P.A. Kirschner and L. Kester
A MOOC based on blended pedagogy
S. Rayyan, C. Fredericks, K.F. Colvin, A. Liu, R. Teodorescu, A. Barrantes, A. Pawl, D.T. Seaton and D.E. Pritchard
Understanding MOOC students: motivations and behaviours indicative of MOOC completion
B.K. Pursel, L. Zhang, K.W. Jablokow, G.W. Choi and D. Velegol
The role of students' motivation and participation in predicting performance in a MOOC
P.G. de Barba, G.E. Kennedy and M.D. Ainley
Who are the top contributors in a MOOC? Relating participants' performance and contributions
C. Alario-Hoyos, P. J. Muñoz-Merino, M. Pérez-Sanagustín, C. Delgado Kloos and H. A. Parada G.
Connecting performance to social structure and pedagogy as a pathway to scaling learning analytics in MOOCs: an exploratory study
S.P. Goggins, K.D. Galyen and J.M. Laffey
Towards general models of effective science inquiry in virtual performance assessments
R.S. Baker, J. Clarke-Midura and J. Ocumpaugh
Closing Commentary: The MOOC and learning analytics innovation cycle (MOLAC): a reflective summary of ongoing research and its challenges
H. Drachsler and M. Kalz
EDULEARN16 (8th annual International Conference on Education and New Learning Technologies)
Edulearn16 takes place on 4 – 6 July 2016 in Barcelona, Spain and you are invited to make your abstract submission before 31 March 2016 by going here. Three presentation formats are available: oral, poster and virtual.
After 8 years, EDULEARN has become an annual meeting point for lecturers, researchers, professors, educational scientists and technologists. Every year, EDULEARN brings together more than 700 delegates from 80 different countries.
Proceedings will include all accepted abstracts and papers and the ISBN publication will be sent for review for inclusion in the ISI Conference Proceedings Citation Index. Previous editions have already been included in ISI CPCI (Web of Science).
All accepted contributions will be indexed in the IATED Digital Library and each paper will have an individual DOI number.
The Fifth International Conference on Educational Innovation through Technology (EITT 2016)
EITT takes place in Tainan, Taiwan on September 22-24, 2016 and the Call for Papers is available online here.
This is the fifth International Conference of Educational Innovation through Technology (EITT2016) and it is organized by the Society of International Chinese in Educational Technology (SICET) as a forum for researchers and teachers who study technology and education to publish research findings and exchange experiences in related topics.
SICET was founded in 2003, as a non-political and non-profit academic organization. The mission of SICET is to establish and strengthen international academic connections, exchanges, research, and studies in educational technology for teaching and learning, and to promote the application of educational technology in education.
You are invited to present at EITT2016 to share your findings with your peers, the professional practitioners and researches from various disciplines around the world. The first EITT conference was successfully held in Beijing, China during August 10-12, 2012. The second EITT took place in Williamsburg, Virginia, USA during November 4-6, 2013. The third was held in Brisbane, Australia during Oct. 27-30, 2014, and the forth was held in Wuhan, China during Oct. 16-18, 2015.
The conference proceedings will be published by IEEE, with best papers recommended for publication in special issues of international journals. All articles in the EITT2014 and EITT2015 proceedings have been successfully indexed in EI (Compendex). Likewise, the organizer of this year conference will also cooperate with Conference Publishing Services (CPS) to publish the EITT2016 proceedings. All files of the conference proceedings will be submitted to Xplore and, upon acceptance, submitted for indexing in EI (Compendex).
Topics of interests include but not limit to the following:
- Educational information strategies, policies, and assessment.
- Theories and practices of educational technology integration into curriculum.
- Theories and practices of open and distance education.
- Intelligence, mobile, and ubiquitous learning.
- Theories and practices for teacher education and development.
- Innovation of Chinese and language teaching in digital learning environment.
- Development and application practice of education platform.
- Technology, structure, standards, and system in education informalization.
Three types of submission are invited for EITT 2016:
- Refereed paper: (with peer-review and 3-6 pages in length)
- Poster: (with review and 1 pages in length)
- Workshop/Tutorial: (workshop's organizers handle the review process)
Job Vacancies: Learning Designers & Senior Learning Designers, University of Melbourne
A number of Learning Designer and Senior Learning Designer positions are available at the University of Melbourne. These roles focus on leading the design, development and adoption of innovative solutions for the University's new suite of online graduate courses, using a range of contemporary technologies in online learning environments. The positions will use sound instructional principles and methodologies oriented to best practice learning and teaching pedagogies, and will be guided by the University's eLearning Strategy.
Experience and depth of understanding of pedagogy distinguish Learning Designers from Senior Learning Designers. Senior Learning Designers will have extensive experience in the practice of learning design for online education, with an established and intellectual understanding of pedagogy in an online learning context and a background in the development of frameworks for efficient and effective learning design. Learning Designers will have an understanding of pedagogy and experience in the application of this knowledge to eLearning resources, but will be guided and mentored by the Senior Learning Designers.
The closing date for applications is 5 April 2016. Further details are available here.