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Standards and Practices Course Assessment by Students

From CUNY Academic Commons

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Standards and Practices Course Assessment by Students

 by Philip A. Pecorino, Queensborough Community College, School of Professional Studies


Rationale:
Course Assessment by students is the most effective source of information concerning how effective an instructional design and course management are. . I supply here what I use to obtain that information. Such feedback is invaluable in course assessment and revision. Rather than waiting until the end of the semester to obtain such feedback I use a mid term device as well as end term devices.

1) The mid term assessments are Discussion Board Forums. These take place during the mid-semester break (7th week) that I call Mid Course Evaluation and Feedback. No credit or points are awarded for this. The mid term week or module has no new materials or assignments given.
2) The end term assessments are written assignments submitted directly to the instructor. Some points are awarded for submitting this assessment assignment.


MID TERM ASSESSMENTS

Module 8 Mid Course Evaluations and Changes: Course Value
Have you learned anything so far? Is this course worth the effort? Is it providing you with what you did not have and are not getting from other sources (including classes)?
Module 8 Mid Course Evaluations and Changes: Course Structure
What do you think of the course structure? The modules? The time intervals? The written assignments? The discussion questions? The grading system?
Module 8 Mid Course Evaluations and Changes: Discussions
What do you think of the way in which the discussions take place? What do you think of your classmates’ comments and postings and questions? What could be done to improve the discussions?
Module 8 Mid Course Evaluations and Changes: Instructor
What do you think of the instructor’s participation in the discussion?
What do you think of the instructor’s response time to communication with the instructor in the Ask the Professor Discussion Board forum or Private email communications?
Module 8 Mid Course Evaluations and Changes:
Each of you are to submit a new thread with your own discussion topic related to this module evaluating this course so far as we have gone. You are to moderate the discussion. You are responsible to post and moderate. You are not responsible if others do not respond to your post. When posting make sure you make the SUBJECT line clear. Do not leave it blank. Do not put your name in the subject area.


END OF TERM ASSESSMENTS

Written Assignment for MODULE FINAL: CULMINATING ACTIVITY: BONUS EXERCISE
Do each part of THREE (3) Parts
PART I. ABOUT THE COURSE: FINAL EXERCISE
Part 1: What did you like best about this course?
Part 2: What specific things do you think could be improved in the structure or design of the course and learning activities?
Part 3: How would you improve the quality and participation in course discussions/interactions?
Part 4: What changes would you suggest be made to the pacing or sequence of the content and activities for this course? (e.g., were the due dates doable for you? Were the course materials sequenced well?)
Part 5: What changes would you suggest be made to the quantity of work required for this course?
Part 6: How could the course be improved in terms of my interaction, participation, and management of the course?
Part 7: What other suggestions, comments, or recommendations would you have for the instructor?
Part 8: What advice do you offer to students who would be just entering the class at the very start of the semester?
***************************************************
PART II. COURSE OBJECTIVES
This course has six objectives on a scale of 0 to 5 with 5 as the highest level , how well do you think that you have achieved these objectives?
• a. Identify some of the basic content in the field of Philosophy:
• 1. vocabulary
• 2. concepts
• 3. theories
• b. Identify traditional and current Issues in Philosophy;
• c. Communicate your awareness of and understanding of philosophical issues.
• d. Demonstrate familiarity with the main areas of philosophic discourse and be able to state what major schools of thought there are that have contributed to the ongoing discussion of these issues
• e. Develop skills of critical analysis and dialectical thinking.
• f. Analyze and respond to the comments of other students regarding philosophical issues.
Score 0 to 5 a.____ b. ______ c._______ d.________ e.______ f.________

PART I II. DIALECTICAL REASONING
Select which of your submitted work represents your estimate of your best effort at dialectical reasoning and submit it again to me. Just copy and paste any of the written assignments that you have already done that you think is your BEST WORK that follows all the steps for dialectical thinking and presenting a position on an issue or question and defending it.
Steps for presenting an argument or a defense of a position using dialectical reasoning
1. STATEMENT
State your Position on the issues or question and do so quite clearly. Be as exact as you can be. Be precise in your use of language.
2.DEFENSE
Position defended using reasoning in support of the judgment (conclusion of the argument). You state the reasons why the position you take makes sense and has evidence and reasons to support it other than your feelings or personal preference or your opinion or what you were brought up to believe or what just about everyone you know thinks or believes. Philosophers have offered such reasons and evidence for the positions they have taken and you should consider them and if you agree you can and should so state them in support of your own position.
3.REBUTTAL of CRITICISMS and ALTERNATIVES
Consideration of alternative positions to and criticisms of your own position and the reasons for the rejection of those alternatives in favor of the judgment made for the reasons given in support of your position which employ reasoning and evidence.

 

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CUNY Designations for Online Courses

From CUNY Academic Commons

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CUNY Designation Codes for Online Courses

QCC CODING OF MODES OF INSTRUCTION ON COURSES EFFECTIVE SUMMER 2011

MODE in CUNYfirst Definition

P      In-Person. No course content or assignments delivered online.
W     Web-Enhanced. No scheduled class meetings are replaced, but some of the course content and  assignments, as well as required or optional activities, are online.
PO   Partially online. Some of the class work is on-line.
H      Hybrid (Blended). Between 33% and 80% of scheduled class meetings are replaced with online activities or virtual meetings.
O      Online. More than 80% of scheduled class meetings are replaced with online activities or virtual meetings.
FO    Fully online. All of the class work is online.

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Teaching and Learning with Technology: Laws and Regulations (Fair Use, ADA Compliance)

From CUNY Academic Commons

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Contents

Laws and Regulations (Fair Use, ADA Compliance)

see  Creative Commons Copyright Resources WIKI  as well as resources below

Fair Use:

  • Mattel v. Walking Mountain Productions, 353 F. 3d 792 , United States Court of Appeals, 9th Circuit, 2003. http://scholar.google.com/scholar_case?case=7581792703482092445&hl=en&as_sdt=2002
    – Mattel sued artist Tom Forsythe for use of the Barbie doll image in his work. The court ruled in favor of the artist’s use of the image as parody/fair use and Mattel was ordered to pay his attorney’s fees.
  • Stanford Copyright & Fair Use Center
    http://fairuse.stanford.edu/index.html – The “emphasis is on copyright issues especially relevant to the education and library community, including examples of fair use and policies. Useful copyright charts and tools are continually added to help users evaluate copyright status and best practices.”

TEACH Act:

COPYRIGHT and DMCA

On Copyright and Creative Commons Agreement

Online Copyright Concerns

CUNY Library Resources on Copyright

  • For Students, Faculty and Librarians
  • Fair Use Analysis
  • Free Tutorials
  • Online Tools

CUNY on Copyright for these:

  • What is copyright?
  • How long does copyright last?
  • Do I need permission to use the work of another?
  • Q & A prepared by the CUNY Office of General Counsel, including information about fair use and sample request for permission forms
  • Using Copyrighted Works in Your Teaching – FAQ, by Peggy Hoon, JD, Visiting Scholar for Campus Copyright and Intellectual Property, Association of Research Libraries
  • Who owns works created at CUNY?
  • How do I register my work?
  • Other copyright resources at CUNY
  • Copyright resources at other universities

CUNY on Permissions for Copyright Materials

University of Texas rules or thumbnail descriptions of considerations for libraries deciding on posting materials on course reserve systems

Intellectual Property – IP

On IP from paralegal.net

Intellectual Property Considerations

CUNY Materials on Fair use and IP and such on iTunes U

CUNY IP Policy

CUNY Computer Use Policy

Universal Design and Access (ADA)

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Standards and Practices Course Site Assessment

From CUNY Academic Commons

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Contents

Standards and Practices:  Course Site Assessment

In CUNY

Bronx Community College

Hostos Community College-for hybrids

Medgar Evers College-Course Evaluation Rubric

Queensborough Community College

School of Professional Studies

Beyond CUNY

California State University at Chico –Rubric for Course Assessment

Florida Gulf Coast University- Rubric for Course Site Assessment

Course Assessment by Students

Rationale and Sample Devices

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