A Rubric for Evaluating Student Blogs The pedagogical value and the challenges of integrating student blogging into your teaching is a recurring topic on ProfHacker. Some of our earliest posts dealt with student blogging, and we have revisited the issue frequently. Most recently, Jeff and Julie wrote about that age-old question—How are you going to grade this?—when it comes to evaluating classroom blogs. Jeff and Julie offer a number of fantastic pointers, and they also refer to a blogging rubric that I use in my own teaching. I’ve never directly described how I grade student blog posts on ProfHacker, but I think it’s about time to share what has been a valuable tool, and to encourage professors to adopt and modify it to fit their own needs. I typically require weekly blog posts from my students, and though each post by itself may not amount to much, they cumulatively account for a substantial portion of a student’s final grade. But when you have 15 or 25 posts per week, per class, how do you grade them all? How about you?
10 usos fantásticos de Flipboard en educación Una de las primeras aplicaciones que probé en el iPad fue la aplicación Flipboard. Se trata de una revista digital interactiva y social que puedes personalizar añadiendo contenido de temas variados al iPad, iPhone y también desde hace poco a dispositivos Android. Flipboard ofrece un gran potencial educativo ya que permite descubrir nuevos contenidos de un sinfin de áreas de interés académico como ciencia, tecnología, economía y matemáticas pero también permite añadir el nuestro propio: blogs, noticias, Google Reader, páginas web, Flickr, Instagram, Twitter, etc. En Flipboard el profesor y el alumno pueden completar y acceder a su Entorno Personal de Aprendizaje. ¿Cómo podemos usar Flipboard en educación? 1. En Flipboard podemos añadir cualquier blog de interés a nuestra revista. Si ya utilizamos Google Reader como lector RSS, entonces es más interesante importar nuestra cuenta en Flipboard para leer las noticias y blogs directamente en esta aplicación. 2. 3. 4. 5. 6. 7. 8. 9. 10.
The Friday Find - home Master List to Create a Blogging Rubric By CheekyLitTeach, on August 18th, 2010 Creating a Rubric to Evaluate Relevant Skills – Image by “Salvatore Vuono” on Free Digital Photos online. First of all, it’s very difficult to ‘borrow’ a rubric that someone else has made for their class, but it is useful for thinking about what criteria you need in your own. Thus, I have made a master list of blogging criteria for the task. Although we teach a spectrum of ages and grades, there are particular criteria that relevant across the grades. Here’s a list of blogging criteria that you could use in your rubric. Blogging Criteria Master List If you have other criteria that you believe should be added to this general list, please make a comment below and I will add it to the post. Please note that this is a general list from which you can choose the criteria that you plan to evaluate according to your course standards or expectations. I would like to give credit to Clarence Fisher who created this rubric and shared it on his blog.
AUDIO PODCASTING RESOURCES FOR FOSTERING ORAL COMPETENCE, often in levels (LISTENING) elco-resources - home Example 3: Online Classroom Attendance and Participation Rubric - ELC Support Hi Class, I want to make sure everyone is clear about the difference between logging on, attendance, and participation. Don't worry, I know week one has a steep learning curve - I take this into account for week one participation. Logging On When we "log on" we might spend a great deal of time reading the course content- please realize that the system can track how long you spend in the course; however, it cannot tell exactly what you are doing. Attendance Attendance is also determined internally by the system. Participation Participation in this course represents a significant part of your final grade. For example, if the course week runs from Monday to Sunday, you might post two messages on Tuesday and two messages on Thursday and two messages on Saturday. Assignments and responses in the Chat room do not count towards participation. I hope this clarifies attendance and participation. Discussion Participation Rubric Total Possible Points: 20 points
Super Teacher Tools Example 4: Online Journal Rubric - ELC Support One use of an online journal is to facilitate the documentation of knowledge you are constructing throughout the course. It will help you take control of and direct your own learning experience, identify what you have learned, what questions you have, and what you would like to know more about. You should not only reflect on knowledge gained through materials and discussion, but also new ideas to explore feedback from others. In the modules that have journal items, you will be prompted to write reflections in response to one or two specific questions. These questions will encourage you to use the course content, your prior knowledge, and your experience to craft your responses. Reflection is an opportunity to construct knowledge and meaning from your work. Your reflections should be written during the session in which they are being addressed. Online Journal Rubric Total Points: 15 points
How Can We Make Assessments Meaningful? I think meaningful assessments can come in many shapes and sizes. In fact, to be thoroughly engaging and to draw the best work out of the students, assessments should come in different formats. Thankfully, with the Common Core standards exemplifying the 4Cs -- Creativity and Critical Thinking (through performance-based assessments), Collaboration, and Communication (through the use of interdisciplinary writing) -- we are looking at a more fluid future in testing formats. As long as the format itself is aligned with real-world skills, a meaningful assessment does not need to be lockstep with a particular structure any more. When I think about my own definition of a "meaningful assessment," I think the test must meet certain requirements. Criteria for a Meaningful Classroom Assessment To address these requirements, I ask myself the following guided questions: Does the assessment involve project-based learning? Clearly not all assessments achieve every single characteristic listed above.
The Whiteboard Blog 10 Online Alternatives to PowerPoint for Creating Great Presentations In many schools, Microsoft PowerPoint is still the go-to software when creating presentations. But it does have its limitations, and there’s also the problem of “death by PowerPoint”. Sometimes it’s good to try alternative tools that allow for a slightly different approach. PowerPoint Alternatives There are lots of online alternatives which let you create great looking presentations on any device. Storing them... Read More L4LTV Launches – Online CPD by Teachers for Teachers Learn 4 Life (L4LTV) is a new web-TV service for the education community, filling the gap left with the demise of Teacher’s TV. ICT, Interactive Whiteboards and Attainment, a literature review This is a short section taken from my Masters Dissertation on the use of ICT by student teachers. IWB TeachMeet Roehampton : Links and Files There was an excellent IWB TeachMeet last night at Roehampton Universty. Inanimate Alice Presentation from BETT
Best Practices « SHSUOnline Blog Welcome to the Best Practices for Teaching online or as we like to call it: Strategies for Success in your Online Course page. No matter what tool you use or technological journey you embark upon, is the method and not the medium that will help you ensure success in the online, face-to-face and hybrid courses you are teaching. These best practices/strategies will help you with organization, communication, time saving, assessment as well as many other areas. Just looking at this list of best practices, it is easy to understand how you might feel overwhelmed. In some cases, try adopting one or two of these strategies at a time and then include more the next time you teach this course (following semester). We would rather you be very successful in key areas in your course than not successful at all because you were spread too thin. Record an Video Introduction for your Course Record an introduction video introducing yourself and the course organization. Employ a Syllabus Quiz Like this:
JOLT - Journal of Online Learning and Teaching Introduction An ordinary function of any class, online or otherwise, is to teach and engage the students. Research on online education consistently finds that high and consistent interaction levels between students and the professor, and high interaction levels between the students themselves, is often seen as a positive variable (Hammond, 2005; Johnson, Aragon, Shaik, & Palmas-Rivas, 2000; Berge & Collins, 1996; Tu, 2000; Muirhead, 2001; Blignaut & Trollip, 2003; Vonderwell, 2003). The most common form of participation is student engagement in discussion forums established by the instructor. As Berge and Collins (1999) have observed, interaction does not just occur but must be intentionally incorporated into the design of the class, and research reminds us that facilitated discourse is critical to creating a community of inquiry (Anderson, 2004; Easton, 2003; Bullen, 1998). C: Cognitive Nature A question can reflect many theoretical aspects of learning. Textbook Based Literature-Based*