Assessment in E-Learning Journal

We’re in the home stretch now. I’ve finished my project and look forward to finishing revisions after receiving feedback.

In thinking about what to do for this project, I decided to take a project used currently in my f2f Algebra 2 course and adapt it for an online course. The project has students analyzing a business scenario using linear programming to create a presentation for a manufacturer, outlining how they can take data regarding their manufacturing processes (machine hours, quantity of raw materials, cost per part, etc) and determine how they can maximize profits or minimize costs.

For my project, I’ve chosen a set of tools that I would likely use for my Algebra 2 Linear Programming class. These include:

• WikiSpaces: a web-based tool for content delivery and collaboration.
• Microsoft Office: For student work to be collected for presentation.
• Graph: A program for students to use to display the results of their research.
• phpBB: An online discussion/forum option for class discussion.

You can visit the project site here.

Again, the reading resources provided for this module give great examples for the concept explored. I was particularly interested in the journalism internship. The depth of thought and development of the course was very forward-thinking and anticipated the resources that would be most beneficial to the participants involved. The wide variety of training and support options available to the students not only make them more efficient and effective, but also eases the burden on the other people working with the students.

The detailed rubrics included in the cybercoaching paper reminded me of the assessment rubrics I use in my current classes. Many of the students at my school are unbelievably grade-oriented. That is, they are more driven by focusing on what they need to do to obtain the highest grade possible than by actually mastering the concepts in the course. Just last week I was confronted by a calculus student who ferociously challenged the marks he received on his last test. It was very helpful to be able to pull out my answer key with notes next to each problem outlining the requirements for each point available for that problem. While the student still thought my assessment was too severe, he was at least able to see that I followed the rubric and assigned the points accordingly.

Also this week, we were able to try out free web-based surveys. I created one to gain a little more insight into my incoming Algebra 2 students. You can try the survey for yourself here.

Having been introduced to Bloom’s Taxonomy back in my college days, it was refreshing to revisit the concept during Module Five. The case studies we examined were shining examples of careful consideration of the Taxonomy. The objectives, lessons, discussions and assessments were well-tuned to using Bloom’s ideas effectively.

I have to admit that I’m hopeful that I will find the tools considered in this course to be useful. My concern at this point that as an instructor of mathematics, blogs, discussion boards, wikis and such won’t be nearly as helpful as assessment tools as they would be in other subject areas. In any case, it won’t hurt to have these tools in my toolbox.

Links:  PaulEricksen-Assessment-taxonomy

I enjoyed this week’s project as it allowed me to look into a specific assessment tool that was of interest to me. In addition, I appreciated being able to read my classmates’ reviews and discussions of their chosen tools. It was a great way to hear about and get viewpoints of dozens of different tools.

The different schedules and time zones of our group got to be a challenge and we were only able to finalize our project just hours before the deadline. But in the end it was worth it and our work was helpful to our class as well as ourselves.

You can check out our project here: http://paulericksen.com/assessment

Sometimes it all seems so daunting: developing content, integrating technology, keeping up on new technologies – all on top of actually teaching an online course.

This weeks readings illustrate not just the promise of online education, but the challenges that come with it. The explosion in enrollment, technology and course offerings is astounding, which gives encouragement to educators looking to enter this expanding field. However, the sheer number of tools out there can seem overwhelming.

Much of what I enjoy about this class is in reading the discussion board comments and reactions of the other students and instructors. It helps to know that I don’t need to have all the answers (or even all the questions). I appreciate that I can get the perspective of those from different backgrounds.

As in some other of my master degree classes, I’ve been a little frustrated though that much of what we’re exploring has great potential for classes that can be discussion-heavy or have a lot of research and reading. While I could force myself to implement some usage of Wikis, concept maps or blogs into my math classes, it feels like it would be integrating such technologies for the sake of the technology. That is, I’m feeling like little of what we’re doing in class will be helpful to me as a mathematics instructor.

The concept map for this module can be found here: LinearProgrammingConceptMap.

This being our first official week of blogging, I thought I’d start it off with the introduction Kristal Kagy posted about me:

Paul is currently living and teaching in Kuwait. He is in his second year teaching mathematics at the American School of Kuwait. He is from Wisconsin. A few years ago when his position was eliminated he took the opportunity to teach internationally and arrived in Kuwait. When he is not teaching he travels all over the world. In September he is going to Greece for a U2 concert. This I believe is a luxury of teaching online courses.

Paul is taking this course to learn more about teaching online so that he can add this component to his current position as well as add additional employment options. Paul is 9hrs later than me in CST. I enjoyed the few emails we’ve shared and look forward to getting to know Paul better. I’d love to go far far away for spring break this year

Edu-blogging, as we learned this week, looks to have promise in many subject areas. I’m trying to think of ways that it can be used in the math class and fell its use would be limited. Students could keep a journal regarding what they’ve been learning or what skills they’re mastering. However, I’m afraid that without easily being able to insert mathematical equations or examples, it wouldn’t be worth the time and effort to implement blogs in such classes.

Links:

Assessment in E-Learning Blog

Assessment in E-Learning Wiki

My personal blog of my travels

We’ve had a great start in the new class. I enjoyed meeting my interview partner, Kristal Kagy. While some of my classmates have been in my previous classes, I’ve learned even more about them through the interview posts.

The wiki exercise was useful too. I’ve used wikis before but it’s always good to brush up on such skills. Likewise, I appreciated hearing the various viewpoints of the other participants. I like the idea of discussion boards but am wary of wikis. Even though changes can be tracked, I’d be a little concerned about changes a student might make to another student’s post. Like so many things, I would need to sort this issue out before implementing a class wiki.