The brief: produce a toolkit for assessment to enhance distance learning
Introductions Name Role Interest in /experience of designing online assessment for CPD Any concerns?
Workshop intended outcomes By the end of the session, participants should be able to: Use the SLMS CPD online assessment toolkit to design formative and summative assessment Adapt the toolkit to their own context
Rough plan of session Background, evidence and toolkit (~20 mins) Participants design formative and summative assessment of learning outcome/s (~15 mins) Presentation and discussion of participants assessment designs and suggestions for re- design of toolkit (~20 mins)
Why focus on assessment? Assessment shapes learning: Backwash
Online CPD: identifying the problems and overcoming them with good assessment design Build an enticing web of online learning
Multiple modes of online communication for feedback and learning Skype Chat
Problem 1 CPD doesnt always result in learning which is successfully applied in practice (Zukas 2012) Solution Link assessment tasks to practice (blogs, videos, learners cases)
Problem 2 Learners feel isolated The loneliness of long-distance learner Solution (Duranton 2012) Create an online community of practice by getting learners to comment on each others work (peer feedback on drafts, blogs, logs, informal accounts of cases, worldwide case exchange forum)
Problem 3 CPD drop out rates are high 20% to 70% (Park & Choi 2009) Solution Provide regular encouraging feedback (quizzes, short answers, logs, blogs) Use peer learning and feedback (texts, videos, audio)
Problem 4 In practice-oriented subjects like medicine… education … must be delivered by and large through face to face conventional method. (Arunachalam 2001) How can we assess practice online?
Problem 5 In practice-oriented subjects like medicine… education … must be delivered by and large through face to face conventional method. (Arunachalam 2001) How can we assess practice online? 360° feedback? Video with Q & A?
Workshop activity: use the toolkit Planning assessment for your distance CPD course 1. Select/write a learning outcome 2. Plan how you/peers can provide feedback to support learning (formative assessment tasks) 3, Plan how youll assess the outcome for final course marks (summative assessment task/s)
References and further reading Hrastinski, S., Keller, C. & Carlsson, S. A. (2010) Design exemplars for synchronous e-learning: A design theory approach. Computers & Education, 55(2), 652-662. Hunt, L. & Chalmers, D. (2012) University teaching in focus: A learning- centred approach, (Acer, Victoria and Routledge). Park, J.-H., & Choi, H. J. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning. Educational Technology & Society, 12 (4), 207–217. Seagull, F. J. (2012) Human factors tools for improving simulation activities in continuing medical education. Journal of Continuing Education in the Health Professions, 32(4), 261-268. Zukas, M. (2012) Regulating the professionals: Critical perspectives on learning in continuing professional development frameworks, in: D. Aspin, J. Chapman, K. Evans & R. Bagnall (Eds) Second international handbook of lifelong learning. Dordrecht, Heidelberg, London, New York, Springer), 455.