Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

COU LO Conf 2016

Integrated use of Brightspace tools in a capstone design course at University of Guelph: Learning Outcomes, Dropbox & Rubrics, Quizzing & Grades
by

Jason Thompson

on 27 October 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of COU LO Conf 2016



Leveraging your
Learning Management System
to Inform Curriculum Improvements



This workshop will illustrate how Brightspace was used to deliver a complicated, multifaceted capstone Design Course at the University of Guelph providing a high-level overview of a) quiz development with random questions, b) development and use of rubrics and c) the tracking of student outcomes using the current Competency tool.
Learning Outcome’s are the main driver..

Key to defining programs and courses for
students,
faculty and
employers

Important to measure student performance
Important for improvement of program quality


Need effective, efficient tools for faculty to link course assessments to program level LO’s

“Clear statements of objectives help the instructor plan the course in terms of the content to be covered, the teaching and learning activities within the course, and the assessment methods”


~ Blumberg, 2009, p.96

Constructive alignment takes place:

within each level
– ensuring that outcomes, assessments and teaching and learning activities are aligned.

among the levels
– as the program looks to individual courses for evidence (assessments) to ensure the outcomes of the program are being met.

The challenge becomes managing the relationship among these levels to ensure alignment, and reporting to variety of stakeholders how outcomes are being assessed.

Engineering is a
professional
degree...

All undergrad programs undergo accreditation
[seven (7) of them]

Canadian Engineering Accreditation Board (CEAB)

School Of Engineering

Canadian Engineering Accreditation Board (CEAB):

Accreditation Visits
Data-driven curriculum improvement process
Demonstrate proficiency in CEAB Graduate Attributes (GA)
course activities tied to specific indicators
examples / evidence of student work

12 Graduate Attributes with 41 “nested” Indicators

faculty
Let's take a look insitu shall we..
https://courselink.uoguelph.ca/d2l/home/393222
How to design the course
to give student opp to
construct their knowledge
related to the subject matter
Are course
LEARNING OUTCOMES
aligned explicitly
Teaching &
Learning Activities
Assessment
Methods
Achievement:
Breakout Session 2



Code:
8D76D

Are the course learning outcomes
(what learners should know & be able to do) aligned explicitly with
the teaching & learning activities
AND
the assessment methods ?
Dropbox & Rubric
Grade Book
Quizzes
Storage of evidence of student work
Consistent method for grading student work
Associating to LOs
If wifi doesn't work....

Faculty Panels

12 separate panels – 2-year cycle
Each faculty participates on at least 1 panel
Panels review and make recommendations
Capture in an MS-Word template


Graduate Attribute Committee

Collects data and info to present to panels
Student work is in “Dropbox”
Process student performance results from exported LMS data
Show example


Full transcript