McMaster University COED 2008 Update - Revision history

Mclare at 15:42, 25 September 2024

2024-09-25T15:42:20Z

129.97.98.141: /* 1. New Directions & Highlights */

2008-11-12T18:40:30Z

‎1. New Directions & Highlights

129.97.98.141: /* 1. New Directions & Highlights */

2008-11-12T18:40:01Z

‎1. New Directions & Highlights

130.113.21.27: /* 2. Setting a new course */

2008-11-12T17:00:22Z

‎2. Setting a new course

130.113.21.27: /* 1. New Directions & Highlights */

2008-11-12T16:59:59Z

‎1. New Directions & Highlights

130.113.21.27: /* '''8. Technology Symposium''' */

2008-11-12T16:59:38Z

‎'''8. Technology Symposium'''

130.113.21.27: /* Setting a new course */

2008-11-12T16:59:14Z

‎Setting a new course

130.113.21.27: /* New Directions & Highlights */

2008-11-12T16:58:55Z

‎New Directions & Highlights

130.113.21.27: /* New Directions & Highlights */

2008-11-12T16:58:36Z

‎New Directions & Highlights

130.113.21.27: /* New Directions & Highlights */

2008-11-12T16:58:22Z

‎New Directions & Highlights

← Older revision		Revision as of 15:42, 25 September 2024
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	Graham Gibbs (University of Oxford), Rick Reis (Stanford University), and Julia Christensen-Hughes University of Guelph) will be leading a review/making recommendations for the Centre for Leadership in Learning. What a marvelous opportunity to hear from a very distinguished group. They will be making recommendations to the TOTAL committee who will choose the new path to pursue.		Graham Gibbs (University of Oxford), Rick Reis (Stanford University), and Julia Christensen-Hughes University of Guelph) will be leading a review/making recommendations for the Centre for Leadership in Learning. What a marvelous opportunity to hear from a very distinguished group. They will be making recommendations to the TOTAL committee who will choose the new path to pursue.
		+	[[Category:OUCeL]]

@@ Line 29: / Line 29: @@
 '''Graham Gibbs: How Assessment affects Learning'''
 How Assessment affects student learning
 Universities tend to focus on assessment as measurement and are pre-occupied by issues such as reliability, validity and standards. But all assessment systems have side-effects on how students learn, many of them negative, especially those assessment systems designed primarily to be rigorous and reliable. I am more interested in tolerably good measurement of excellent learning than in good measurement of impoverished learning. The workshop will focus on assessment as teachers' most powerful lever to change and improve student learning. I will describe cases involving dramatic improvements in student performance resulting from changes to assessment methods and invite participants to speculate about why these cases worked. I will articulate a set of ‘conditions under which assessment supports student learning’, based on a range of examples of effective innovations in assessment. The conditions emphasize the role of feedback in learning, the way assessment can capture and orient student effort, and the way assessment changes the quality of student engagement with learning tasks. I’ll illustrate practical assessment tactics that teachers and degree programmes can adopt which embody these principles, at low or zero cost, and participants will be invited to consider the potential of these tactics for their own courses. Finally we will discuss evidence about the effects on student learning of assessment patterns at the level of three year programmes.

@@ Line 27: / Line 27: @@
 A major change in LMS is planned for McMaster as we plan for the transition from WebCT 4.0 to the Blackboard/Vista 8 with Community and Content. This will be a huge transition, involving an enormous amount of training and rethinking.
 Graham Gibbs: How Assessment affects Learning
 How Assessment affects student learning
 Universities tend to focus on assessment as measurement and are pre-occupied by issues such as reliability, validity and standards. But all assessment systems have side-effects on how students learn, many of them negative, especially those assessment systems designed primarily to be rigorous and reliable. I am more interested in tolerably good measurement of excellent learning than in good measurement of impoverished learning. The workshop will focus on assessment as teachers' most powerful lever to change and improve student learning. I will describe cases involving dramatic improvements in student performance resulting from changes to assessment methods and invite participants to speculate about why these cases worked. I will articulate a set of ‘conditions under which assessment supports student learning’, based on a range of examples of effective innovations in assessment. The conditions emphasize the role of feedback in learning, the way assessment can capture and orient student effort, and the way assessment changes the quality of student engagement with learning tasks. I’ll illustrate practical assessment tactics that teachers and degree programmes can adopt which embody these principles, at low or zero cost, and participants will be invited to consider the potential of these tactics for their own courses. Finally we will discuss evidence about the effects on student learning of assessment patterns at the level of three year programmes.
-'''8.	Technology Symposium'''
+'''Technology Symposium'''
 Our annual Learning Technology Symposium will be held Friday, December 9th. This event, primarily for and by faculty members and instructors, provides an opportunity for instructors from across campus to informally describe interesting ways in which they are using technology to support teaching and learning. You are welcome to join us. Peter Carr, will be our keynote speaker this year, presenting the topic, Rethinking University in the Internet Age. He is the Director of the Masters in Management Sciences in the Management of Technology, delivered online from the University of Waterloo. His research interests are in online collaboration in education, the supply chain and business generally. He has recently been working with World Vision on the introduction of handheld computers to food aid activities in the third world.

← Older revision		Revision as of 17:00, 12 November 2008
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	'''Review'''		'''Review'''

−	Graham Gibbs (University of Oxford), Rick Reis (Stanford University), and Julia Christensen-Hughes will be leading a review/making recommendations for the Centre for Leadership in Learning. What a marvelous opportunity to hear from a very distinguished group. They will be making recommendations to the TOTAL committee who will choose the new path to pursue.	+	Graham Gibbs (University of Oxford), Rick Reis (Stanford University), and Julia Christensen-Hughes University of Guelph) will be leading a review/making recommendations for the Centre for Leadership in Learning. What a marvelous opportunity to hear from a very distinguished group. They will be making recommendations to the TOTAL committee who will choose the new path to pursue.

@@ Line 30: / Line 30: @@
 How Assessment affects student learning
 Universities tend to focus on assessment as measurement and are pre-occupied by issues such as reliability, validity and standards. But all assessment systems have side-effects on how students learn, many of them negative, especially those assessment systems designed primarily to be rigorous and reliable. I am more interested in tolerably good measurement of excellent learning than in good measurement of impoverished learning. The workshop will focus on assessment as teachers' most powerful lever to change and improve student learning. I will describe cases involving dramatic improvements in student performance resulting from changes to assessment methods and invite participants to speculate about why these cases worked. I will articulate a set of ‘conditions under which assessment supports student learning’, based on a range of examples of effective innovations in assessment. The conditions emphasize the role of feedback in learning, the way assessment can capture and orient student effort, and the way assessment changes the quality of student engagement with learning tasks. I’ll illustrate practical assessment tactics that teachers and degree programmes can adopt which embody these principles, at low or zero cost, and participants will be invited to consider the potential of these tactics for their own courses. Finally we will discuss evidence about the effects on student learning of assessment patterns at the level of three year programmes.
 == 2. Setting a new course ==

← Older revision		Revision as of 16:59, 12 November 2008
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	Graham Gibbs (University of Oxford), Rick Reis (Stanford University), and Julia Christensen-Hughes will be leading a review/making recommendations for the Centre for Leadership in Learning. What a marvelous opportunity to hear from a very distinguished group. They will be making recommendations to the TOTAL committee who will choose the new path to pursue.		Graham Gibbs (University of Oxford), Rick Reis (Stanford University), and Julia Christensen-Hughes will be leading a review/making recommendations for the Centre for Leadership in Learning. What a marvelous opportunity to hear from a very distinguished group. They will be making recommendations to the TOTAL committee who will choose the new path to pursue.
−
−	~~== '''8. Technology Symposium''' ==~~
−
−
−	Our annual Learning Technology Symposium will be held Friday, December 9th. This event, primarily for and by faculty members and instructors, provides an opportunity for instructors from across campus to informally describe interesting ways in which they are using technology to support teaching and learning. You are welcome to join us. Peter Carr, will be our keynote speaker this year, presenting the topic, Rethinking University in the Internet Age. He is the Director of the Masters in Management Sciences in the Management of Technology, delivered online from the University of Waterloo. His research interests are in online collaboration in education, the supply chain and business generally. He has recently been working with World Vision on the introduction of handheld computers to food aid activities in the third world.

← Older revision		Revision as of 16:59, 12 November 2008
Line 31:		Line 31:
	Universities tend to focus on assessment as measurement and are pre-occupied by issues such as reliability, validity and standards. But all assessment systems have side-effects on how students learn, many of them negative, especially those assessment systems designed primarily to be rigorous and reliable. I am more interested in tolerably good measurement of excellent learning than in good measurement of impoverished learning. The workshop will focus on assessment as teachers' most powerful lever to change and improve student learning. I will describe cases involving dramatic improvements in student performance resulting from changes to assessment methods and invite participants to speculate about why these cases worked. I will articulate a set of ‘conditions under which assessment supports student learning’, based on a range of examples of effective innovations in assessment. The conditions emphasize the role of feedback in learning, the way assessment can capture and orient student effort, and the way assessment changes the quality of student engagement with learning tasks. I’ll illustrate practical assessment tactics that teachers and degree programmes can adopt which embody these principles, at low or zero cost, and participants will be invited to consider the potential of these tactics for their own courses. Finally we will discuss evidence about the effects on student learning of assessment patterns at the level of three year programmes.		Universities tend to focus on assessment as measurement and are pre-occupied by issues such as reliability, validity and standards. But all assessment systems have side-effects on how students learn, many of them negative, especially those assessment systems designed primarily to be rigorous and reliable. I am more interested in tolerably good measurement of excellent learning than in good measurement of impoverished learning. The workshop will focus on assessment as teachers' most powerful lever to change and improve student learning. I will describe cases involving dramatic improvements in student performance resulting from changes to assessment methods and invite participants to speculate about why these cases worked. I will articulate a set of ‘conditions under which assessment supports student learning’, based on a range of examples of effective innovations in assessment. The conditions emphasize the role of feedback in learning, the way assessment can capture and orient student effort, and the way assessment changes the quality of student engagement with learning tasks. I’ll illustrate practical assessment tactics that teachers and degree programmes can adopt which embody these principles, at low or zero cost, and participants will be invited to consider the potential of these tactics for their own courses. Finally we will discuss evidence about the effects on student learning of assessment patterns at the level of three year programmes.

−	== Setting a new course ==	+	== 2. Setting a new course ==

← Older revision		Revision as of 16:58, 12 November 2008
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−	== New Directions & Highlights ==	+	== 1. New Directions & Highlights ==

	'''Dale Roy wins the Christopher Knapper Lifetime achievement award'''		'''Dale Roy wins the Christopher Knapper Lifetime achievement award'''

← Older revision		Revision as of 16:58, 12 November 2008
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	McMaster is now up to 24 professors with the new class of appointment, “teaching-track”. Known as "Teaching Professors", essentially these are "tenure like" permanent full time faculty positions, where the discipline research expectations have been replaced with something else - educational leadership, more teaching, research on teaching, curriculum development, etc. These are new for us, though there have been a few individuals doing essentially this job for several years. We gathered up all of the recent appointments hired under this title and found the expectations and responsibilities are quite varied. We are now trying to identify other universities in Canada with a similar class of appointment to compare notes on issues such as, expectations, responsibilities, review and assessment procedures.		McMaster is now up to 24 professors with the new class of appointment, “teaching-track”. Known as "Teaching Professors", essentially these are "tenure like" permanent full time faculty positions, where the discipline research expectations have been replaced with something else - educational leadership, more teaching, research on teaching, curriculum development, etc. These are new for us, though there have been a few individuals doing essentially this job for several years. We gathered up all of the recent appointments hired under this title and found the expectations and responsibilities are quite varied. We are now trying to identify other universities in Canada with a similar class of appointment to compare notes on issues such as, expectations, responsibilities, review and assessment procedures.
−

	'''LMS Review'''		'''LMS Review'''

← Older revision		Revision as of 16:58, 12 November 2008
Line 24:		Line 24:
	McMaster is now up to 24 professors with the new class of appointment, “teaching-track”. Known as "Teaching Professors", essentially these are "tenure like" permanent full time faculty positions, where the discipline research expectations have been replaced with something else - educational leadership, more teaching, research on teaching, curriculum development, etc. These are new for us, though there have been a few individuals doing essentially this job for several years. We gathered up all of the recent appointments hired under this title and found the expectations and responsibilities are quite varied. We are now trying to identify other universities in Canada with a similar class of appointment to compare notes on issues such as, expectations, responsibilities, review and assessment procedures.		McMaster is now up to 24 professors with the new class of appointment, “teaching-track”. Known as "Teaching Professors", essentially these are "tenure like" permanent full time faculty positions, where the discipline research expectations have been replaced with something else - educational leadership, more teaching, research on teaching, curriculum development, etc. These are new for us, though there have been a few individuals doing essentially this job for several years. We gathered up all of the recent appointments hired under this title and found the expectations and responsibilities are quite varied. We are now trying to identify other universities in Canada with a similar class of appointment to compare notes on issues such as, expectations, responsibilities, review and assessment procedures.

		+
		+	'''LMS Review'''
		+
		+	A major change in LMS is planned for McMaster as we plan for the transition from WebCT 4.0 to the Blackboard/Vista 8 with Community and Content. This will be a huge transition, involving an enormous amount of training and rethinking.
		+	Graham Gibbs: How Assessment affects Learning
		+	How Assessment affects student learning
		+	Universities tend to focus on assessment as measurement and are pre-occupied by issues such as reliability, validity and standards. But all assessment systems have side-effects on how students learn, many of them negative, especially those assessment systems designed primarily to be rigorous and reliable. I am more interested in tolerably good measurement of excellent learning than in good measurement of impoverished learning. The workshop will focus on assessment as teachers' most powerful lever to change and improve student learning. I will describe cases involving dramatic improvements in student performance resulting from changes to assessment methods and invite participants to speculate about why these cases worked. I will articulate a set of ‘conditions under which assessment supports student learning’, based on a range of examples of effective innovations in assessment. The conditions emphasize the role of feedback in learning, the way assessment can capture and orient student effort, and the way assessment changes the quality of student engagement with learning tasks. I’ll illustrate practical assessment tactics that teachers and degree programmes can adopt which embody these principles, at low or zero cost, and participants will be invited to consider the potential of these tactics for their own courses. Finally we will discuss evidence about the effects on student learning of assessment patterns at the level of three year programmes.

	== Setting a new course ==		== Setting a new course ==