Module Six exposed the class to a model of online formative assessment known as cybercoaching. The cybercoaching model is a form of assessment that depends on the personal relationship that exists between the student and the instructor, in order to monitor the student’s progress with the idea of providing feedback for improvement.
The assigned readings for this module included:
Peterson, N. (2005). "Cybercoaching: Rubrics, Feedback and Metacognition, Oh My!" E.C.Moore Symposium, February 25, 2005
Finding a Place for Everyone: Online Course Development for Internship with an Online Media Source Uniting Multiple-Sensory Engagement of Learning in a Larger Community, By Datta Kaur Khalsa, Masters of Education Project, May, 2001.
Studying the First Amendment: Exploring Truth in Journalism by Christine Casey , Pittsburgh High School for the Creative and Performing Arts
The class discussion involved a comparison of the article by Dr. Khalsa and Ms. Casey to analyze and contrast the recommended assessment techniques from Casey's journalism class to those used in the Khalsa journalism class.
The assigned activities for this module included creating a precourse survey to help personalize an online course to the learning needs of the students. Here is the link to my precourse survey: http://www.surveymonkey.com/s.aspx?sm=dt17Uq8AddgUXM8YSvfcfw_3d_3d
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1 comment:
Chris, your precourse survey was excellent - powerful questions that would give you quite a 'view' into the student needs.
This was a bit of 'lightness' to it also - which will go a long way in helping students with their initial anxiety. So well done!
Datta Kaur
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