Collaboration between Carnegie Mellon University and James Madison University
Assessment for learning improvement is central to higher education
desire to impact students
We are different, yet
public university vs. private university
23000, primarily undergraduate (Master and PhD) vs. 15K students (split equally between undergraduate and master/PhD
5 areas of general education
100 academic degree programs vs 200 academic degree programs
11 student affairs departments with programs
Center for Assessment & Research Studies(JMU)
helps all programs do their assessments (10 faculty)
Teaching Excellence & Education Innovation
Teaching consultants (design)
educational technologists (technology)
assessment team (data informed cycle)
Both centers are dipping their toes into different levels – classroom and programs or programs and classroom as they evolve.
Our approach to assessment is the same
There is a common process and shared principles for assessment for learning improvement for anyone who is doing evidence-based practices.
Outcomes and objectives are used interchangeable in this conversation.
Outcomes focused – start with measurable objective then building programming and assessment to map to the outcomes
CMU: wanted to know if VR experiences had a positive effect in learning. Defining learning objectives identifies the data source needed to assess VR experiences
JMU: information literacy: defining objectives provides the base, upon which everything else is built.
Alignment & Evidence-based – leverage existing literation on how learning works and collect data on student outcomes to evaluate and feed back into learning strategies
CMU: students weren’t applying what they learned in the lab to the exams. They might need more “discovery” instead of following directions. Looked to the literature: for evidence-based strategy: inquiry-based learning
JMU Information literacy embedded into first year communication course to provide substantive content; evidence based through quizzes and through completion of online tutorials
Ensure the data sources accurately reflect what you want to measure (direct measures are best when possible)
October 24, 2018
by Heidi Olson Comments Off on ID2ID Accessibility: Fact or fiction webinar notes
Presenter: Kelly Hermann, VP, Accessibility Strategy @ University of Phoenix
Five most common statements heard on the road
The vendor told me that the product was ADA compliant so I don’t need to worry about this one.
consider whom message is coming from
no such thing as ADA compliant when talking about educational technology or digital environment – it depends and not specifics are given
Law says, all programs, courses, and activities must be accessible to individuals with disabilities
no standard to follow this law – Section 508 is really related to Federal funds for procurement of software and other activities. Some states have adopted this standard as law
Best to follow Web Content Accessibility (WCAG) 2.0 AA. often cited in resolution agreements by both Civil Rights and Department of Justice. Most likely if you follow these guidelines, you’ll be ok. Always best to consult to your legal services
Every piece of content I want to share with students has to be accessible or I can’t use it.
Both fact and fiction!
Good to see you’re paying attention. Bad to be so passive aggressive!
Be proactive rather than reactive
doesn’t make sense not to make docs, videos, and audio files accessible while you’re developing a course.
Not all accessibilities are the same – not all blind students are alike, you may still have to make accommodations
Prioritize what content has to be accessible before a request is made and what can wait for a student request.
those things that take a long time to make accessible that will need to be modified at some point
These should alway be done: captions, transcripts, descriptive hyperlinks, accessible PDFs, alt text for images.
materials that aren’t your own – make good effort to to content copyright holder and ask them to caption it or let you caption it (or accessibility it)
ex. Amara to run video through another platform to add captions
video files need both captions and transcript
I should develop my content first and then worry about accessibility.
Less expensive (and stressful) to build as you go rather than retrofit
Videos – start with a script to be used as a transcription and captions
Text documents – use build-in features esp. style headings to make document navigable
Slides – use layout template to allow screen readers to read text from an outline view
This QM session was focused on working with faculty on a course review/redesign or evaluation. Listen, Ask questions. The conversation isn’t about you or what you can do, it is about the instructor and the course and what the instructor thinks the instructor needs.
Build relationships – find a parallel or something in common between yourselves.
You’ve looked at the course – allow them to show you through the course. This lets you see how they view the navigation and what is important to them. They should be able to tell you why they made the design choices. Reinforce those things that they are proud of.
Assignment tool: I’ve looking for one assignment per module, that align with the course objectives, etc. Point out what was done well and then make some suggestions and opportunities.
Explain design choices. Be able to explain design choices.
Cruical Conversations Tools for talking when the stakes are high. Patterson, Grenny, McMillian, and Switzer.
March 22, 2018
by Heidi Olson Comments Off on Course Alignment- QM Bring Your Appetite for Creating Course Alignment
this looks at your data and tells you the position of the item you want to match. It doesn’t tell you the row/column, just the position within your search range. I guess you would use this when sorting or using the find isn’t an option.
will likely use this most often with wildcards (“*” or “?”)
Index and count functions to return data information for a summary or data update
vLookups are pretty straight forward. Was able to use a named range for the look up table as learned from Day 1.
or format using Conditional formatting using formulas instead of default options
Data Validation using formulas as the criteria
unique(filter…) to pull specific information related to a selection — only those options that apply (i.e. select Instructor name and only be given the classes that instructor teaches)
counta – for text entries along with */word/* as wildcard
countunique – counts unique values with ability to add additional values (not quite sure when you might use that unless you also have a default something you want to include)
Should be able to use the unique function to select the new to eCampus courses that are added each semester. Our combined list is over 800 courses and sometimes it is hard to tell which course/instructor combination is actually new.
double click cell handle to copy down the column — so simple — how did I miss this!
if / ifs and/or – multiple ways to combine column information
sumif and sumifs – calculate a sum based on one or more criteria.
names ranges – so if the the specific cell position changes, it doesn’t change your function
Paste special – values only – if you want to change values from calculated functions to actual numbers
November 7, 2017
by Heidi Olson Comments Off on Notes from QM Accessibility: 8 Tips for Addressing Accessibility