2016 Spring GTL Week 9 Assignment

Higher education must lead
the march back to the

fundamentals of human
relationships, to the old
discovery that is ever new,
that man does not live by
bread alone.~John Hannah
Graduate Teaching & Learning Practicum 1Course | deanna.davis@ualberta.ca
Peer Feedback
Assessment II
Evaluating Group Work
Developing Rubrics
Classroom Communication
Teaching the iGeneration
[Ed Tech: Social Media]
Peer Feedback
Weighted Distribution
Things to consider:
Does the course provide
multiple opportunities for students to
demonstrate knowledge?
both low and high stakes assessments?
Are the expectations reasonable given the
level of course?
Is the weighting given to each item
reasonable given the workload of the
assessment?
Image: http://glwach.amedd.army.mil/feedback/default.asp
Peer Feedback
Short Test
Things to consider:
MCQdoes it use best practices
Short answerclear expectations for answers
and grading scheme
Image: http://glwach.amedd.army.mil/feedback/default.asp
Scenario: A farmer purchased 30 acres of farmland. He

calculated that the average topsoil thickness on the farmland is
about 20 centimetres. He wants to maintain the thickness of the
soil on this farmland by reducing erosion. The farmer plans to test
the effectiveness of two different farming methods for reducing
soil erosion.
Method 1: No-till (planting crops without ploughing the soil)
Method 2: Winter cover crop (growing plants during the winter
that are ploughed into the soil in spring) The farmer hypothesizes
that using either method will reduce erosion compared to using
traditional farming methods (ploughing and no cover crop).
Question:
Design a controlled experiment that this farmer can use to test his
hypothesis (4 points). Your response should include a description
of the data collection (3 points) and the method by which the
farmer will determine whether his hypothesis is correct (3 points).
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(Adapted fromThe 2014 GED Test--Science. Short Answer Resource Guide for Adult Educators.)
Peer Feedback
Assessment II
Developing Rubrics
Written exam
Oral exam
Essay/Report
Comment on accuracy
of set of records
Encyclopaedia entry
Produce a A-Z of
Write answer to clients
question
Short answer questions:
True/false/multiple
choice
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Demonstrating
Knowledge &
Understanding
Recalling
Describing
Reporting
Recounting
Recognizing
Identifying
Relating &
interrelating
http://www.brookes.ac.uk/services/ocsld/resources/methods.html
Image: http://maviscompany.com/the-power-of-understanding-people/
Performing Procedures &

Demonstrating
Demonstration/role play
Video (write script,
produce/make video)
Poster
Lab report
Illustrated equipment
manual
Real/simulated
professional practice
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Computation
Taking readings
Using equipment
Following lab
procedures/
protocols
Executing
instructions
Image: http://www.ehs.ucsf.edu/move-guide-laboratory-clearance-after-move
Accessing & Managing

Information
Annotated
bibliography
Project
Essay
Dissertation
Applied task
Applied problem
Researching
Investigating
Interpreting
Organizing information
Reviewing/paraphrasing
information
Collecting data
Searching & managing
information sources
Observing & interpreting
Image:http://www.endeavour.co.nz/7-tips-managing-digital-information-overload
Essay/Report/Journal
Critical Thinking &
Letter of Advice to ....
Making Judgments
policy, public health matters,
etc.
Developing
Present case for interest group
arguments
Prepare committee briefing
Reflecting
paper for specific meeting
Evaluating
Book/article review
Assessing
Write newspaper article for
Judging
foreign newspaper
Comment on article's theoretical
perspective
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Image: http://callagylaw.com/broken-thinking/
Self Development &

Management
Journaling
Portfolio
Project
Learning Contract
Group work
Working co-operatively
Working independently
Learning independently
Being self-directed
Managing time
Managing tasks
Organizing
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Image: http://www.self-esteem-enhances-life.com/self-development.html
Designing, Creating,
Performing
Performing
Portfolio
Hypotheticals
Projects
Imagining
Visualizing
Designing
Producing
Creating
Innovating
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Image: http://dreamatico.com/dance.html
Communication
One & Two Way
Interviewing
Negotiating
Written presentation (essay,
report, reflective paper etc.
Oral presentation
Group work
Discussion/debate/role
play
Presentation to camera
Observation real/simulated
professional practice
Group
Verbal, written
& non-verbal
Arguing
Describing
Advocating
Image: https://www.managingamericans.com/Workplace-Communication-Skills.htm
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Peer Feedback
Assessment II
Developing Rubrics
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Image: http://liberalchemistry.blogspot.ca/2013/01/group-work.html
Evaluating Group
Work
Image: http://blogs.studentlife.utoronto.ca/lifeatuoft/2015/02/12/making-group-work-work/
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Equally shared mark

Exam Questions
Splitting Tasks
Direct Evaluation
Process Evaluation
[Student Process Self-Evaluation]
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/group-work/methods-assessing-group-work
Image: http://www.yourextrahand.com/bookkeeping-evaluation/
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Equally Shared Mark | Group Work

All members receive the same grade
Advantages
Easiest to implement
Appropriate if group work mark
minor part of total course mark
Group responsibilities are enforced
group succeeds / fails together
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Equally Shared Mark | Group Work

Disadvantages
Individual contributions not reflected
Poor students benefit from of hardworking students
Good students dragged down by
poor students
Does not motivate students
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Exam Questions | Group Work
Exam includes questions specifically

about project
Advantages
May increase interest in project
Students may be more motivated
to learn about all group
members work
Image: http://singapore-headhunter.blogspot.ca/2014/12/cei-basic-exam-questions-part-1.html
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Exam Questions | Group Work

Disadvantages
Students may ignore group to study
individually for exam
Additional work preparing exam
questions
May not be effective
proofreading project gives answers
not participation
Image: http://www.kjca.org/site/index?Article_page=40
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Splitting Tasks | Group Work

Students assigned components
Final markgroup work/individual
Advantages
Objective determination of individual
participation
Individual component may motivate
work harder for grade
learn about work of fellow group
members
Image: http://www.ck12.org/book/CK-12-Middle-School-Math-Grade-8/section/2.2/
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Splitting Tasks | Group Work

Disadvantages
Students may ignore
group to prepare their
task
More work to grade
Image: http://www.2yardsmedia.co.uk/learning-from-igeneration/
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Direct Evaluation
Individual merits evaluatedoral

interviews, periodic reports, meeting
minutes, observations
Advantages
Oral interviewseffective for
information on individual participation
Instructor to give each student more
specific feedback
Image: http://www.evaluationforms.org/examples/sample-evaluation-forms/
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Direct Evaluation
Disadvantages
Time consuming
Information obtained subjective
Class size affects feasibility
Image: http://blog.vistage.com/business-leadership/360-performance-evaluation-gone-bad/
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Process Evaluation
Skills assessed.
Adoption of complementary team
roles
Cooperative behaviour
Time and task management
Creative problem solving
Use of a range of working methods
Negotiation
Image: http://www.ceo.com/human_resource_management/a-higly-objective-employee-evaluation-tool-you-never-use/
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Process Evaluation
By instructor
Direct evaluation of team
behaviour using teamwork logs
Students must reflect on their
operation as team
Image: http://www.npl.co.uk/news/software-for-measurement-uncertainty-evaluation
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Process Evaluation
(instructor)
Disadvantages
Reviewing logs time-consuming
Students may need training in order
to be aware of what goes on in the
teams
Image: http://careerminded.ca/category/employee-training-2/training-evaluation/
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Process Evaluation (peer)
Individual assessment
Gives personalized view member's
contributions
List of traits provides students with
objective criteria
For examples see: https://uwaterloo.ca/centre-for-teaching-excellence/teachingresources/teaching-tips/developing-assignments/group-work/methods-assessing-groupwork
Image: http://thewritingcampus.com/2014/09/18/small-group-writing-conferences-for-better-feedback-and-student-peer-review/
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Process Evaluation
(peer)
Disadvantages
Time consuming & complex to grade

List of traits may not give true measure
of group work process
Student may misinterpret traits
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Student Process
Evaluation
Can be used in combination with other
methods
Paragraph 1: Self-evaluation
Paragraph 2: Reflection on group
experience
Paragraph 3: Suggest letter grade
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Assignment
Bring to class for peer feedback
Develop an assignment for your course.

Assignment can be based on a lesson
plan or be a term assignment
Bring to class next week for peer
feedback
Sample Assignments: http://serc.carleton.edu/
sp/library/writing_assignments/examples.html
Image: http://mswertheim.blogspot.ca/p/homework.html
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Peer Feedback
Assessment II
Developing Rubrics
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34
Assessment tool that

clearly indicates marking
criteria
Rubric
Image: https://read6310.wikispaces.com/Rubrics
Holistic Rubric
Groups several different assessment
criteria & classifies them together
under grade heading
http://brown.edu/about/administration/sheridan-center/teaching-learning/assessing-student-learning/designing-rubrics
Image: https://andrewjprokop.wordpress.com/2014/08/27/your-communications-system-taking-a-holistic-view/
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Image: http://www.cultofpedagogy.com/holistic-analytic-single-point-rubrics/
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/rubrics-useful-assessment-tools
Always prepared
& attends class
Participates
constructively in
class
Usually prepared
and attends class
Sometimes
Participates
constructively in
class, works well
with others, and is
a team player
Challenges his/her
own thoughts and
ideas
Exceptional
content
knowledge
Demonstrates
ability to integrate
new knowledge
into work
37
Rarely prepared /
attends class
Sometimes
Rarely participates
constructively in
class
Seeks to
understand and
acknowledge
others thoughts
Occasionally
Does little to
challenge his/her
own thinking, not
open to otherss
ideas
Excellent content
knowledge
Average
Low level of
content
knowledge
Demonstrates
initiative and
improvement
Assignments
Does not strive to

reach potential.
prepared and
attends class
an
active participant
in class; works well
with others
or
only challenges
thought when
encouraged by
others
content
knowledge
reflect
average work
Pros
Holistic Rubric
Emphasis on what learner can

demonstrate
Saves time by minimizing number
of decisions made
Can be used consistently across
raters, provided theres training
38
Holistic Rubric
Cons
Does not provide specific
feedback for improvement
Can be difficult to choose score
when student work is at varying
levels across the criteria
Criteria cannot be weighted
39
Separates
Analytic Rubric
different
assessment criteria &
addresses them
comprehensively
Top axisgrades
(numerically/ letter
grade)
Side axisthe
assessment criteria
http://brown.edu/about/administration/sheridan-center/teachinglearning/assessing-student-learning/designing-rubrics
Image: http://www.cultofpedagogy.com/holistic-analytic-singlepoint-rubrics/
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Analytic Rubric
Pros
Provides feedback on areas of strength
or weakness
Each criterion can be weighted to
reflect its relative importance
42
Analytic Rubric
Cons
More time consuming to create &
use than holistic rubric
May not be used consistently across
raters, unless extremely well defined
43
Analytic Rubric
Criteria
50-59%
example
60-69%
70-79%
80-100%
Demonstrates
Demonstrates
Knowledge of
Demonstrates limited
Demonstrates
considerable
thorough and
forms, conventions, knowledge of forms, some knowledge of
knowledge of
insightful
terminology, and
conventions,
forms, conventions,
forms, conventions, knowledge of forms,
strategies of literary
terminology, and
terminology, and
terminology, and
conventions,
texts
strategies
strategies
strategies
terminology, and
Uses critical and
Uses critical and
Uses critical and
Uses critical and
creative thinking
creative thinking
Critical and creative
creative thinking
creative thinking
skills with
skills with a high
thinking skills
skills with limited
skills with moderate
considerable
degree of
effectiveness
effectiveness
effectiveness
effectiveness
Communication of
information and
ideas
Communicates
information and
ideas with limited
clarity
Communicates
information and
ideas with some
clarity
Communicates
information and
ideas with
considerable clarity
Communicates
information and
ideas with a high
degree of clarity
and with confidence
Spelling and
grammar
Several errors
A few errors
Some errors
No errors
44
'
Accuracy
Quality of Writing
Supporting
Literature
Mastery of the Subject
Grading Rubric for Essays

(Adapted from: Daniel Paul O'Donnell, PhD http://people.uleth.ca/~daniel.odonnell/Academic-Policies/grading- rubric-for-essays)
A+ A A9-10/10
Paper matches its argument
and evidence perfectly:
finds exactly the evidence
necessary to demonstrate its
thesis; matches its thesis
exactly to the limits of the
available evidence. Has
exactly the right mix of
secondary and primary
sources: handles secondary
sources critically when
required; relies on them for
support or background
information when
appropriate.
Goes far beyond
description, using evidence
analytically.
Integrates its evidence
flawlessly into the
argument.
B+ B B8-8.9/10
Paper demonstrates sound
knowledge of primary and
(where appropriate)
secondary material.
Is able to use evidence
analytically to support
argument.
Has an appropriate mix of
secondary and primary
sources.
Works evidence into the
argument with little or no
trouble.
C+ C C7-7.9/10
Paper demonstrates basic
knowledge of primary and
assigned secondary
material.
Evidence is usually
presented analytically,
rather than descriptively
(i.e. argues position instead
of supplying plot
summary).
Evidence is usually
appropriate to subject but
may not always be wellintegrated into argument.
Evidence is usually
adequate for argument
being made; some points
may be poorly or
insufficiently supported.
D+ D
6.4-6.9/10
Paper restricts self to
extremely limited range of
evidence.
Overlooks obviously
superior evidence in favor
of easily accessible material
or examples from the
textbook or class
discussion.
Makes insufficient or too
limited use of necessary
secondary sources.
Evidence is usually
presented descriptively
rather than analytically (i.e.
engages in plot summary
rather than argument).
Evidence is usually present
but often inappropriate or
poorly sourced.
Other obvious evidence of
incomplete preparation or
reading.
Demonstrates an attempt to
use sources to support ideas
in the writing.
F
0-6.3/10
Paper shows basic
unfamiliarity with one or
more sources of evidence
used in argument.
Ignores (or plagiarizes
from) even the most basic
primary or secondary
sources (Warning: In
serious cases, plagiarism
can result in you being
assigned a grade of F in the
course or even your
suspension or expulsion
from University).
Evidence is nonexistent,
incoherently presented,
completely inappropriate,
or extremely poorly chosen.
Other obvious evidence of
extremely poor or nonexistent research.
Demonstrates skillful use of

high- quality, credible,
relevant sources to develop
ideas that are appropriate
for the discipline and genre
of the writing
Demonstrates consistent
use of credible, relevant
sources to support ideas
that are situated within the
discipline and genre of the
writing.
Demonstrates an attempt to
use credible and/or relevant
sources to support ideas
that are appropriate for the
discipline and genre of the
writing.
Paper is clear and, within

the limitations of its subject
matter, interesting and easy
to follow.
Matches styles and diction
to the subject matter and
argument.
Is well structured and
appropriately and
thoroughly documented
Paper is mostly clear and,

within the limitations of its
subject matter, interesting
and easy to follow.
Paper usually matches
styles and diction to the
subject matter and
argument.
Paper is mostly well
structured and appropriately
documented.
Mostly observes the norms

of University- level writing:
few serious errors in essay,
paragraph, or sentence
structure; uses appropriate
diction.
Documentation is mostly
present and reasonably
complete (Warning:
Failure to document
correctly risks plagiarism.
Please consult the student
resources in eClass for
assistance).
Requires improvement:
frequent errors in basics of
essay, paragraph, and
sentence structure;
inappropriatetoo formal,
too informal, or poorly
chosendiction.
Documentation is often
missing or incomplete
(Warning: Failure to
document correctly risks
plagiarism. Please consult
the student resources in
eClass for assistance).
Paper reports facts more-orless accurately and in a

fashion appropriate to their
original context.
Paper does not attempt to
hide or ignore obvious
counter-arguments or to
disguise unproven or undemonstrable assumptions
as facts.
Paper is sometimes
inaccurate either in fact or
context.
Paper fails to recognize or
occasionally appears to
skirt around obvious
counter-arguments;
sometimes appears to
mistake unproven or undemonstrable assumptions
for facts.
Far below University-level

standards: constant errors in
the basics of essay,
paragraph, and sentence
structure; completely
inappropriatetoo formal,
too informal, or poorly
chosendiction.
Documentation is missing
or extremely incomplete
(Warning: Failure to
document correctly risks
plagiarism. Please consult
the student resources in
eClass for assistance).
Paper has serious or
frequent inaccuracies in
fact or context.
Paper fails to recognize
and/or often skirts around
obvious counterarguments; assertion often
mistaken for evidence.
Paper reports facts

accurately and in a fashion
appropriate to their original
context.
Recognizes and confronts
(where appropriate)
possible counterarguments.
Maintains a clear
distinction between
demonstrable assertions and
necessary but undemonstrable assumptions.
Paper reports facts

accurately and in a fashion
appropriate to their original
context.
Paper recognizes and does
not attempt to hide possible
counterarguments or
disguise unproven or undemonstrable assumptions
as facts.
Fails to use sources to

support ideas in the writing.
45
Deannas
Essay Rubric
see eClass
Decide what criteria / essential elements must be present

in the students work to ensure that it is high in quality
Developing
Rubrics
Consider effectiveness of
criteria:
Observable & measurable?
Important & essential?
Distinct from other criteria?
Phrased in precise,
unambiguous language?
http://brown.edu/about/administration/sheridan-center/teaching-learning/assessing-student-learning/designing-rubrics
46
Decide how many levels of achievement will be

includes on rubric
Will you use numbers or

descriptive labels for these
levels?
Descriptive labelswhat
labels are appropriate?
Will numbers be assigned
to those labels?
In what order will you list
these levels?
Developing
Rubrics
https://uwaterloo.ca/centre-for-teaching-excellence/teachingresources/teaching-tips/assessing-student-work/grading-andfeedback/rubrics-useful-assessment-tools 47
For each criterion/essential element of quality, develop

description of performance at each achievement level
Well-written descriptions:
describe observable &
measurable behaviour
use parallel language
across scale
indicate degree to
which standards met
leave space for
additional comments &
final grade
Developing
Rubrics
https://uwaterloo.ca/centre-for-teaching-excellence/teachingresources/teaching-tips/assessing-student-work/grading-andfeedback/rubrics-useful-assessment-tools 48
Rubrics | Effective Use

Before
Develop different rubric for each
assignment
Provide copy of rubric when
assignment introduced
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-work/grading-and-feedback/
rubrics-useful-assessment-tools
49
Rubrics | Effective Use

Grading and Beyond
Indicate performance achieved
level for each criterion
Include additional comments within
rubrics criteria
Decide on final grade for
assignment based on rubric
Hand rubric back with assignment
50
Homework
Develop a rubric for your assignment
Bring to class next week for peer
feedback
51
Peer Feedback
Assessment II
Developing Rubrics
52
Write down one concern you have
about classroom communication.
In assigned groups of 3, share your
concern.
Are there commonalities?
Choose group rep. to share 1
concern.
hImage: ttp://www.businessblogshub.com/2013/03/the-future-of-business-communication-through-technology-tools/
53
CLASSROOM
COMMUNICATION
IT DOESNT JUST HAPPEN IN THE
CLASSROOM!
TAKE TIME TO DEVELOP TRUST &
RAPPORT
54
http://blogs.psycChcentral.com/couples/2014/10/abc-of-communication/
Learning is easier
Objectives more likely to
why
be met
Opportunities to expand
learning
communication Instructor, students
connect better
More positive perception
of experience
Few misunderstanding/
less conflict
Effective
http://www.pen.ntid.rit.edu/newdownloads/workshop/usa/2003/PEN%20Training%20Sessions%202003/
Classroom%20Communication/classcommppt.pdf
Image: https://lukelesauteur.wordpress.com/2015/02/22/developing-effective-communication-skills/
55
Classroom Communication AIMS

Initiate
& sustain effective

communication systems/
techniques
Establish &maintain group
cohesion/community
On-task behaviour
Develop communication skills
56
Image: http://savekalash.org/aims-and-objectives/
Classroom Communication AIMS

Classroom management
Facilitate classroom activities
(behavioural and instructional)
Maximize exchange of information
within classroom
Classroom management issues
57
Image: http://savekalash.org/aims-and-objectives/
Communication Tools
Class website/class management system

email
announcements [forced/optional
subscription]
online discussion/chat
question forum
survey
notes/supplements/sample exams/
learning resources
course information
assignment submission
grading records
58
Establish email policy

Subject line
Subheading
Style of language [?]
Timeframe
Attachments [?]
Dont assume all students will keep important
messages
Save copies
Use course folder
Dont assume students read emails
IMAGE: http://www.gigya.com/resource/webinar/how-to-use-identity-data-to-win-at-email-marketing/
59
Effective Communication
Large/small Classes
BE ORGANIZED!
Keep careful records
communication
exams/assignments
Be inclusive
Ensure everyone has access to same info
Be aware of cultural differences &
respond appropriately
Image: http://steadfastcommunication.com/2013/11/11/make-effective-communication-second-nature/
60
Effective Communication
Large/small Classes
Respect confidentiality
Establish trust & respect
Assume the best of everyone
Keep a positive attitude
Put yourself in the others shoes
Be accessible
Image: http://steadfastcommunication.com/2013/11/11/make-effective-communication-second-nature/
61
BE AWARE OF YOUR
BODY LANGUAGE &
TONE OF VOICE!
Image: vhttp://www.strideandsaunter.com/new-blog/2015/6/18/episode-48-body-language
62
Words
Mehrabian & Ferris

(1967)
7%
55%
Non-verbal
Cues
38%
Tone of
Voice
Communication
63
Body Language
Ensure
body language in sync with

intentions/message
Watch
Open
nonverbal signals
approachable body language
Confident
Be
body posture
aware of different perceptions
Eye
contact **
Consider
physical proximity **
Image: http://www.gingerpublicspeaking.com/ginger-quickie-body-language-matter-public-speaking
64
Voices of Women
What issues do you see in this
situation?
How should faculty members respond
to these issues?
65
Its Our Turn

What are the issues and assumptions?
What sort of climate is being set?
How can instructors ensure that all voices are
heard?
What are the different conversational or learning
styles being demonstrated?
What are the possible consequences of the women
students not speaking put to respond to the
questions?
What are the possible consequences of the women
students speaking up to challenge the process?
66
Intent vs. Impact

What are the issues and assumption?
What is the power of language?
How can the instructor recognize and include the
individual perspectives of minority students.
How do you approach historical facts?
What is the risk the student is taking by raising the issue?
What is the effect of perceived slurs on a students
learning opportunities?
What is the best way to acknowledge and explore
sensitive issues?
67
International
Misunderstanding
How common is this type of incident?
Who, in your opinion, is most responsible for
coming up with a solution?
To what extent can/should an instructional
approach be modified to meet the preferred
learning style of a given group of students?
How can a diversity of learning styles be
accommodated in a single classroom?
68
Peer Feedback
Assessment II
Developing Rubrics
69
Teaching the
iGeneration
Image: http://www.smh.com.au/news/national/census-nets-a-new-demographic--the-igeneration/2009/01/29/1232818637227.html
Image: http://www.2yardsmedia.co.uk/learning-from-igeneration/
70
71
iGENERATION
Children born in 1990s & later
Adaptive to latest tech
Computer tech part of learning
environment
Plugged in
Tech for participating
IM replaces phone messages
Streaming replaces tv
High speed replaces dial-up
Rosen, L. D. (2011) Teaching the iGeneration,

Educational Leadership, 68(5) 10-15
McKeachie, (2011) Teaching Tips: Strategies,
Research, and Theory for College and University
Students
Ferriter, William and Adam Garry (2011)
Teaching the iGeneration.
Image: http://honeyyoubaked.com/2013/11/
talkin-bout-igeneration/
97% college aged own computers

94% own cell phones
56% own mp3 players [?]
76%IM for 80 minutes (or more) everyday
92% on device while engaged in
conversations with peers
spend nearly all their waking hours using
media & technology (Rosen, 2011, 13)
10,000 hours playing video games
20,000 hours watching TV
10,000 hours on cell phones
Sent 250,000 emails
Only 5,000 hours reading
iGENERATION
72
Ferriter, William and Adam Garry (2011) Teaching the iGeneration.

Image: http://spectrum.mcmaster.ca/student-startup-statistic
iGENERATION
Turn to the internet first, the

library second
Infosnackers
Text-heavy passages
intimidating
Portable & instant
communication important
Masters of multitasking
Ferriter, William and Adam Garry (2011) Teaching the iGeneration.

Kuznekoff, J.H and Titsworth S (2013) The impact of mobile phone usage on student learning. Communication Education, 62 (3) 215
73
Students who use their mobile

phones during class lectures tend to
write down less information, recall less
information, and perform worse on a
multiple choice test than those
student who abstain from using their
mobile phones during class
~ Kuznekoff, J.H and Titsworth S (2013) The impact of mobile phone usage on student learning. Communication Education, 62 (3) 215
Image: http://www.traininggearasia.com/2799/the-truth-about-the-power-of-influence/
74
Pair, Share
5 MINUTES
How should we handle issues of

ENGAGEMENT
and
TECHNOLOGY DISTRACTION
in the classroom?
75
Image: http://passionpridepurpose.com/2014/07/08/questions-are-the-answer/
Do not use laptops for entertainment during

class and do not display any material on the
laptop which may be distracting or offensive to
your fellow students. (Northern Michigan
University, 2010)
Laptops my be used only for legitimate

classroom purposes, such as taking notes,
downloading class information from TWEN, or
working on a in-class exercise. Email, instant
messaging surfing the Internet, reading the news,
or playing games are not considered legitimate
classroom purposes; such in appropriate laptop
use is distracting to those seated around you and
is unprofessional. (Mazzie, 2008)
Cited in McKeachie, (2011) Teaching Tips: Strategies, Research, and Theory for College and University Students
76
Peer Feedback
Assessment II
Developing Rubrics
77
78
Social Media
Mobile & web-based
technologies
highly interactive platforms
users create & share
content, exchange ideas,
media in virtual
communities & networks
http://en.wikipedia.org/wiki/Social_media
Image: http://www.socialmediaexaminer.com/18-social-media-marketing-tips/
Technology
Pedagogical Guidelines
Set up rules of engagement
Build in accountability
Ensure social media use is activity
directed
Stay out of personal domains
Define expectations
Provide appropriate credit for workload
Be accessible
79
http://www.son.washington.edu/dl/tech_survey/faculty.asp
http://www.utexas.edu/academic/ctl/assessment/iar/tech/plan/why/best-step1.php
Connie Varnhagen, Social Media for Teaching and Learning, FGSR Teaching Development Week, January 2012
Image: http://www.123rf.com/photo_37846160_guidelines-icon-internet-button-on-white-background.html
Identity
Be transparent & honest
Use a disclaimer when expressing matters
of personal opinion or matters related to
the UA
Content
Be accurate, respectful
Identify ownership of information
Be aware of liability
Privacy
Maintain confidentiality of others personal
information
Protect identity
80
Connie Varnhagen, Social Media for Teaching and Learning, FGSR Teaching
Development Week, January 2012 http://ctl.ualberta.ca/sites/default/files/
files/Social%20Media-%20Use%20and%20Usefulness%20at%20the%20University
%20of%20Alberta-Report%20of%20TLAT%20Subcommittee%20on%20Social
%20Media.pdf
Social Media |
Functional Categories
Content Sharing
Communication
Collaboration
Social Networking
(Virtual Worlds)
Image: https://www.flickr.com/photos/epublicist/9733284483
81
What social
media have you
used?
Formal class use
Informal class
use
Personal use
http://en.wikipedia.org/wiki/Social_media#/media/File:Conversationprism.jpeg
82
83
Content Sharing
DINO 101 MOOC
Content Sharing
https://www.youtube.com/watch?v=lPWGq3p9KdU
84
Content Sharing: eClass
85
ANTHR 311 B1:

North American
Prehistory
Communication:
Twitter
86
Communication: Google Docs
87
Collaboration: Seeded Discussion

88
89
Networking: Virtual Office Hours

Moodle
Twitter
Skype
90
Social Networking: Facebook
Next Time!!
Creating an environment for motivation
First Day Essentials
Student Mental Health and Wellness
91

2016 Spring GTL Week 9 Assignment

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Higher education must lead

the march back to the

Graduate Teaching & Learning Practicum 1Course | deanna.davis@ualberta.ca

Scenario: A farmer purchased 30 acres of farmland. He

Performing Procedures &

Accessing & Managing

Self Development &

Evaluating Group Work

Evaluating Group Work

Equally shared mark

Equally Shared Mark | Group Work

Equally Shared Mark | Group Work

Exam Questions | Group Work

Exam includes questions specifically

Exam Questions | Group Work

Splitting Tasks | Group Work

Splitting Tasks | Group Work

Individual merits evaluatedoral

Process Evaluation (peer)

For examples see: https://uwaterloo.ca/centre-for-teaching-excellence/teachingresources/teaching-tips/developing-assignments/group-work/methods-assessing-groupwork

Time consuming & complex to grade

Bring to class for peer feedback

Develop an assignment for your course.

Assessment tool that

Does not strive to

Emphasis on what learner can

Mastery of the Subject

Grading Rubric for Essays

Demonstrates skillful use of

Paper is clear and, within

Paper is mostly clear and,

Mostly observes the norms

Paper reports facts more-orless accurately and in a

Far below University-level

Paper reports facts

Paper reports facts

Fails to use sources to

Decide what criteria / essential elements must be present

Decide how many levels of achievement will be

Will you use numbers or

For each criterion/essential element of quality, develop

Rubrics | Effective Use

Rubrics | Effective Use

Classroom Communication AIMS

& sustain effective

Classroom Communication AIMS

Class website/class management system

Establish email policy

Mehrabian & Ferris

body language in sync with

approachable body language

aware of different perceptions

Its Our Turn

Intent vs. Impact

Rosen, L. D. (2011) Teaching the iGeneration,

97% college aged own computers

Ferriter, William and Adam Garry (2011) Teaching the iGeneration.

Turn to the internet first, the

Ferriter, William and Adam Garry (2011) Teaching the iGeneration.

Students who use their mobile

How should we handle issues of

Do not use laptops for entertainment during

Laptops my be used only for legitimate