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Featured SessionsA Rubric for Transformative Assessment SystemsTuesday, January 28, 2003 Gary Brown, Director, Center For Teaching, Learning & Technology, Washington State University Stephen C. Ehrmann, Vice President & Director, The Flashlight Program, The TLT Group Joan K. Lippincott, Associate Executive Director, Coalition for Networked Information Vicki Suter, Director, iCohere The Transformative Assessment Project (TAP) is designed to elicit new ideas about assessment practices and systems that will transform teaching and learning using technology and to help institutions of higher education put these ideas into action. Many assessment efforts focus narrowly on the effectiveness of a particular technology or the satisfaction of students with a particular course. TAP focuses on aligning assessment approaches with broad institutional goals. Jointly developed by EDUCAUSE's NLII, the Coalition for Networked Information (CNI), and the Flashlight Program of the TLT Group, TAP provides a framework for new thinking about assessment and an educational program through which institutions can develop their own transformative assessment project. The session will: 1) describe transformative assessment as a concept and encourage audience feedback; 2) describe the development and implementation of the TAP educational program; 3) provide lessons learned from the institutional projects from the first round of TAP participants, focusing on the way that institutions interpreted the concept and the challenges of putting their thinking into practice; 4) describe one institution's experience with undertaking a transformative process; and 5) provide a rubric for evaluating the transformative potential of assessment systems. The presenters will reflect on how their own understanding of transformative assessment evolved during the course of the TAP program and will encourage a dialogue with the audience about the concept. The session will provide the audience with the principles of transformative assessment and specific examples of campus implementations. The session will encourage the audience to think about assessment in new ways and provide them with a framework for operationalizing transformative assessment in their institutions. EDUCAUSE'S Virtual Communities of Practice (VCOP) InitiativeMonday, January 27, 2003 Gary Brown, Director, Center For Teaching, Learning & Technology, Washington State University Darren Cambridge, Assistant Professor of Internet Studies and Information Literacy, George Mason University Barbara Mae Gayle, Director of College Curriculum Development, University of Portland Catherine M. Gynn, Chief Information Officer, The Ohio State University Newark Campus The NLII working definition of virtual community is "a group of people (and the social "place" that they collectively create) that relies primarily on networked communication media to communicate and connect." Communities of practice are "groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis." (Wenger, McDermott, and Snyder, 2002) Four pilots are underway as part of the EDUCAUSE Virtual Communities of Practice Initiative. They are organized around the following topics:
For the EDUCAUSE Virtual Communities of Practice Initiative, a parallel purpose is to harvest new insights about topics in the different knowledge domains represented by the virtual communities of practice, including emerging/interesting practices, and "rise-aboves" from the discussions, then collect these in a useful format and disseminate them in white papers, articles, focus session, presentations, and other forums to those interested in the topics but not able to participate directly. Attend this featured session to find out more about these communities and opportunities to participate from the community facilitators. Electronic PortfoliosMonday, January 27, 2003 Gary Greenberg, Exec Dir Teaching & Research Initiatives, Northwestern University John C. Ittelson, Professor, Director, California State University, Monterey Bay Kathleen Paris, Sr. Consultant, Office of Quality Improvement, University of Wisconsin-Madison Kathleen Blake Yancey, R. Roy Pearce Professor of Professional Communication, Clemson University Electronic portfolios have been an NLII key theme for the past two years. Their use represents a new form of assessment with the potential to transform teaching and learning to become more learner-centered and outcomes-oriented. John Ittelson will review the progress he made on this topic as part of his extended NLII fellowship, the results of the Fall 2002 focus session on electronic portfolios, and the electronic portfolios virtual community of practice. He will be joined by practitioners who will tackle the following issues, in the context of work in progress at their institution and others:
How (and Why) to Listen to "Heavy Metal": IMS, OKI and other standards and specification projectsTuesday, January 28, 2003 M. S. Vijay Kumar, Senior Associate Dean & Director, Office of Educational Innovation & Techno, MIT Phillip D. Long, Assoc. Dir, Office of Educational Innovation and Technology, MIT Edward C.T. Walker, Executive Vice President, CS4Ed This session will explain the role of technology standards and middleware in facilitating the use of technology in teaching and learning. The aim of the session is to highlight efforts under way to enable the seamless exchange of learning materials, to describe why these efforts are important, and to place these efforts in the context of teaching, learning, and the culture of higher education. The presenters will also discuss how and why these highly technical initiatives raise many non-technical issues, including:
Landscape and Portrait? An Ontology for Learning ObjectsTuesday, January 28, 2003 Kay Chitwood, Director of Educational Technology Services, Fox Valley Technical College Lorcan Dempsey, Vice President, Research, OCLC, Inc. Susan E. Metros, Deputy CIO & Associate Vice Provost, University of Southern California Kathie Sigler, Retired Provost, Miami Dade College With the promise of customized learning and cost-efficient course development, learning objects have given higher education a new lens through which to view its primary mission-engaged education. There is much confusion, however, about what constitutes a learning object and its host repository; who is responsible for developing, cataloging, storing, and serving these repackaged bits and pieces of content; and if this emerging model has the capacity to transform teaching and learning. The facilitator of this featured session will map an ontology for learning objects comprising concepts for and relationships between the many diverse components. She will be joined by a researcher and two practitioners. The Online Computer Library Center (OCLC) is leading research in devising new models to help libraries serve people by providing economical access to knowledge through innovation and collaboration. The technical colleges in Wisconsin have collaborated with the Miami-Dade Community College to assist faculty in the creation of 1,000-plus learning objects with a "virtual" technical support team located at Fox Valley Technical College. These experts will highlight the technical and social aspects of researching, developing, and using learning objects by demonstrating and sharing examples. Mapping the Learning SpaceMonday, January 27, 2003 Colleen Carmean, Director of Research -University Technology Office, Arizona State University Flora McMartin, Senior Partner, Utah State University Ray C. Purdom, Director, University Teaching and Learning Center, University of North Carolina at Greensboro MERLOT and NLII are working collaboratively to explore and categorize emerging issues in teaching and learning online. The possibility of building a portal that guides faculty, faculty development officers, and instructional designers to rich, Web-based resources demands a new, accessible subject categorization of the field. MERLOT and NLII are now working on this mapping of topics, definitions, and materials. MERLOT's faculty development initiative, MERLOT TWO (Teaching Well Online), and NLII's research of effective learner-centered practices have created some interesting results. The panel will share these results with the audience and ask for input on refinement, next steps, and perceived bumps in the road ahead. |
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