Browsing by Author "Wilton, Dan"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Open Access
    Guide to Blended Learning
    (2018-11) Cleveland-Innes, Martha; Wilton, Dan; Mishra, Sanjaya
    The Guide to Blended Learning is an introduction using technology and distance education teaching strategies with traditional, face-to-face classroom activities. This Guide has been designed to assist teachers adopt blended learning strategies through a step-by-step approach taking constructivist and design-based approach and reflecting on decisions taken to provide authentic learning experience in their own contexts. It provides a general discussion of types of blended learning in reference to the level of education, the needs of the students, and the subject being taught. This discussion and associated activities also review pedagogy, materials, and technology usage. Divided into eight chapters, each of these provide an overview video that triggers learning events for the teachers to focus and work on implementing blending learning.
  • Thumbnail Image
    Item
    Open Access
    Report of the Massive Open Online Course on Authentic Assessment for Online Learning (AAOL)
    (2022-11) Openo, Jason; Prud’homme-Genereux, Annie; Hodgkinson, Melissa; Keown, James; Wilton, Dan
    Authentic Assessment for Online Learning (AAOL) is a Massive Open Online Course (MOOC) first offered through the Commonwealth of Learning May 9 – June 3, 2022 using the mooKIT platform developed by the Indian Institute of Technology, Kanpur. The course curriculum was initially drafted by Dr. Dianne Conrad and revised by Dr. Jason Openo in the Winter of 2021. AAOL introduced the theory and practice of authentic assessments as the heart of the learning experience, with an emphasis on how authentic assessments intersect with academic integrity and various forms of human diversity. // The final curriculum for the four-week MOOC was provided by content expert Dr. Jason Openo, co-author of Assessment Strategies in Online Learning: Engagement and Authenticity (2018). AAOL explored the concept of learner-centred design for online assessment in higher education using short videos, open access readings, interactive forum discussions, and a learning portfolio assignment designed to model the characteristics and qualities of authentic assessments. Aligned with the theory of constructivism and authentic assessment, AAOL explored the changing nature of work in a digital age and the competencies and skills needed in the contemporary workplace, by focusing on assessment strategies that engage and motivate learners in the e-learning environment, as well as those assessment approaches that promote both academic integrity and deep learning. The course provided an overview of the fundamentals of creating learner-centered digital assessment through 21st century examples using the 5-dimensional framework for authentic assessment as both a tool for diagnosing existing assessments for authenticity, and as a design template for new assessments.
  • Thumbnail Image
    Item
    Open Access
    Supporting Open Education Resource qualification and creation: The TEL MOOC Case
    (2019-09) Ostashewski, Nathaniel; Wilton, Dan; Cleveland-Innes, Martha; Mishra, Sanjaya
    The TEL MOOC (Technology-Enabled Learning MOOC) is a five-week professional development course about teaching that provides OERs (Open Educational Resources) to learners as both content and assessment activity. As content, OERs are presented to learners with opportunities to explore, qualify using the TIPS framework, and share curated examples with peers. In the course assessment activity, OERs are presented as an authentic creative experience that asks learners to develop a TEL Activity plan (lesson plan) and share it as an OER. Analysis of these OER TEL Activity Plans created by learners shows that many learners are still early in the understanding of TEL integration as 54% of the plans developed show low levels of planned TEL student activity according to the TIM framework (University of Florida, n.d.). This finding highlights the need for additional TEL professional development courses that seek to advance TEL integration in teaching environments. Further study about support for Activity Plan development at increased levels of TEL engagement is needed.) Areas of need for further research is identified.// Paper ID 261