Monthly Archives: November, 2017

EMS Faculty: Online Formative Assessment, Resources and Discussions – Preparation for Summative Assessment

Lecturer, Shaun Pather and Teaching Assistant, Stephen Kyakulumbye have made use of a blended teaching and learning approach for the 2nd year IFS module. The iKamva platform was used in conjunction with face-to-face lectures and tutorials toextend the classroom and assist with authentic learning.

The effective use of a combination of eTools enables students to prepare for the summative assessment. Hence, the online space was designed and organised in the following manner:

Online Assessment

The course incorporates various forms of assessments which include 4 mini tests, a class test, an individual essay, a major group project and tutorial submissions. These assessments were made available using the ‘Tests & Quizzes’ and ‘Assignment’ eTools.  These assessments are directly aligned to the course outcomes and forms part of the final mark.

**Note: Online assessment allows students and lecturers to monitor student progress & development; and assists in consolidating students’ understanding.

Preparatory online resources and discussions

The ‘Course Resources’ eTool has been organised into weekly categories and entails readings, lecture slides and links to relevant videos. In addition, students were given access to a textbook as well as a document containing a case-study for a ‘sit down test’, which was also conducted online. 

**Note: Providing access to resources prior to lectures ensure that students are prepared and able to effectively engage in class discussions and content. It also provides guidance in relation to preparing for specific assessment tasks.

Furthermore, the ‘Discussion Forum’ was used to allocate group work topics, and various questions were shared within the groups.  Each group posted responses accordingly and the lecturer was able to view and provide feedback.

**Note: Students are able to start their own discussions on the platform.  This enables the lecturers and students to engage and add comments. This eTool can also be setup for assessment activities.

Contact the CIECT Team to assist with the design and development of formative and summative assessments within your online environment.

Advertisements

Nursing Postgraduate students submit ePortfolios – final examination

School of Nursing lecturer, Katlego Mthimunye contacted the CIECT team to assist with the creation of ePortfolios for Postgraduate Nursing Education students.  The students were expected to design and development of an ePortfolio – for the submission of a summative assessment task (semester 2, 2017).

The students received an ePortfolio template that assisted them with the development of the final assessment task. It should be noted that the Nursing students (working adult learners) – were able to develop ePortfolios (with embedded evidence); and submit from various geographical settings.

The ePortfolio was divided into various sections, namely: Teaching and Learning Philosophy; Teaching and Learning Activities (included lesson plans, as well as peer and self-assessments);Reflective Practices (students were required to reflect on theory and clinical practice lessons, as well as reflect on the module and overall programme); and Evaluations.

The students also received training (face-to-face) before the final submissions which enabled them to:

–          Access and view structure (main and sub-pages)
–          Insert content and text,
–          Embed multimedia components,
–          Share links,
–          Embed evidence from Google Drive, and
–          Share ePortfolio with assessor/s.

**In addition the students were provided with instructional material (for self-directed learning) – which further provided guidance with regards to the completion and submission of the summative assessment task.

The design and development of an ePortfolio concurs with the work of Meeus, Questier and Derks (2006:136) – highlighting flexible assessment practices which enables authentic learning processes. The authors emphasise that: “ The student wants to use [a] portfolio to show his/her competence” and that “in the first place competencies are rooted in practical situations, also known as ‘authentic contexts’, and are linked to the professional practice for which the student is being trained”.

Contact the CIECT team to assist and guide with the implementation of an ePortfolio for both formative and summative assessment purposes.

Computer Science: eTools to Support Learning, Teaching and Assessment for Post-Graduates

Lecturer Bill Tucker, along with Tigist Hussen (Tutor/Teaching Assistant) – have been making use of various eTools within the iKamva platform to supplement learning, teaching and assessment practices for their COS 793 Honours students. This course introduces “theory, domains and critique of information and communication technologies for development (ICT4D)”.The module incorporates the use of eTools namely, Course Resources, Lessons, Discussion Forum, Weekly Assignments and the Gradebook.

 

These eTools are used to assist with the iterationassimilation, consolidation for student learning and to extend learning:

 

Blended learning and teaching resources

The Course Resources and Lessons eTools are used to distribute readings, articles and lecture slides that are organised into weekly seminars, hosted by various guest lecturers. Students are expected to read these articles prior to attending lectures/seminars in order to effectively engage in class discussions. In addition, the Discussion Forum is used as a space where resources such as books and journal articles are shared with students.

 

Weekly assessments

This module is based on continuous assessment, incorporating both face-to-face (traditional) and online assessments; including individual assignments, participation in class, practicals, papers and presentations. Students are required to complete weekly assignments and submit online – these assignments are related to concepts and topics discussed in class. These assessments are graded online and students are provided with constructive feedback.

 

**Note: The Gradebook allows lecturers to store and distribute grades to students as well as retrieve and automatically calculate course marks based on weighting of each assessment.

 

Contact the CIECT Team to create a blended learning environment which supports your learning, teaching and assessment practices.

Computer Science: eTools to Support Learning, Teaching and Assessment for Post-Graduates

Lecturer Bill Tucker, along with Tigist Hussen (Tutor/Teaching Assistant) – have been making use of various eTools within the iKamva platform to supplement learning, teaching and assessment practices for their COS 793 Honours students. This course introduces “theory, domains and critique of information and communication technologies for development (ICT4D)”. The module incorporates the use of eTools namely, Course Resources, Lessons, Discussion Forum, Weekly Assignments and theGradebook.

These eTools are used to assist with the iterationassimilation, consolidation for student learning and to extend learning:

Blended learning and teaching resources

The Course Resources and Lessons eTools are used to distribute readings, articles and lecture slides that are organised into weekly seminars, hosted by various guest lecturers. Students are expected to read these articles prior to attending lectures/seminars in order to effectively engage in class discussions. In addition, the Discussion Forum is used as a space where resources such as books and journal articles are shared with students.

Weekly assessments

This module is based on continuous assessment, incorporating both face-to-face (traditional) and online assessments; including individual assignments, participation in class, practicals, papers and presentations. Students are required to complete weekly assignments and submit online – these assignments are related to concepts and topics discussed in class. These assessments are graded online and students are provided with constructive feedback.

**Note: The Gradebook allows lecturers to store and distribute grades to students as well as retrieve and automatically calculate course marks based on weighting of each assessment.