Thursday, July 1, 2010
8:00 AM-12:00 PM
Abstract:
Our University is in the early stages of implementing an E-Learning strategy. This workshop, based on one solution in the strategy, focuses on simple techniques that empower learners to become autonomous and increase their material retention. By using online question banks, within the context of a learning management system, to scaffold different learning objectives, students are given the structure and the tools to study outside of the classroom. Although specifically conceived for students enrolled in the University of Nizwa’s Foundation Program, On Demand Computer Assisted Assessment (ODCAA) can also be applied to other disciplines and contexts with similar challenges, which we will explore with attendees as part of this workshop. Attendees will participate in 3 phases of the workshop: an interactive session explaining our unique cultural and educational context, a sampling of how we built, used, and plan to expand on, our “online” assessments to promote learner autonomy and retention, and a practical session.
Objectives:
A. Demonstrate how to create random question banks in Moodle
B. Detail various assessment approaches using random question banks
C. Exhibit the potential uses for random question banks in various subject areas
D. Promote learner autonomy through the use of random question banks
E. Display the possibilities of question banks used as course delivery methods
F. Outline possible approaches for question banks as training methods
Outline:
On Demand Computer Assisted Assessment
Topical Outline
1) Cultural and Educational Context (45 Minutes)
a) University of Nizwa – a developing university seeking accreditation
b) Creating course content
c) Lack of independent learning
d) Access to computers
e) Intranet versus Internet
f) Parameters of the University of Nizwa's VLE – Moodle
2) Planning, Building, and Using Random Question Banks (45 Minutes)
a) Educational / Departmental / Course / Individual Objectives
b) Separate inter-related quizzes
c) Repetition of learning objective
d) Independent use encourages autonomous learning
e) Teacher assessment use - create various level, accurate comprehension checks
f) Faculty / Staff training
g) Transparency (Quality Assurance team could monitor content)
h) Possible contexts / subjects
i) Dynamic course content
j) Quizzes become “exercises” rather than questions - repetition
3) How to create adaptive random question banks (1 hour 30 Minutes)
a) Simple technical instructions
b) Types of questions – Basic 5 defaults available in Moodle
c) Multiple level question sharing
d) Nomenclature system – For ease of use (across units/topics)
e) Creating dynamic questions
f) Incorporating different media - audio, pdf, jpg, swf, avi
Prerequisites:
Intended Audience:
1. Educators, Administrators, or Course Creators
2. Digitally Literate
3. Awareness of Learning Management Systems or Virtual Learning Environments
Intended Experience Level:
Beginner
Instructor Qualifications:
Instructor 1:
Master of Educational Technology, University of Southern Queensland
Director of E-Learning
University of Nizwa
Nizwa, Oman
9 Years teaching and administrative experience at tertiary and private institutions.
Instructor 2:
Master of Education, Grand Canyon University
CALL Coordinator and Digital Literacy Instructor
University of Nizwa
Nizwa, Oman
6 Years teaching experience at tertiary and secondary institutions.