“Index” in “Assessment Strategies for Online Learning: Engagement and Authenticity”
Index
adult education, 9, 11, 13, 21–24, 26-30, 35–36, 40, 49, 114: assumptions, 27
definition, 21
history, 23
principles, 35–36, 67, 155, 160
purposes, 22
adult learners, 4, 11, 27, 30–31, 33, 36, 165, 167
assessment: alternative, 91
authentic, definition of, 55
definition, 15
evaluation, difference between, 15
formative, 17–19, 68, 112, 128, 132, 139, 147, 172, 175
foundations of, 58
ill-defined, 160
negotiated, 167
reflective tools for, 172
summative, 16–19, 69, 80, 174–175
strategies, 16, 48–9, 89, 94, 100, 151, 168
use of audio, 166
use of quizzes, 174
use of social networks, 173
assignments, 18, 66, 68–69, 80–83, 85, 87–88, 112, 120–122, 142, 147–149, 167–168, 170–171, 176–177
asynchronous learning, 9, 28, 32, 122
autonomy, 9, 31, 34–35, 40, 49, 51, 67, 123, 146
badges, digital, 20, 91, 102–104
Bainbridge, Susan, 176
behavioural objectives, 40, 65
Blaschke, Lisa Marie, 172–173
blogs, 28, 31, 128, 135, 138–139, 144–145, 147, 151, 172
Bloom’s Taxonomy, 76, 142, 154
Brookfield, Stephen, 31, 34, 46, 96
Canadian Association for Adult Education (CAAE), 24: manifesto, 24
Chautauquas, 23
coach, 77, 173. See also mentor
community, online, 34, 48, 124, 130
Community of Inquiry (CoI), 12–14, 58, 124, 135: assessment, 13
model, 13
connectivism, 48–50
constructivism, 13, 35, 41, 48–50, 53, 100, 146
creativity, 41, 81, 83, 108, 141–142, 148–149, 160: assessment of, 149
critical reflection, 43, 76, 114, 117, 120, 153, 158
critical thinking, assessment of, 63
Cross, K. Patricia, 13, 15–16, 19, 42
crowd-teaching, 95
distance education, 10–11, 20–21, 23, 27–29, 49, 166, 170, 173–174, 176: definition of, 9
Downes, Stephen, 31, 50, 163–164
Dron, Jon, 177–178
Durak, Gürhan, 173–174
e-portfolios, 8, 57, 73–74, 77–79, 89, 165, 172
Ebner, Noam, 174–176
Edmodo, 173
engagement, 14, 48, 55, 59, 76, 89, 102, 120, 128, 132–133, 140, 151, 155, 170
evaluator, portfolio, 77. See also assessors
experiential learning, 27, 33, 41, 75, 77
feedback: confirmatory, 52
explanatory, 52
informative, 60
learners engaging with, 69
flipped classroom, 114, 117, 121, 133, 141, 143: definition, 141
“out of class” preparation, 142
Garrison, D. Randy, 3, 12–14, 33, 44, 48, 59, 69, 124–125, 131, 133–135, 139
grades, 16–20, 68–70, 80–81, 112, 148–149, 154, 157, 167–168, 175–177
subjectivity in, 66–67
group work, 73, 83–84, 88–89, 129–130, 141, 161
assessment of, 86
dislike of, 84
instructor presence, importance of, 128
interaction, types of, 12
journals, 73, 79–82, 85, 89, 97, 99, 155, 161, 170, 172
open access, 97
knowledge, experiential, 34
Knowles, Malcolm, 13, 26–27, 30, 33–34, 40
learning: authentic, 63, 75–76, 115, 123, 131
blended, 7, 13, 131–135, 150–151
communities, 10, 12, 51, 97, 103
cycle, 18–19, 31, 65–66, 93, 105, 107, 130, 142, 151, 160, 176
deep, 11, 47, 49, 96, 108–109, 121, 160
flexible, 28, 91, 131, 139–141
flipped, 131
principles of, 59
learning journals, 79, 81, 119, 125, 129, 170, 172: assessment of, 81
dislike of, 79
Learning Management Systems (LMS), 47, 51, 122, 128, 132, 139
Maslow, Abraham, 40, 42: Hierarchy of Needs, 42
Massive Open Online Courses (MOOCs), 23, 91–94, 96–97, 163–164, 174–175
McGreal, Rory, 171–172
mentor, 62, 77, 157. See also coach
MOOCs. See Massive Open Online Courses
online learning: definition, 8
history, 21
Ontario Quality Assurance Framework, 20
open access, 105: assessment in, 105
Open and Distributed Learning (ODL), 8, 48
open assessments, 161
Open Education Resources (OER), 93–95, 147
open movement, 95, 97, 104–105
outcomes: expressive, 108
learning, 5–6, 18, 20, 35, 62–66, 76, 81, 103, 108–109, 111–112, 116, 122, 151, 168
participation, 10, 22, 29, 32, 47–48, 96, 114–115, 118–119, 122–123, 125, 128, 130, 141, 149, 164–165: assessment of, 123, 164–165
peer assessment, 57, 69, 86, 95–96, 147, 149, 154, 161
philosophy: of control, 51
overview of, 38
portfolios, 48, 73, 75, 78–79, 135, 151, 161, 177: as a reflective process, 74, 77
presence: cognitive, 14
in Community of Inquiry (CoI), 14
teaching, 13–14, 48, 58–59, 69, 166
prior learning, 20, 23, 65, 74–79, 134, 136: assessment of, 20, 23, 65, 75, 77, 134
recognition of, 74–75
progressivism, 39
projects, 35, 48, 62, 73–75, 77, 83, 89, 95, 115–116, 120, 122, 149, 161, 163, 177. See also group work
quizzes, 100, 114, 117–118, 175
radicalism, 40
Recognition of Prior Learning (RPL), 75–77, 89: portfolio, 78
reflection, role of, in online learning, 46. See also critical reflection
Rose, Ellen, 164–165
rubrics, 64, 66–68, 81–82, 140, 165
self-assessment, 8, 15, 68, 81, 86–87, 147, 149, 153–158, 161
critiques of, 156
debriefing of, 156
guided interactive, 170
how-to’s, 154–155
self-reflection, 76, 156, 170–171
Shattuck, Julie, 169–170
skills gap, 6
social media, 10, 28, 98, 128, 144–146, 148: assessment of, 144–145
social software, 145–146
synchronous online learning, 32
teacher-as-facilitator, 35
teaching presence, 13–14, 48, 58–59, 69, 166
theory: of Andragogy (Malcolm Knowles), 11
of Independent Study (Charles Wedemeyer), 9–10
of Industrialization of Teaching (Otto Peters), 10
of Interaction and Communication (Börje Holmberg), 10
of Transactional Distance (Michael Moore), 9
Twitter, 98, 128, 138–139, 144, 151
types of interaction, 12
Wenger, Étienne, 12–13, 108, 157
wikis, 28, 128, 132, 137–139, 144, 151
Wlodkowski, Raymond, 13, 19, 42, 58, 67–68, 100, 102, 112
workforce development, 5
Zariski, Archie, 166–167
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