Thursday, February 9, 2017, 15h00 - 16h00, Red Building, Università della Svizzera italiana
Daniel Scherly, Anne Baroffio, Bernard Cerutti, Jean-François Etter, UNIGE
Team-based learning (TBL) is a highly structured form of flip class where the students work in groups to apply the conceptual knowledge that they learn prior coming to class. This instructional method makes the students accountable for their personal and group work. Therefore, a typical TBL session starts with an individual readiness assessment test (iRAT) followed immediately by a team readiness assessment test (tRAT) and which continues with some knowledge application exercises. Some TBL sessions include also peer evaluation to assess the contribution of each member to the team work (Parmelee et al. 2012). During a "debate & open questions", we will describe the TBL method and how we plan to use Moodle and a newly developed plugin for group tests to facilitate the collection of these mini-evaluations in a seven sessions course that will start in February 2017.
Parmelee, Dean, Larry K. Michaelsen, Sandy Cook, Patricia D. Hudes. 2012. "Team-based learning: A practical guide: AMEE Guide No. 65". Medical Teacher 34 (5): e275‐87. doi:10.3109/0142159X.2012.651179.
Nicole Bittel, FFHS; Reto Schürch, HfH
Knowing people and what they do – what kind of expertise they have – is a benefit in our digitally connected world. Date people, talk about your experience in the field of e-assessment and e-learning, learn what your colleagues are passionate about.
In this space you will meet at least six people. You will speed date them and talk about given e-assessment questions as well as topics you will bring along. You will randomly get to know people who have common or interesting topics to share. Take this chance to initiate fruitful and spontaneous conversations helping you to do your job even better.
Jean-Michel Jullien, UniDistance
An important function of evaluations is making valuable judgments to reach decisions. These judgments, as well as the resulting decisions, can be made manually or automatically. In our opinion, a digital learning environment should effectively combine automated and human actions. The evaluative components of any environment must enable different intentions of the evaluation (diagnostic, formative, normative, to certify, etc.) to support the designer of formation in the implementation of ideas.
We analysed the evaluation learning environment EMaEval (Environnement Maleable pour l'Evaluation). EMaEval is an application dedicated to the assessment of competencies, it considers different evaluation scenarios through the evaluation procedure. These scenarios are digitally translated into workflows. UniDistance redesigned this software solution to add advanced features for learners and teachers and to facilitate personalisation of the system, enabling personalised learning. We will discuss different evaluation workflows, applied on our personal support device at the end of the presentation.
Konrad Jaggi, Patrik Schnellmann, SWITCH
SWITCH is mandated by CUS-P2 to develop the SCALE-UP project, which deals with the provisioning of academic software for the research and e-learning community in Switzerland. SWITCH has committed to present the current state at community events like eduhub while at the same time engaging in discussion about future uses of its SCALE/SCALE-UP infrastructure for various academic use-cases.
We intend to show where we stand with the project and want to engage in an open discussion about which scenarios we might support e-assessments with our e-infrastructure. What could be obstacles and what the benefits of such use-cases?
Presenters: Konrad Jaggi (scientific and e-learning outreach) and Patrik Schnellmann (project leader CUS P-2 SCALE-UP project)
Jetmire Sadiki, FFHS
The aim of the Swiss Distance University of Applied Sciences (FFHS) as an e-university is to offer flexible part-time studies. One take a major step forward in the area of e-assessment. In the future students should be able to complete their online exams from home with their own computer. In order to conduct these kind of exams, a reliable examination supervision is fundamental. In the case of an online exam in one of our study centres, the supervision is ensured by the lecturers.
We would like to discuss the following questions concerning e-assessment from home:
Giorgia Mora, Stefano Tardini, USI; Hervé Platteaux, UNIFR
"Micro-credentials provide an opportunity for educators to engage in rigorous, self-paced, job-embedded professional learning that is connected to the daily skills teachers need in their classrooms." (Wolf & Dreier, 2016)
The goal of this "debate & open questions" session is to discuss about the added value and implementation of micro-credentials that can be delivered, for example through badges, in online courses (hosted in institutional LMS/PLE, MOOCs, etc.). The aim is to present possible scenarios, to share existing practices and to create a list of "best practices" that are in use or can be used by Swiss HEIs of the eduhub community.
In the first part of the session, a short introduction to micro-credentials and badges as e-assessment tools will be presented, together with some possible applications in "real" examples (MyPLE2, MOOCs). Then, participants will share their ideas, their current practices (if any), the problems they encountered and the solutions they adopted in order to define two lists: 1) usages of micro-credential with big added values, and 2) key factors that enhance the validity of micro-credentials as an e-assessment tool.
Laurent Moccozet, Omar Benkacem, UNIGE
We would like to present the current status of the on-going e-assessment project at the University of Geneva. This project aims at evaluating the needs, requirements and scenarios at all levels (technical, pedagogical…) in order to provide the academic community with a support for e-assessment. The proposal aims at presenting the goals, the achievements and results, the obstacles and the future directions. This would probably be particularly interesting for the universities that are planning to introduce e-assessment.
Laura Libertino, USI
Self-assessment is fundamentally about being effective and reflecting on day-to-day processes and practices; case studies are important to put the learner in a more practical mindset. We proposed eight case studies on the platform of our competence centre in digital law in order to guide our users through a more interactive way of learning. During the discussion, we’ll shortly present the aim of the centre and the case studies available on our platform. Sharing and exchanging experiences about this type of evaluation could help us to improve our evaluation system and our learning material. We would like also to present briefly our centre, created to support the Swiss HEI community (teachers, researchers, librarians, IT staff and others) in dealing with legal issues related to new media.
Renato Furter, SWITCH; Nicole Harris, GÉANT
This simple question might not always be answered easily when it comes to identify a test taking participant. And it is taken to a new level when we talk about e-assessments – especially when taken online from any place in the world.
In this session we would like to discuss the problem of how to identify a person properly and possible solutions how to do it. But also take a look at the economical aspects on how much effort is accurate for which kind of test?
Nicole Harris from GÉANT, an identity and federation expert from the first hour, will be present and happy to discuss your problems and needs you have about identifying your e-assessments candidates.