Sure, There’s an App for that; However, How do you Know it’s Working?

Workshop Session 1

Brief Abstract

During this workshop, participants will share their motivations and contexts for implementing specific technologies into a class and outline a variety of methods to assess the different teaching and learning goals. Participants will leave with a scholarly resource list and collaboratively developed resources from during the workshop.

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Extended Abstract

There are a variety of reasons an online instructor might do something in a class; why implement a specific technology, assign an individual discussion prompt, and/or add an additional assessment? For example, online education scholars have discussed how synchronous communication can facilitate multi-channel (Moore, Burton, & Myers, 2004) and ancillary (Jones & Harmon, 2010) communication, ultimately improving transactional engagement (Wdowik, 2014). Another example is scholarship about online writing and tutoring that usually emphasize the following types of goals: engagement (e.g. Gisbers, et. al., 2014), connection to peers (e.g. Yamagata-Lynch, 2014), and, of course,  learning and knowledge acquisition (e.g. Politis & Politis, 2016; Van Horne, 2012). During this workshop, participants will share their motivations and contexts for implementing specific technologies into a class and outline a variety of methods to assess the different teaching and learning goals. Participants will leave with a scholarly resource list and collaboratively developed resources from during the workshop.

 

WORKSHOP OUTCOMES

After participating in this event participants will be able to:

  • articulate objectives for incorporating technologies into their classes;
  • articulate assessment desires as focused research questions;
  • identify data they, their institution, and the technologies are already collecting;
  • identify/outline methods for assessing technologies in teaching and learning scenarios.

 

WORKSHOP AGENDA (90 minutes)

During the workshop we will use different graphic organizers to work through designing an assessment study for implementing a specific technology into a class.

 

5 minutes: Introductions

20 minutes: What Technologies, and Why?

Workshop participants list specific technologies they have used in their courses and then are prompted to articulate reasons/objectives associated with each technology. Participants will workshop their lists with one another to expand articulations of how and why they use different technologies in their teaching.

 

20 minutes: What do You Already (Think You) Know?

Workshop participants collaborate to list the various types of data that they, the institution, and/or they technologies are already collecting. Participants discuss what some of that data might mean.  

 

20 minutes: What do You Want to Learn?

Participants work with one another to craft very focused assessment goals in the form of research questions.

 

20 minutes: How will You Answer Your Question?

Participants will collaborate to outline the types of data that will need to be collected to answer the specific research question(s). Participants also discuss vested parties and the types of data those groups value.

 

5 minutes: Final Q&A, Workshop Evaluation