Can I walk the walk? Project-based design challenge in EDP4130

With interruptions it has taken longer than I’d hoped to revise the assessment package for the 2015 offer of EDP4130 Technologies Curriculum and Pedagogy. I do now have what I think is a complete draft sitting on my own site for testing and review. I still need to think about how to integrate that into the LMS and tie in other material that might be needed but I think the major work is done.

While I’ve been thinking about the course and working on the details of the assessment enrolments have crept up from 130 when I began the year to 154 (23, 15 & 30 on the campuses and 85 online). That should not affect the way the course is taught or assessed but will increase the volume of work to be managed.

I began the assignment design with the intent of preserving (and enhancing where possible) the focus on collaboration and sharing of resources that have been a feature of the course in the past while moving toward a project-based learning approach that would use methods we recommend to students for teaching technologies. That resulted in the outline I described previously. This post describes some of the work toward the more detailed description for students.

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Assessing some options

A bit more than a week into the new year and the beginning of semester is inching closer. It’s time to get some work done on the courses I’ll be teaching. Content will need to be updated but I tend to begin most times by thinking about assessment and how that will enable students to demonstrate (or not) their learning.

The larger of the two courses I’ll be teaching is EDP4130 Technology Curriculum and Pedagogy with 130 students enrolled at present, 55 on one or other of 3 campuses (16, 9 & 30 respectively) and the balance online. All students will have access to the online material and, based on past experience, attendance at classes will vary according to students’ other commitments. I’ll be dealing personally with the online group and 16 (so far) on campus. A colleague on another campus will deal with the 30 and the 9 will be serviced by a casual staff member. We will need assessments that can be managed through the LMS (Moodle) by that mixed group of students and staff.
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Tantalising Turnitin toolset for assessment

As is usual at this time of year I’m ‘spring cleaning’ and ‘renovating’ the course(s) that I will be teaching in Semester 1 (begins 2 March). I’ve been working on the assessment for EDP4130 and hope to say more about that soon but, in the process, I was thinking about submission, marking, and managing results using our new systems. That’s my subject here.

For the past several years most of the work I have had submitted for marking has come in the form of Word files submitted through EASE (Electronic Assignment Submission Environment). When EASE was introduced in 2008 for use in conjunction with our LMS (Moodle) it was an advance on the previous arrangements using WebCT Vista or Moodle. EASE provided for allocation of items to markers (originally manual by selection from a list) and for bulk download of submissions in a zip archive that expanded to a set of folders, one per submission. It lacked any automated way of allocating to markers and had no facility for bulk uploading of marked work with marks and feedback. With a bit of AppleScript and JavaScript in combination I was able to build a method for allocating items to markers according to a list in a spreadsheet and to automatically upload marked work from a suitably configured folder. The latter is something I would not give up lightly if the alternative is uploading marks and feedback individually for up to 100 or more students at a time.
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