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Published 10.09.2015 | Author : admin | Category : The Respect Principle Pdf

This e-course will guide you through the process of refining your idea, designing and planning your website, AND writing all your copy. Once you’ve done this, you are ready to jump into your website design with both feet. This self directed e-course features three comprehensive workbooks and four accompanying videos. If you work through the course, you should be able to complete it in one weekend, completing the Ideas and Design Workbooks on Saturday, and The Action Workbook on Sunday. Three editable PDF workbooks, IDEAS + DESIGN + ACTION delivered via email links and accessible from this website. That brilliant project which keeps you awake at night dreaming and scheming, plotting and planning?
Equilateral Design Studio is fronted by Helen, a British artist and designer living in Portland, Maine.
THINKING ABOUT MAKING OR CHANGING YOUR WEBSITE?Sign up to receive your free copy of The Ultimate Website Checklist to take your ideas into online action clearly, simply and beautifully.
GTP Designs provided website design and development of the Tsali Frosty Foot Fest trail race website. NOTE: Site has since been handed over to another designer, so current work displayed at the live site might not be reflective of the original work done by GTP Designs. The 2012 Tsali Frosty Foot Fest 50k, 30k, and 8k is a festival of trail races on the world famous Tsali Trail System, featuring scenic trails rolling alongside the scenic Fontana Lake.
The internet is made-up of billions of websites covering almost any topic you could imagine.
Following last week’s post on definitions of inquiry-based learning, problem-based learning, case-based learning, and experiential learning, a colleague pointed me to a post from the Tomorrow’s Professor Mailing List that provides a rubric for team-based, inquiry-based work. The display of the table with the rubric on the Tomorrow’s Professor site is difficult to read; a better version can be found here at the University of Regina’s Teaching Resources website. The rubric covers eight dimensions to consider in inquiry-based project work: authenticity, academic rigor, assessment, beyond the school, use of digital technologies, connecting with experts, and elaborated communication.
Rubrics can be established for a variety of assignments such as essays, papers, lab observations, science posters, presentations, etc. Whether used in a large survey course or a small upper-level seminar, rubrics benefit both students and instructors.
Some instructors supply copies of the grading rubric to their students so they can use it as a guide for completing their assignments.
Before creating a rubric, it is important to determine learning objectives for the assignment.
The evaluation score for the criterion can use any schema as long as it is clear how it equates to a total grade. Selecting your rubric type depends on how multi-faceted the tasks are and whether or not the skill requires a high degree of proficiency on the part of the student. A holistic rubric contains broad objectives and lists evaluation scores, each with an overall criterion summary that encompasses multiple skills or qualities of the objective. The criterion descriptions can list the skills or qualities as separate bullets to make it easier for a grader to see what makes up an evaluation score. An analytical rubric provides a list of detailed learning objectives, each with its own rating scheme that corresponds to a specific skill or quality to be evaluated using the criterion.
It is beneficial to view rubrics for similar courses to get an idea how others evaluate their course work. We’ve written about rubrics before, but it is certainly a topic that bears additional coverage.
In consultation with faculty on assessing assignments I sometimes hear, “I’ve been teaching this course for years. As a workshop facilitator I recently saw the advantage for students in having a rubric to guide them in preparing a final project.
The University of California at Berkeley Center for Teaching and Learning webpage on rubrics offers general information on using rubrics and on how to create a rubric. The Eberly Center for Teaching Excellence & Educational Innovation at Carnegie Mellon University has a section on rubrics as part of their resources on designing and teaching a course (also worth a look). The Cornell University Center for Teaching Excellence section on rubrics states that “[r]ubrics are a powerful tool for supporting learning by guiding learners activities and increasing their understanding of their own learning process.” They provide a template for creating a rubric – a rubric for rubrics, so to speak.
All three of these sites gave me useful examples and resources for developing a rubric to use in the instructional module I’ll teach in August. In the previous post, we looked at a debate on the value of a certain type of student writing assignments. Unless your goal is for students to learn advanced digital video skills, the slickness of the end product should not be the sole determinant of the grade. Mike Heller, Departmental Teaching Fellow (Music) at Harvard’s Derek Bok Center for Teaching and Learning, has created a two minute video on the five key considerations for designing multimedia assignments. In regards to the third point on teaching critical thinking as well as the tools, you may not have the expertise to teach some of the multimedia tools and that may determine the path you take in deciding how to frame the assignment. Here at Johns Hopkins Homewood campus, we have the Digital Media Center  providing student support. Another tip sheet for creating multimedia assignments can be found at the University of Massachusetts at Amherst Office of Instructional Technology – 10 Tips for Successful Multimedia Assignments. University of Wisconsin-Eau Claire Technology to Enhance Learning Experience module – Five Steps to Creating Successful Multimedia Assignments – suggests that instructors “…[c]omplete the technology-based assignment yourself before assigning it to students. This will give you the most accurate idea of the amount of time and training involved, and the challenges that students may encounter.


If the final products are going to be shared on public websites or otherwise publicly accessible, you will want to think about copyright issues. For writing The Innovative Instructor blog posts I read a lot of books and articles related to teaching and follow various educational blogs.  One resource that I’d like to pass along is the Tomorrow’s Professor e-Newletter. The more than 1250 posts to date have been archived so you can search for past posts as well as subscribe to receive new postings via email. As an introduction, I found a recent post on The Three Most Time-Efficient Teaching Practices [#1218] to reflect some of the pedagogical best practices that The Innovative Instructor tries to promote.  The author, Linda C. What constitutes productivity in teaching is a point of debate, of course, but many of us agree that we want to facilitate student learning.
Hodges asserts that spending time in the planning and development of your courses using proven pedagogical methods will save you time in your teaching in the long run. Most faculty, when preparing a graded assignment or exam, have expectations about how it should be completed, what will constitute a correct answer, or what will make the difference between an A and a C on a paper.
For a graded paper or project, it can be very helpful to share the rubric with the students when you give them the assignment. Or if you’re working with a designer, by doing this work you are pretty much guaranteed to be their favorite client ever. Be sure to save any PDF you are editing to your desktop before writing much, to ensure that you save all your hard work. You will receive the log-in details to the course page hosted on this website included in your Welcome packet. I'm here to help get it out of your head, off your to-do lists, and into the real world - quickly, easily and beautifully.
It is powered by coffee, the sounds of the ocean, the occasional dark chocolate + sea salt donut, and more coffee.
Custom graphics were created specifically for the site to convey the winter theme of the "frosty" race festival. Tsali offers a variety of exciting and fast, yet technical terrain, sure to entertain participants from beginners to the most seasonal trail runners. The guidelines are taken from the book Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry by Norman D.
It provides a sound starting place for guiding your implementation of inquiry-based learning. Regardless of the discipline, every assignment contains elements that address an important skill or quality.
The most obvious benefit is the production of a structured, consistent guideline for assigning grades.
What you expect your students to learn will be the foundation for the criteria you establish for assessing their performance.
Keep in mind that the scores for objectives can be weighted differently so that you can emphasize the skills and qualities that have the most significance to the learning objectives. Analytical rubrics provide scoring for individual aspects of a learning objective, but they usually require more time to create.
A keyword search for “grading rubrics” in a web search engine like Google will return many useful examples. Beyond the instructions for the assignment, they could see clearly the points on which their work would be evaluated and what would constitute excellent, good, and unacceptable work. The CTL notes that “[r]ubrics help students focus their efforts on completing assignments in line with clearly set expectations.” There are also examples rubrics for downloading and bibliography for further reading. There are a number of sample rubrics and scoring feedback sheets, sources for sample rubrics, and links to presentations on using rubrics. The upshot was that it might be in the best interests of students for instructors to model real-life research experiences and allow for presentation of research results in the range of media possibilities available to working professionals.
Rather, just as you would grade a text assignment, your assessment rubric should focus on the strength of the argument and supporting evidence.
See the end of the post for suggestions and links to specific free online platforms to support multimedia assignments. Sponsored by the Stanford University Center for Teaching and Learning, Tomorrow’s Professor is edited by Richard M. When faculty are challenged to change traditional teaching practices to promote better student success, all we may see looming before us is additional class preparation time.
Taking a few minutes each week to peruse Tomorrow’s Professor could help you in all aspects of your academic life. In early medieval manuscripts the first letter of an important paragraph was often enlarged, painted in red, and called a rubric, leading to definitions of the term denoting the authority of what was written “under the rubric.” In the academic world the term has come to mean an authoritative rule or guide for assessment. Formalizing those thoughts into a written rubric – a template or checklist where those expectations are specified – has real advantages. Either way, you leave behind your overwhelm and tendency to procrastinate, and you get moving fast- straight to website launch and on to world domination. You will be able to download the Workbooks from your links up to ten times, and you can also download the workbooks from the course page. It is important for your website to be well designed and optimized so that you can build traffic. Time spent constructing grading rubrics while developing assignments benefits all parties involved with the course: students, teaching assistants and instructors alike. The rubric helps bring focus to those elements and serves as a guide for consistent grading that can be used from year to year.


When discussing grades with students, a rubric acts as a reminder of important aspects of the assignment and how each are evaluated. As you are considering the criteria or writing the assignment, you may revise the learning objectives or adjust the significance of the objective within the assignment. Be concise by using explicit verbs that relate directly to the quality or skill that demonstrates student competency. When using analytical rubrics, it may be necessary to consider weighing the score using a different scoring scale or score multipliers for the learning objectives. Both Blackboard and Turnitin have tools for creating grading rubrics for a variety of course assignments.
Prior to returning to JHU as a senior lecturer, Louise Pasternack was a research scientist at the Naval Research Laboratory. More specifically, rubrics establish the criteria, qualitative markers, and associated scores for assessment of student work. I don’t need a rubric because I know what qualifies as an “A” paper.” What that means is that the person has a rubric of sorts in his or her head.
When rubrics are given to students with the assignment description, they can help students monitor and assess their progress as they work toward clearly indicated goals.
Creating multimedia assignments for your students may have appeal, but for instructors taking the plunge for the first time, such assignments may seem daunting. PowerPoint and Keynote offer low-tech solutions as there are options to save presentations as video files. But, your first question should be whether a multimedia assignment is in alignment with your teaching objectives.
Try folding a traditional assignment into the multimedia project, perhaps by having students write an essay before adapting it into a video presentation. Without this you may find it difficult to assign grades once you receive the work.  Having a clear vision of your primary learning objectives will make it much easier when it comes to grading and providing feedback. Depending on your institution, there may be library staff able to provide assistance or other resources available, perhaps through the college or university office of legal counsel.
The best kept secret, however, is how much more time-efficient some of these touted teaching practices are. They will have a better understanding of the assignment and you will not only see better results, but have an easier time with the grading.
Sometimes referred to as a grading schema or matrix, a rubric is a tool for assessing student knowledge and providing constructive feedback. Once created, a rubric can be used every time to normalize grading across sections or semesters. This iteration can help you hone in on what is the most important aspect of the assignment, choose the appropriate criteria, and determine how to weigh the scoring. There are lists of verbs associated with cognitive categories found in Bloom’s taxonomy (Knowledge, Comprehension, Application, Evaluation, Analysis, and Synthesis). She has been teaching introductory chemistry laboratory at JHU since 2001 and has taught more than 7000 students with the help of more than 250 teaching assistants.
Recently I have been talking and thinking about rubrics in a number of contexts – in consultations with faculty, as a workshop facilitator, and in planning for a hands-on exercise for an instruction module.
You may be equating multimedia with video, and video with movie production, and imagining that students will somehow need to become budding Quentin Tarantinos in addition to learning all the course materials. Student don’t need a video camera for these – still images combined with timed transitions, animations, and music or voice-over recordings can make for very effective end products. By offering specific guidelines about the skills you want them to learn you insure that students are clear about the assignment. Second, if you have Teaching Assistants, they will have a clear understanding of how to grade, and grading will be consistent across the sections.
Rubrics are comprised of a list of skills or qualities students must demonstrate in completing an assignment, each with a rating criterion for evaluating the student’s performance. When the rubric for an assignment is shared with teaching assistants, it provides guidance on how to translate the instructor’s expectations for evaluating student submissions consistently. These lists express the qualities and skills required to achieve knowledge, comprehension or critical thinking (Google “verbs for Bloom’s Taxonomy”). As useful as rubrics are for an instructor to insure that grading is consistent across the class, they are equally useful when shared with students, who then can understand the criteria, qualitative markers, and associated scores for the assignment. For true video, many students have smartphones that are capable of shooting video clips for editing in iMovie, or Windows Movie Maker, or even on the phone itself. It’s a good idea to start with lower stakes assignments to get students familiar with multimedia technologies before introducing a major project. Third, it will make it easy to explain to students why they didn’t get that A they thought they deserved. Rubrics bring clarity and consistency to the grading process and make grading more efficient. The rubric makes it easier for teaching assistants to give constructive feedback to students.



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