Submission Type
75-Minute Panel
Abstract
Keuka College’s institutional vision is to become a leader within higher education in integrating digital learning into the liberal arts. Our Digital Learning at Keuka College (DL@KC) initiative aims to encourage students to think critically about how digital tools and technologies work and the possibilities and limitations of their use in enhancing problem solving and creativity. The initiative was introduced at last year’s conference in presenting examples of faculty experimentation and a preliminary set of student learning outcomes, generated by faculty, was shared.
Our journey continues by reflecting on student performance in courses designed with these embedded student outcomes, our methods for evaluating our progress, and what we learned about our students, our courses, and assessments.
In this session, we report our preliminary findings and three aspects of our process. One, we address the technical challenges of automating the process of scoring student progress within Moodle, configuring a scale for skill progression, and factoring in course activities that occur outside of the course management system. Two, we report on the complex activity of aligning indicators across content areas in both required and elective courses, uncovering areas of ambiguity and reaching across disciplines to find commonalities in technology-infused instruction. Third, we detail second order effects of the process of benchmarking our progress, discovering the areas we found that remain unaddressed in individual courses and across programs, and how our work cycles back to inform rubric generation to facilitate outcome assessment and adoption across the curriculum.
Session
Panel Discussion
Start Date
5-19-2016 10:30 AM
End Date
5-19-2016 11:45 AM
Digital Learning, Blended Courses: The Long and Winding Road of Measuring Outcomes
Keuka College’s institutional vision is to become a leader within higher education in integrating digital learning into the liberal arts. Our Digital Learning at Keuka College (DL@KC) initiative aims to encourage students to think critically about how digital tools and technologies work and the possibilities and limitations of their use in enhancing problem solving and creativity. The initiative was introduced at last year’s conference in presenting examples of faculty experimentation and a preliminary set of student learning outcomes, generated by faculty, was shared.
Our journey continues by reflecting on student performance in courses designed with these embedded student outcomes, our methods for evaluating our progress, and what we learned about our students, our courses, and assessments.
In this session, we report our preliminary findings and three aspects of our process. One, we address the technical challenges of automating the process of scoring student progress within Moodle, configuring a scale for skill progression, and factoring in course activities that occur outside of the course management system. Two, we report on the complex activity of aligning indicators across content areas in both required and elective courses, uncovering areas of ambiguity and reaching across disciplines to find commonalities in technology-infused instruction. Third, we detail second order effects of the process of benchmarking our progress, discovering the areas we found that remain unaddressed in individual courses and across programs, and how our work cycles back to inform rubric generation to facilitate outcome assessment and adoption across the curriculum.