With so much technology-enabled innovation in assessment, one area has often had too little attention--the exam development phase, often called the "hardest job in publishing." Writing exams is so challenging and so important, not just for the validity of tests but also for the ability of exam providers to innovate their services and operate efficiently. With genuinely enterprise scale solutions finally becoming available in this area, the authors offer a checklist guide for assessment providers to review their authoring processes. They also explain why the combination of modular systems architectures and standards-based approaches to content will liberate assessment owners in tackling this key area in their businesses.
{"title":"Getting Authoring Right: How to innovate for meaningful improvement","authors":"Alice Leigh, S. Crowley","doi":"10.1145/3570709.3558396","DOIUrl":"https://doi.org/10.1145/3570709.3558396","url":null,"abstract":"With so much technology-enabled innovation in assessment, one area has often had too little attention--the exam development phase, often called the \"hardest job in publishing.\" Writing exams is so challenging and so important, not just for the validity of tests but also for the ability of exam providers to innovate their services and operate efficiently. With genuinely enterprise scale solutions finally becoming available in this area, the authors offer a checklist guide for assessment providers to review their authoring processes. They also explain why the combination of modular systems architectures and standards-based approaches to content will liberate assessment owners in tackling this key area in their businesses.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74790996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learners with disabilities can face certain challenges that require accommodations in educational settings. High-quality educational intervention could tap into these learners' potential by immersing them in multimodal learning opportunities. In this interview, Dr. Simos Retalis discusses the approaches and characteristics of educational technology tools that can help accommodate learners with disabilities.
{"title":"Inclusion Rather Than Exclusion: An interview with Simos Retalis on accessibility","authors":"Begüm Saçak","doi":"10.1145/3570709.3569011","DOIUrl":"https://doi.org/10.1145/3570709.3569011","url":null,"abstract":"Learners with disabilities can face certain challenges that require accommodations in educational settings. High-quality educational intervention could tap into these learners' potential by immersing them in multimodal learning opportunities. In this interview, Dr. Simos Retalis discusses the approaches and characteristics of educational technology tools that can help accommodate learners with disabilities.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88906134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article provides a summary and review of "Make It Meaningful: Taking Learning Design from Instructional to Transformational" by Dr. Clark Quinn. The book consists of a section on principles and a section on practices for designing learning experiences that engage learners intellectually and emotionally. The book provides a primer and a playbook for educators to reflect upon and improve their personal practice.
本文对Clark Quinn博士的《Make It Meaningful: Taking Learning Design from teaching to Transformational》一书进行了总结和回顾。这本书包括一个部分的原则和一个部分的实践设计学习经验，参与学习者的智力和情感。这本书为教育工作者反思和改进他们的个人实践提供了一个入门和剧本。
{"title":"Design Thinking and Thinking by Design","authors":"Damien Michaud","doi":"10.1145/3568811.3568028","DOIUrl":"https://doi.org/10.1145/3568811.3568028","url":null,"abstract":"This article provides a summary and review of \"Make It Meaningful: Taking Learning Design from Instructional to Transformational\" by Dr. Clark Quinn. The book consists of a section on principles and a section on practices for designing learning experiences that engage learners intellectually and emotionally. The book provides a primer and a playbook for educators to reflect upon and improve their personal practice.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89187268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mass production of test items involves numerous steps and takes time. Technology can play a key role in supplementing human resources whether gathering and storing source materials, communicating with subject matter experts, or synchronizing and coordinating activities during a complex or fast-paced development cycle. Our work in automated item generation (AIG) using natural language processing is one example of this process unfolding in practice. Over the past few years, there has been a surge in developments in the fields of natural language understanding and generation (NLU/NLG) regarding applications of language models developed via machine learning techniques that have yet to be applied to the area of AIG. We introduce NLU/NLG approaches to AIG and describe our efforts in making the technology accessible to the broader test development community.
{"title":"Harnessing the Power of Natural Language Processing to Mass Produce Test Items","authors":"Martin C. Yu, Taylor Sullivan","doi":"10.1145/3568811.3533773","DOIUrl":"https://doi.org/10.1145/3568811.3533773","url":null,"abstract":"Mass production of test items involves numerous steps and takes time. Technology can play a key role in supplementing human resources whether gathering and storing source materials, communicating with subject matter experts, or synchronizing and coordinating activities during a complex or fast-paced development cycle. Our work in automated item generation (AIG) using natural language processing is one example of this process unfolding in practice. Over the past few years, there has been a surge in developments in the fields of natural language understanding and generation (NLU/NLG) regarding applications of language models developed via machine learning techniques that have yet to be applied to the area of AIG. We introduce NLU/NLG approaches to AIG and describe our efforts in making the technology accessible to the broader test development community.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75405978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mark Johnson, Uma Venkateswaran, Fiona Hinds, Steve Ferrara, Megan Bairstow
The primary focus in developing and providing equitable assessment should be the student who will engage with the assessment. Students' diverse experiences and individual needs are key to centering them in their assessment. New practices and greater emphasis are needed to provide an assessment environment that enhances student agency. Performance assessment, current innovative and emerging technologies, and considerations for marginalized students and students with disabilities, all grounded in research-based practices can promote equity in assessment. Some of these approaches already exist in some schools, which can serve as an illustrative example of what can be accomplished.
{"title":"Centering All Students in Their Assessment","authors":"Mark Johnson, Uma Venkateswaran, Fiona Hinds, Steve Ferrara, Megan Bairstow","doi":"10.1145/3563889.3514256","DOIUrl":"https://doi.org/10.1145/3563889.3514256","url":null,"abstract":"The primary focus in developing and providing equitable assessment should be the student who will engage with the assessment. Students' diverse experiences and individual needs are key to centering them in their assessment. New practices and greater emphasis are needed to provide an assessment environment that enhances student agency. Performance assessment, current innovative and emerging technologies, and considerations for marginalized students and students with disabilities, all grounded in research-based practices can promote equity in assessment. Some of these approaches already exist in some schools, which can serve as an illustrative example of what can be accomplished.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"1977 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90248912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Because of high economic volatility, ongoing competition intensification, and the recent COVID-19 global pandemic influence, more and more education institutions are looking for efficient ways to serve their adult learner population. This article introduces a peer-mentoring framework of practice to help education institutions develop healthy cross-institutional leadership collaborations. This framework builds on three pillars: Developing a shared vision, respecting diversity and differences, and streamlining communications. An adult distance education consortium located in the U.S. is discussed as an example to illustrate how this three-pillar peer-mentoring framework of practice can be used to help make cross-institutional leader collaboration a success.
{"title":"Cross-institutional Leadership Collaboration: Toward the development of a peer-mentoring framework of practice in adult online education","authors":"Haijun Kang, Rachel Ohmes","doi":"10.1145/3554911.3556546","DOIUrl":"https://doi.org/10.1145/3554911.3556546","url":null,"abstract":"Because of high economic volatility, ongoing competition intensification, and the recent COVID-19 global pandemic influence, more and more education institutions are looking for efficient ways to serve their adult learner population. This article introduces a peer-mentoring framework of practice to help education institutions develop healthy cross-institutional leadership collaborations. This framework builds on three pillars: Developing a shared vision, respecting diversity and differences, and streamlining communications. An adult distance education consortium located in the U.S. is discussed as an example to illustrate how this three-pillar peer-mentoring framework of practice can be used to help make cross-institutional leader collaboration a success.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87108214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is the first in a series of articles covering advancements in eAssessment. The series will feature educators, developers, and researchers from around the world who are innovating how learning is assessed while meeting the challenges of efficiency, scalability, usability, and accessibility.
{"title":"Going Beyond Multiple Choice","authors":"Brian Moon","doi":"10.1145/3554911.3551870","DOIUrl":"https://doi.org/10.1145/3554911.3551870","url":null,"abstract":"This is the first in a series of articles covering advancements in eAssessment. The series will feature educators, developers, and researchers from around the world who are innovating how learning is assessed while meeting the challenges of efficiency, scalability, usability, and accessibility.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82392655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The highlight of this past year was new community initiatives. In this annual review of the magazine, the Editor in Chief details her accomplishments and goals.
过去一年的亮点是新的社区倡议。在这份杂志的年度回顾中，主编详细介绍了她的成就和目标。
{"title":"2021-2022: A Year of New Initiatives for Reaching Out to Our Community","authors":"Simone C. O. Conceição","doi":"10.1145/3554912.3551871","DOIUrl":"https://doi.org/10.1145/3554912.3551871","url":null,"abstract":"The highlight of this past year was new community initiatives. In this annual review of the magazine, the Editor in Chief details her accomplishments and goals.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87354172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Oftentimes, when we consider the current, traditional higher education experience, we neglect to give thought to whether our institutions are providing the necessary resources to all learners. Are we truly helping those from under-served populations, or those who want to attend college, but can not find the time or money to attend? Are higher education institutions addressing these concerns, or are the traditional institutions leaving it to those who are outside of academia to figure it out? Who is best suited to helping learners learn? Peter Smith's newest book, "Stories from the Underground: The New Frontier for Learning and Work," tells a few of these stories.
{"title":"The impact of work and life experience on learning: A conversation with Peter Smith","authors":"Amy Hilbelink","doi":"10.1145/3538384.3539812","DOIUrl":"https://doi.org/10.1145/3538384.3539812","url":null,"abstract":"Oftentimes, when we consider the current, traditional higher education experience, we neglect to give thought to whether our institutions are providing the necessary resources to all learners. Are we truly helping those from under-served populations, or those who want to attend college, but can not find the time or money to attend? Are higher education institutions addressing these concerns, or are the traditional institutions leaving it to those who are outside of academia to figure it out? Who is best suited to helping learners learn? Peter Smith's newest book, \"Stories from the Underground: The New Frontier for Learning and Work,\" tells a few of these stories.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72600913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ling Zhao, R. Dixon, Tonia A. Dousay, A. Carr-Chellman
To improve the quality of online teaching, institutions typically provide structured professional development in the form of institutional teaching or learning center programming. This programming typically focuses on teaching and learning quality, transitions to online teaching, pedagogies, and new technologies. This article reports on the use of outsourced professional development along with faculty responses to the program. Use of an outsourced program was attractive to faculty who wanted to have another institution's name on their vita. Seventeen faculty completed the professional development program and eight shared their reflections on this inquiry. With a focus on translating research to practice, the article lays out a series of recommendations for future professional development for online instruction including attention to prior knowledge, personalizing approaches, targeting both introductory and advanced learner needs, integrating a community of practice with specific roles, reviewing all materials prior to implementation to ensure tailored program, allowing faculty choice across content, formative and summative evaluation to determine effectiveness including learner perceptions, learner analytics, and content review for current and emerging practice and innovation.
{"title":"Outsourced Professional Development for Online Instructors: Recommendations from research","authors":"Ling Zhao, R. Dixon, Tonia A. Dousay, A. Carr-Chellman","doi":"10.1145/3532688.3529094","DOIUrl":"https://doi.org/10.1145/3532688.3529094","url":null,"abstract":"To improve the quality of online teaching, institutions typically provide structured professional development in the form of institutional teaching or learning center programming. This programming typically focuses on teaching and learning quality, transitions to online teaching, pedagogies, and new technologies. This article reports on the use of outsourced professional development along with faculty responses to the program. Use of an outsourced program was attractive to faculty who wanted to have another institution's name on their vita. Seventeen faculty completed the professional development program and eight shared their reflections on this inquiry. With a focus on translating research to practice, the article lays out a series of recommendations for future professional development for online instruction including attention to prior knowledge, personalizing approaches, targeting both introductory and advanced learner needs, integrating a community of practice with specific roles, reviewing all materials prior to implementation to ensure tailored program, allowing faculty choice across content, formative and summative evaluation to determine effectiveness including learner perceptions, learner analytics, and content review for current and emerging practice and innovation.","PeriodicalId":72732,"journal":{"name":"Current issues in emerging elearning","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79918818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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