I really like the idea of value added assessment, as it compares the growth and learning of each indvidual, vs comparing students to each other.  Although in our profession, specific standards have to be met and a certain level of knowledge and understanding has to be achieved to be able to demonstrate readiness to provide skilled interventions as a health professional, I think a lot of value can be obtained from incorporating value added assessment, if for no other reason than to improve students' awareness of their growth and ability to self-assess progress and readiness for the real world.  I… >>>

This module provided a review of objective vs subjective assessment and their inherent uses and functions.  It emphasized the importance of determining test validity and reliability for accuracy and effectiveness of assessment, as well as the advantages of using norm-referenced vs criterion-referenced assessments.  Our students sit for a final competency exam that is norm-referenced, however, I find that in my course classes, especially in labs, I more often use criterion-used assessments as a checklist to indicate mastery of necessary professional skills.

This module painted a more clear picture to me of the difference between assessment (formative & process-oriented) vs evaluation (summative & product-oriented).  In a previous educational setting, it was a requirement of the institution to complete a pre-test/post-test for each course.  I didn't realize at the time that this was a diagnostic assessment, nor did the institution explain well how to use the information to develop curriculum based on the feedback gained from the assessment.  I appreciated the easy, formative assessments that could be incorporated and wouldn't have to be grade-based.  I also found the table that related Bloom's Revised… >>>

Instructors must choose the appropriate type of assessment that will provide the most feedback to detect whether the students are meeting the class objectives.  This module gave me some new ideas about using online technology tools for assessment - although we use the Word TrackChange function within the department, I had not thought about using them for formative assessment of student projects.  I am also interested in exploring more about the use of WebQuests for assessment.  This module also emphasized the importnace of using various types of assessment from the following categories: knowledge-based, performance-based, portfolio-based, and project-based.  Students may perform… >>>

I learned that adult learners tend to be more self-directed, experienced, role-oriented, and performance-centered.  Due to this, I need to have a better understanding of each student and create opportunities in the classroom for application of this knowledge and experience and create an atmospher of mutal respect and understanding that promotes open discussion and dialogue.  The adult learner needs to be seen as another resource in the classroom based on their life experiences.

This module provided some resources to create simluated lab opportunies through the use of RLOs.  It is clear that creating an asynchronous lab opportunity would require an investment in time and resources to provide appropriate content and tools that meet the  needs of students.  We have discovered a case simulation website for our program that provides the best opportunity for simulated lab opportunities that incorporates real-life scenarios for a nominal semester fee, but it does require that we budget for this expense each year.

The resource of 7 Principles of Good Undergraduate Education address many of the issues with time management and feelings of isolation or lack of motivation that may be associated with asynchronous learning.  Issuing certificates to students when they complete the modules is a good suggestion for imrpoving student participation.  Providing clear directions for assignments with examples and a rubric, along with a list or calendar of assignment due dates may alleviate some of the issues related to student procrastination.  Contacting students directly when deadlines are not met, is another instructor to student communication opportunity that can support student engagement and… >>>

One of the newer technologies that we are incorporating into fieldwork experiences and lab activities is the use of simulated cases.  The students can access the simulations at any time after creating an account on the platform's website, observe the medical procedures being administered, and then answer critical thinking questions to determine comprehension.  This offers a great way to incoporate lab activities in an asynchronous online teaching environment.

It is important for the student to understand their learning style and preferences before choosing between taking a synchronous vs asynchronous course.  The VARK questionnaire and the Fairmont State University description of an effective online student are good resources to help a student determine whether they could successfully take an asynchronous course.  I like the flexibility and student-centered nature of online learning, but instructors have to be just as careful, if not more so about planning and designing an online course so that students are effectively engaged and effective learning takes place.

This module provided a nice, step-by-step approach to performing Instructional Systems Design (ISD), including analysis, design, development, and evaluation.  It described the 6 different types of media strategies that can be used in course design to engage learners and provided ideas to promote student participation as well as offering various ways to evaluate student learning.