Peyton Anderson Eminent Scholar & Endowed Chair in Information Technology
Professor of Information Technology
Dean, School of Information Technology
Middle Georgia State State College
Direct Assessment of Student Outcomes
DIRECT ASSESSMENT OF STUDENT OUTCOMES: A SYSTEMATIC APPROACH - Dedicated to Dr. Gloria Rogers -- a genuine scholar, a brilliant educator, and a cherished colleague who never hesitates to share her knowledge with others --
ABSTRACT: This paper presents a systematic approach to direct assessment of student learning that is adopted by an Information Technology program accredited by ABET. The focus is on the systematic process for regularly assessing and evaluating the extent to which the direct assessment of the student outcomes are being attained. This paper also describes how the results of the process are being utilized to effect continuous improvement of the program.
Active Learning in E-Learning
ABSTRACT: This paper advances a systemic model for active learning in e-learning that builds on a string of previous research. The model consists of three stages (the underpinning, the ownership, and the engaging) internal/direct to learning and prerequisite elements (class size; active & responsive support services; standard course policies; and e-learning courseware usability) external/indirect to learning. The model is systemic because the three stages and the prerequisite elements are interrelated to each other and together influence the "learning" in e-learning.
ABSTRACT: The MOOC (Massively Open Online Course) is attracting significant attention from educators, investors, regulators, and the general public. The proponents of MOOCs suggest that the MOOC is potentially a “gamechanger” or “disruptive technology.” We generally agree with that suggestion but offer a caveat: a MOOC like any instructional technology is a tool or an instrument that is value-free till it is “peopled”, i.e. any value or utility it has is ultimately bounded by the efficacy with which it is designed and used by educators and students. We therefore present a futuristic vision of the features and functions of an “ideal” or “prototypical” MOOC in order to suggest what value or utility might be gained from a MOOC via its design and application.