Scale

SCALE is the principle that enables institutions to offer their best educational value to learners and to achieve capacity enrollment. Institutional commitment to quality and finite resources require continuous improvement policies for developing and assessing cost-effectiveness measures and practices. The goal is to control costs so that tuition is affordable yet sufficient to meet development and maintenance costs -- and to provide a return on investment in startup and infrastructure. Metrics may compare the costs and benefits of delivery modes by discipline and educational level; faculty salary and workload; capital, physical plant and maintenance investments; equipment and communications technology costs; scalability options; and/or various learning processes and outcomes, such as satisfaction levels and retention rates. These types of comparison enable institutions to: develop better strategic plans for market demand and capture; achieve capacity enrollment; develop brand recognition; and secure long-term loyalty among current and prospective constituents. Practices for scale help to leverage key educational resources while offering new online learning opportunities to students and faculty.

GradeGuru: Bringing peer-support and collaboration to online learning with web 2.0

Award Winner: 
2010 Sloan-C Effective Practice Award
Collection: 
Vendor EPs
Author Information
Author(s): 
Emily Sawtell, Senior Director of Student Innovations, McGraw-Hill Higher Education
Institution(s) or Organization(s) Where EP Occurred: 
hundreds of universities across the US and UK
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice: 

Through ethnographic research into student study habits and their use of technology, the idea was born for a collaborative online application that translates students’ skills in using social media (Facebook, YouTube, Twitter and the like) into constructive behaviors within an educational context. This web 2.0 study-tool is called GradeGuru, a free knowledge sharing network, where college students can share and find class-specific study materials, collaborate, engage in peer-review and build their academic reputations to earn rewards, internships and career opportunities. GradeGuru’s university and class specific communities provide a relevant and intuitive social learning environment for thousands of students from over 300 universities. In many ways, the effective practitioners here are students - either with instructor guidance/ assistance or directly, students are using GradeGuru to help themselves:

  • Accessing peer-support and a class community from whom they can learn and get constructive feedback
  • Improving their study methods by learning from others
  • Increasing their confidence and engagement in the course by sharing with others
  • Exposing themselves to multiple ways of thinking about course concepts
  • Building a sense of their own academic achievements, progress and profile

 

Description of the Effective Practice
Description of the Effective Practice: 

GradeGuru is facilitating the practice of knowledge sharing, peer support and online study groups. Students are increasing their exposure to course-specific materials, getting a fellow learners’ perspective, giving thoughtful feedback on each others’ study materials, receiving encouragement and increasing retention.

 

This web 2.0 tool offers students access to a breadth of peer-generated study materials:

•          Mind-maps showing their understanding of how concepts hang together

•          Lecture notes with their interpretation and follow-up questions

•          Study guides, capturing the key themes of the course

•          Extra readings and bibliographies

•          Other materials that helped them succeed in the course, such as flash cards and pneumonic devices

 

Students on GradeGuru are:

  • Exploring other students’ study methods and materials from peers whose learning style works for them, from amongst their classmates and/ or other students in similar courses across the country. Students are getting ideas for improving their study methods, finding new ways of preparing for lessons and assessments, seeking inspiration and determining what’s expected in their classes to build their confidence.
  • Sharing their own study guides and materials to help others, giving their perspective on how the course concepts hang together, what they think is important and their methods for absorbing and applying the concepts.
  • Receiving constructive feedback from their peers on how to improve or how else they might approach a concept.
  • Building your academic status and confidence through peer-recognition. The more students contribute materials and ideas, the more feedback they receive and the better their chances of becoming a peer-recognized “Guru.” As Gurus and recognized thought leaders in their study methods, these students are offered career opportunities through the site and its corporate partners, including internships and full-time positions.
  • Students are making correct academic citations a part of their ongoing everyday practice using our Citation Manager tool which automatically helps them capture and structure their sources.

 

Professors are encouraging the use of the site by:

  • Giving students extra credit for contributing study materials and feedback
  • Including GradeGuru in their syllabus and curriculum, for example, requiring students to share their class notes, share their study guides and requiring feedback on student work

 

Supporting Information for this Effective Practice
Evidence of Effectiveness: 

 GradeGuru’s effectiveness has been and continues to be measured in several ways with various metrics:

 

1)       Member Surveys and Focus Groups: over the last 18 months we engaged an objective, external Professor of Education to conduct independent research into the impact GradeGuru is having on students’ study habits. We intend to look at this data both longitudinally and point-in-time. The analysis of this research is being completed presently, but the early output shows GradeGuru has had an overwhelming positive impact and effect on student behaviors and sentiment towards their course work. We will be publishing the full research approach and findings in the Fall, but have included a summary of high-level preliminary findings below.

2)       Site Statistics: the growth of the site is testament to its reception by students and faculty. GradeGuru has very high page-views, long average site visit durations and very low bounce rates versus other web-sites; indicating our visitors are impressed when they come across the site, and once they become members they visit often, and engage deeply with the content and tool

3)       Unsolicited feedback: students often contact us directly through the site to express their opinions, give us suggestions on how the site can be improved, etc. Some quotes from these emails are shared below in “How this practice improves the pillars” – collectively they indicate that students’ practice of using GradeGuru is having a positive effect on their study habits, their engagement with the concepts and their self-perception in an academic context.

 

Early Findings from Our Member Research Survey*

* Please refer to the Supporting Documents section for research approach and validity details

 

Our early findings show directional support for some of hypotheses on the value GradeGuru will add for students. Wheeler in 2002 established that “Students feel they gain more out of collaborative discussions via electronic communication as it is faster and more efficient than current methods.” Our findings support this claim and more specifically begin to indicate the effect GradeGuru is having on student outcomes, including:

  • Increased levels of student engagement with course concepts: Our hypothesis was that students may be more engaged in preparing and creating their study materials and thus more engaged with course concepts when they know other students will be reviewing their work. In our survey 79% of regular GradeGuru contributors** and 66% of students who had ever contributed materials to the site** agreed** or strongly agreed** that “Because I share my notes, I am more careful when putting my notes together.” 77% of regular users of the site** and 66% of students who had used materials on the site at least once respectively agreed or strongly agrees that “Looking at other students’ notes on GradeGuru gives me new ideas for my classes.”
  • Greater student confidence with their coursework: For many years educational researchers have been studying the implications of student collaboration and its potential to improve student self-perceptions. (Wheeler 2002). 70% and 59% of regular contributors and students who have contributed at least once respectively agreed or strongly agreed that “Knowing other people are looking at my notes makes me feel proud.” 57% of regular users agree or strong agree that “Knowing I can refer to notes on GradeGuru makes me less anxious about my classes.”
  • Increased peer-support: 99% of regular users of the site and 61% of students who have ever used the site agree or strongly agree that “Seeing the feedback and ratings on notes other students have posted to GradeGuru has been helpful for studying purposes”, strongly suggesting that students are reflecting on how their classmates are approaching their studying and on how their peers perceive those methods. It is interesting that students look at feedback on others’ work has been even more helpful than direct feedback – 56% of regular contributors and 50% of those who ever contributed agreed or strongly agreed that “Getting feedback and ratings on notes I've uploaded to GradeGuru has been helpful for studying purposes.” This offers early directional support for our assertion about the importance of open feedback and access to all peer-review of all materials, not just one-to-one review approaches.
  • Improved student performance: 68% of regular and occasional users agreed or strongly agreed that “When I look at other students’ notes I get ideas for improving my study methods.” 79% of regular users agreed or strongly agreed that “GradeGuru is helpful when I don’t understand something.” 68% of regular GradeGuru users and 58% who had used the site once or more agreed or strongly agreed that “Looking at other students’ notes on GradeGuru helps me work out what is important in the course.” 76% and 67% respectively strongly agreed or agreed that “GradeGuru is helpful when I don’t know where to start.” 

  • Summary of the Perspective of Students who Access Other Students' Study Materials on GradeGuru

     

     

     

    % of Students who Regularly Use Other Students' Materials on GradeGuru Who Agree or Strongly Agree with the Statement

    **Notes

    **Includes users who visit monthly, weekly or daily to view notes.
    Agree and strongly agree were options 1 and 2 on a 5 point scale.

    Statement

     

    Looking at other students’ notes on GradeGuru gives me new ideas for my classes

    77%

    reading other students' notes posted to GradeGuru has been helpful for studying purposes.

    81%

    When I look at other students’ notes I get ideas for improving my study methods

    68%

    Looking at other students’ notes on GradeGuru helps me work out what is important in the course

    68%

    GradeGuru is helpful when I don’t understand something

    79%

    Knowing I can refer to notes on GradeGuru makes me less anxious about my classes

    57%

    GradeGuru is helpful when I don’t know where to start

    76%

    Seeing the feedback and ratings on notes other students have posted to GradeGuru has been helpful for studying purposes

    99%

    Control question: Looking at other students’ notes on GradeGuru makes me feel overwhelmed

    24%

    Control question: Looking at other students’ notes on GradeGuru makes me confused

    19%

    Control Question: I do not like looking at other students’ notes

    13%

  • Summary of the Perspective of Students who Share Their Study Materials on GradeGuru

     

     

     

     

     

    % of Regular Contributors of Notes that Agree or strongly agree with the statement

    % of Students who have contributed notes once or more who Agree/ Strongly agree

    Notes

    Includes users who share notes monthly, weekly or daily to view notes
    Agree and strongly agree were options 1 and 2 on a 5 point scale

    Agree and strongly agree were options 1 and 2 on a 5 point scale

    Statement

     

     

    Knowing other people are looking at my notes makes me feel proud

    70%

    59%

    Getting feedback and ratings on notes I've uploaded to GradeGuru has been helpful for studying purposes

    56%

    50%

    Because I share my notes, I am more careful when putting my notes together

    79%

    66%

    Control question: Sharing my notes has no impact on my studying

    36%

    37%

 

How does this practice relate to pillars?: 

Access: GradeGuru ensures all students, including non-traditional, mature age, part-time students and those in distance learning/ online courses get equal access to peer-support. Particularly where students do not have a face-to-face relationship with their peers, or naturally developed friendships in an on-campus environment, the lack of support and community engagement can result in students feeling isolated. GradeGuru brings class communities, knowledge sharing and peer-feedback to students who might not otherwise have access to these opportunities. It makes academic collaboration more efficient even for those in traditional classroom settings. Some students have always found ways to get help from their peers, forming study groups etc. Others have been left out. GradeGuru makes sure everyone has equal access to shared knowledge and support.

 

Faculty satisfaction: GradeGuru is in many ways about students helping each other and themselves. The site is very intuitive and requires little to no faculty support or training. It was built using the internet concepts students and many faculty are already familiar with – sharing documents (like sharing photos on Facebook), sharing ideas (like on blogs), giving ratings and feedback (like on Amazon, eBay, major press/ media sites and blog commentary), building up status and a profile (like on Facebook, Experts Exchange, Yelp and other social media sites). Even for faculty who are not comfortable with technology, it is a tool they can share with their students just by distributing the www.gradeguru.com URL and let students work it out for themselves. Of course for interested faculty, GradeGuru runs WebEx sessions, has 24 hour turn around support and also has a network of campus ambassadors, students who are well versed on the site and are ready to answer faculty and peer questions. GradeGuru is moreover a time and cost effective way for faulty to be able to facilitate additional support in their classrooms in an intimidation-free environment. Hundreds of faculty have taken an explicit interest in GradeGuru and are encouraging its use amongst their students.

 

Learning effectiveness: GradeGuru helps build a sense of connection and community for students across their classes and offers alternative perspectives, increasing students’ time spent with learning concepts and materials. By rewarding students for productive study habits, GradeGuru increases their engagement and their concentration and pride in creating their own learning materials. Giving peer-feedback gets students reflecting on the concepts and methods and viewing receiving feedback helps students assess and review. We hypothesize that both the peer-to-peer, voyeuristic nature of the class communities and the support/ comradely feel of the site combine to make it compelling.

 

 

Scale: GradeGuru is free and accessed through a web-browser. It is easily scalable. GradeGuru is already nationwide present in 300+ US universities (as well as active in the UK). In terms of GradeGuru’s role in helping institutions scale their online courses, GradeGuru helps take on some of the support role that otherwise falls to faculty and adjuncts – leveraging the other students in the class. While there is no substitute for instructor contact, having peer-support as an alternative/ back-up or in addition makes for engaged and successful students by cost-effective means.

 

 

Student Satisfaction: The feedback from students on how GradeGuru is impacting their studies has been overwhelmingly positive. Our survey data indicates GradeGuru makes students feel more confident about their courses; it helps them when they don’t understand something, easing the frustration that can occur if students are stuck and it gives them new ideas for their classes. Our more qualitative feedback indicates students really enjoy their site experience and the sense of achievement they get from being awarded the status of “Guru.”

Quotes derived from emails from our student members:

  • “I enjoy GradeGuru very much. It is a very unique site that really helps many students stay on top of their classes.” Bowling Green State University student
  • “I really appreciate this service. It allows me to connect with other students and get help from a student's perspective, which is often easier to identify with than that of a professor.” Saint Louis University student
  •  “I am glad that I contributed because it has improved my study habits.” University of Michigan student
  •  “It’s nice to see the styles other students use when taking notes. It shows me what is effective and how I can incorporate better note-taking techniques into my own studying.” University of Wisconsin student
  • “I think the rewards program is a great tool in helping students understand that their hard work will pay off. It provides an incentive for students to contribute to the site and to ultimately help their peers.”  Penn State student
  • “As a senior in college, I am currently looking for a full time job after graduation. With that being said, the Guru Careers program is a great way to hear about job opportunities and network with professionals in my field of study.” University of Delaware student
  • “I am happy I get to impact some student out there that may learn a thing or two from my acting notes.” New York University student
  • “I think it’s a great idea to have students sharing notes-and I love being able to look at stuff other kids have written and compare that to my own ideas.” University of Illinois student
  • “Knowing that I will be uploading my notes onto GradeGuru has forced me to take better and more detail oriented notes. Since my notes have increased in quality, my grades have gone up.” University of Delaware student
  • “GradeGuru has helped me maintain my grades because of the valuable resources it has to offer. All of the notes and tools I can use really help me when it is time to study for an exam.” Jenn Sague, Penn State
  • Other student feedback, university/ college unknown:
    • “GradeGuru made me think more carefully about the way I take notes and organize my exam preparation.”
    •  “GradeGuru is a great tools for students by students. It makes me feel good to know that I contributed to the success of other students in courses that I have already taken.”

 

Equipment necessary to implement Effective Practice: 

 The only equipment needed is a computer with internet access, a browser and a flash reader which can be downloaded for free. Part of the functionality of GradeGuru is that it takes content of any format and renders it in flash - so students and faculty can share materials created with any application they usually work in (word processors, mind mapping tools, flash card applications, graphical tools, quantitative tools, etc) and everyone else can view those materials through GradeGuru without needing that application.

Estimate the probable costs associated with this practice: 

  Access to GradeGuru and its associated tools is free. Moreover, getting started is simple and using the site is very intuitive – in our experience it requires no training. Students can set up an account in under a minute or just login using their existing Facebook account. Their class communities are ready and waiting – no cost, limited set-up.

References, supporting documents: 

 Details of the above survey results are yet to be published – this data represents our early analysis of our survey, to which there were a total of 732 undergraduate student respondents from across the US at a spectrum of 2 year and 4 year universities, in a wide range of majors, including freshman to seniors. Of these surveyed students, 154 were in the category of regular contributors of student materials to the site** as defined above, 433 had contributed to the site once or more**, 189 were regular users of others’ study materials on the site** as defined above and 451 had used other students’ materials once**. The survey was conducted and data was collected by an external party. This data represents the findings of survey 3. The final research report will include investigation into the relationship between students’ uses of GradeGuru and their studying strategies and attitudes at three time points across three surveys: 1) baseline (beginning of academic year 2009), 2) mid-year and 3) end of academic year.

 

 

Wheeler, M. (2002), Can Web-Based Environments Talk the Talk?, Sheffield Hallam University, 2002 http://www.networkedlearningconference.org.uk/past/nlc2002/proceedings/papers/46.htm

 

Useful Links: 
GradeGuru
GradeGuru Tools – the free student app store
GradeGuru Blog – the latest updates and edu tech news
GradeGuru iPhone Apps – Apple App Store
Other Comments: 

 Given its innovative use of web 2.0 technologies for education, GradeGuru has been much discussed in the press and in academic circles. For example:

 

Contact(s) for this Effective Practice
Effective Practice Contact: 
Angela Santiago
Email this contact: 
angela_santiago@McGraw-Hill.com
Effective Practice Contact 2: 
Emily Sawtell
Email contact 2: 
emily_sawtell@McGraw-Hill.com
Tags:

"Automatic" gradesheets: A Holy Grail for simultaneously improving faculty and student satisfaction

Award Winner: 
2010 Sloan-C Effective Practice Award
Author Information
Author(s): 
James T. Fatzinger, M.Div., MBA
Institution(s) or Organization(s) Where EP Occurred: 
Metropolitan State University (Minneapolis and St. Paul, MN)
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice: 

It might not be too challenging to enhance faculty satisfaction: reduce class size, increase opportunities to interact with students, eliminate (or at least drastically reduce) paperwork, etc. Improving student satisfaction may be even easier: improve the quality of feedback as well as the timeliness with which the feedback is provided. It is clear, however, that the means of enhancing the latter (student satisfaction) can be at odds with the means of improving the former (faculty satisfaction). Providing higher quality feedback more quickly can seem like an onerous burden in a context of steadily increasing class sizes and "extracurricular" demands. "Automatic" gradesheets, which drastically reduce the time needed to return high quality feedback to students may be an educational Holy Grail.

Description of the Effective Practice
Description of the Effective Practice: 

The idea is disarmingly simple. Use the functionality of two (2) programs with which most faculty are already adept: Microsoft Excel ® and Microsoft Word ® to create "automatic" gradesheets requiring no more than a mouse click (see K.H.'s comments below) to generate feedback based on best practices and 4-stroke "shortcuts" to insert often-used comments (color-coded, if so desired) into electronically submitted student papers. The supporting "architecture" for the practice is the seamless, transparent integration from assignment description to a rubric with four (4) behavioral anchors for each graded item to a feedback form that "automatically" provides feedback on each item described in the rubric and calculates a grade for the assignment.

Supporting Information for this Effective Practice
Evidence of Effectiveness: 
Existing information makes it easier to provide quantitative evidence of the effectiveness of the automatic gradesheets with regard to the "student satisfaction" pillar.
Metropolitan State University uses an instrument called an "Instructional Improvement Questionnaire" in all classes, all modalities (traditional classroom, fully online, and "Web-enhanced" [hybrid]) at the end of every semester. Instructor behaviors have a strong, direct influence on seventeen (17) items on the IIQ; e.g., "Demonstrated mastery of subject matter," "Explained course requirements and evaluation criteria," etc.
Student evaluations of two (2) items: "Provided helpful feedback on student assignments" and "Informed students of their progress in time to correct deficiencies," though, stand out in stark contrast to the other fifteen. University-wide (Fall, 2009, N=8,889 and Spring, 2010, N= 9,411), the mean on a 5-point Likert scale where 1 represents the best possible rating and 5 the worst possible rating for the top-scoring fifteen (15) items was 1.40 for Fall semester and 1.41 for Spring semester. Contrast this with the scores for "Provided helpful feedback on student assignments": Fall, 2009 = 1.64; Spring, 2010 = 1.65 and "Informed students of their progress in time to correct deficiencies": Fall, 2009 = 1.67; Spring, 2010 = 1.70!
Ratings on these same items for the instructor piloting the use of the automatic gradesheets are significantly better: 1.44 for "Provided helpful feedback on student assignments" as opposed to the University-wide means of 1.64 (Fall, 2009) and 1.65 (Spring, 2010). Even better results are indicated for the item, "Informed students of their progress in time to correct deficiencies" -- the average for 21 classes over 14 semesters for the instructor using the automatic gradesheets was 1.43, compared to the University-wide means of 1.67 (Fall, 2009) and 1.70 (Spring, 2010). Evidence suggests that more useful feedback was returned to students more quickly using the automatic gradesheets -- resulting in improved student satisfaction.
Unfortunately, Metropolitan State University doesn't collect comparable information from faculty, so the evidence of the effectiveness of the automatic gradesheets comes in the form of qualitative comments like those below:
  • K.H. (tenured professor, 4 year university): "I cut my grading time by approximately 50% by using the automatic grading sheets.  Since I use many of the same sentences to provide feedback to numerous students on the same assignments, the automatic grade sheets allow me to prove accurate feedback by the 'click' of my mouse."
  • M.C. (tenure-track professor, community college): "Automatic gradesheets have helped me to better communicate with my students.  My feedback is more consistent and it is always in line with the rubric.  Additionally, with the new process I provide feedback on all levels of the rubric -- whether it is positive or negative comments.  That is a change that I enjoy.  Previously, I spent far too much time letting students know what needed improvement.  The automatic gradesheets allow me a seamless way of also letting students know what they did well."
  • A.B. (community faculty): "The automatic gradesheets were very helpful for providing consistent feedback.  The programmed comments were useful and easily customizable. The gradesheets reduced the time it took for me to write feedback for each assignment and provided useful information for the students.  I will continue to use these tools.
How does this practice relate to pillars?: 
1.      Improve faculty satisfaction by reducing time spent on repetitive grading tasks. The Pareto Principle applies to grading; the vast majority of faculty time is spent commenting on and correcting a relatively small number of frequently repeated errors. The "automatic gradesheet" reduces faculty time spent on this low-reward activity dramatically!
2.      Improve student satisfaction by delivering high-quality (totally customizable) feedback on assignments in a fraction of the time required without the use of automatic feedback (see "Evidence of Effectiveness" section).
3.      A primary purpose of feedback is to help students close the gap between goal (what a given assignment purports to assess) and performance (the degree to which the work submitted meets the assessment criteria). Enhance learning effectiveness by:
a.       increasing the "transparency" from assignment description to rubric to (automatic) gradesheet,
b.      providing formative feedback focusing on improving gaps in performance, and
c.       enabling students to use feedback to increase self-regulation and improve performance on similar, future assignments.
4.      Scalability: This practice can be implemented in steps. Faculty can collaborate on developing common descriptions for assignments (e.g., case studies) and students can be engaged in developing evaluation criteria. New automatic gradesheets can be brought online each semester until a complete collection has been developed.
Equipment necessary to implement Effective Practice: 
I am an ardent advocate for keeping costs low by using readily available resources. All that is needed to implement the automatic gradesheet most faculty already have -- a computer and Microsoft Office ®!
Estimate the probable costs associated with this practice: 

Most instructors will already have access to Microsoft Office ®; the only other "cost" would be the time needed to become proficient with the specific processes in Excel ® and Word ®. Additional cost (also in the form of time) would be needed if the faculty member is not familiar with Excel ® and to enter her/his detailed feedback into Word ®. Attending a single webinar and/or following detailed, step-by-step handouts with screenshots should bring any faculty member up to speed in a few hours.

References, supporting documents: 
2009-10 college prices. CollegeBoard. Retrieved June 24, 2010 from http://www.collegeboard.com/student/pay/add-it-up/4494.html.
Blase, J.J. (1986). A qualitative analysis of sources of teacher stress: Consequences for Performance. American Education Research Journal. Spring, 23:1, 13-40, http://www.jstor.org/stable/1163040.
Brookhart, S. (2007). Feedback That Fits. Educational Leadership, 65(4), 54-59. Retrieved from Academic Search Premier database.
Certo, J., and Fox, J. (2002). Retaining Quality Teachers. The High School Journal, 86(1), 57-75. doi: 10.1353/hsj.2002.0015.
Chong Leng, T. (2005). Mail merge: A function to improve efficiency…beyond the generation of customized feedback documents. Decision Sciences Journal of Innovative Education, 3(1), 151-159. doi:10.1111/j.1540-4609.2005.00059.x.
German, K. (1990). Computerized instructional responses: An option for providing student feedback. Association for Communication Administration Bulletin, (74), 83-91. Retrieved from Communication & Mass Media Complete database.
Gibbs, G and Simpson, C. (2004). Does your assessment support your students' learning? Open University. Retrieved June 19, 2010 from http://artsonline.tki.org.nz/documents/GrahamGibbAssessmentLearning.pdf.
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. doi: 10.3102/003465430298487
IIQ Results, University Level, Fall 2009. Obtained from Metropolitan State University Department of Institutional Research June 28, 2010.
IIQ Results, University Level, Spring, 2010. Obtained from Metropolitan State University Department of Institutional Research June 28, 2010.
Jones, S. (1998) Student and staff appraisal - how to give effective feedback. Management in Education, (1 January), 12(4), 23-25. doi. DOI: 10.1177/089202069801200408.
Lipnevich, A. A. & Smith, J. K. (2009). Effects of differential feedback on students' examination performance. Journal of Experimental Psychology: Applied, 15(4), 319-333. Retrieved from http://dx.doi.org/10.1037/a0017841
McIntyre, F. S., Hoover, G. A. & Gilbert, F. W. (May 1997). Evaluating oral presentations using behaviorally anchored rating scales.  Academy of Educational Leadership Journal, 1(2), 1-6.Retrieved June 22, 2010, from Academic OneFile.
Nias, J. (1981). Satisfaction and dissatisfaction: Herzberg's 'Two-Factor' hypothesis revisited. British Journal of Sociology of Education, 2(3), 235-246. Retrieved June 22, 2010 from JSTOR, http://www.jstor.org/stable/1392621.
Nicol, D. and Macfarlane-Dick, D. (date unknown). Rethinking formative assessment in higher education: A theoretical model and seven principles of good feedback practice. A briefing paper from The Higher Education Academy (Scotland). Retrieved June 19, 2010 from http://www.heacademy.ac.uk/assets/York/documents/ourwork/assessment/web0015_rethinking_formative_assessment_in_he.pdf.
Reybold, L. (2005). Surrendering the dream: Early career conflict and faculty dissatisfaction thresholds. Journal of Career Development, 32(2), 107-121. Retrieved June 22, 2010 from doi:10.1177/0894845305279163.
Useful Links: 
Interview with Jim Fatzinger
Other Comments: 

I will be presenting the "automatic" gradesheets in the workshop titled, "The Holy Grail: Increasing student satisfaction while decreasing faculty time spent on repetitious grading tasks"

Contact(s) for this Effective Practice
Effective Practice Contact: 
James T. (Jim) Fatzinger
Email this contact: 
effsolns@mindspring.com
Tags:

Resources to assist educators with the delivery of student workshops

Award Winner: 
2010 Sloan-C Effective Practice Award
Author Information
Author(s): 
Carol Elston
Institution(s) or Organization(s) Where EP Occurred: 
University of Leeds, UK
Institution(s) or Organization(s) Where EP Occurred: 
LearnHigher CETL
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice: 

The LearnHigher Centre for Excellence in Teaching and Learning (CETL) is a partnership of 16 UK Universities committed to improving student learning through research and resource development. Focussing on 20 areas of academic skills development, from academic writing to visual practices, the project outcomes include research papers, conference workshops and a coherent open access website showcasing a range of online resources for both students and staff. Entering the final year of the 5-year project, the dilemma was how to capture the expertise of the LearnHigher partners and their colleagues. The aim was to find a way to share experience, making clear connections between resources and guidance, whilst harnessing the personal communication style and expertise of the partners. This resulted in a collaborative project to develop a suite of 20 video resources designed to enable an educator, regardless of location, to deliver a student workshop covering a specific area of skills development. Video plays a central role in communication, with each slide within the resource structured around a video clip; by capturing speech and expression the clips are personal, echoing the way in which academics share teaching expertise and knowledge with colleagues. The resulting resources are open access and available via the internet (www.learnhigher.ac.uk/videoresources).

Description of the Effective Practice
Description of the Effective Practice: 

The resources are designed to cater for a range of teaching styles and requirements, from full workshops to individual activities. Each resource includes a range of video clips describing workshop format, ice-breakers, activities, frequently ask questions and tips; the aim is to inform, encourage and inspire. The videos vary from talking head style clips, snap shots of workshops, student activity sessions and interviews. This format enables tutors to view the staging of workshops, visually stimulating ideas and providing tips and techniques on delivery. By capturing speech and expression the clips are personal, echoing the way in which academics share teaching expertise and knowledge with colleagues when in a face to face situation. Probably the most important element of each resource is the range of downloadable presentations, handouts and lesson plans. Those using the resources are encouraged to take as much or as little as they require and to change and adapt the content to meet the needs of their students.

Supporting Information for this Effective Practice
Evidence of Effectiveness: 

The project was launched in March 2009 with a remit to develop 20 resources by July 2010. At the time of writing (June 2010), 18 resources have been completed 10 of which have been uploaded to the website. The LearnHigher website is currently being redeveloped and will be re-launched at the end of July 2010 with all 20 resources in situ. The learning development community within the UK has had access to each resource as it has been uploaded and feedback has been positive. Website statistics show extensive access and evaluation comments show that the resources meet the needs of educators. The resources are also available through the UK OER repository Jorum Open and received 3rd place in the Jorum competition for educational resources 2009. As the project nears completion we are keen to share the content as well as receive feedback. As well as requesting comments from users we will also be carrying out a full evaluation programme during the 2010/11 academic year.

How does this practice relate to pillars?: 

This initiative supports effective practice as defined by the five pillars; in particular the support of ease of access. It achieves this by supplying a ‘one stop shop’ for educators who want to include skills development within their teaching. The resource has been designed so that a tutor can dip in and out of the slides opting to watch relevant video clips, developing their ideas and integrating them into their teaching. The resource is available to all, any time, any place and at no charge. The supporting materials can be downloaded and adapted saving both time and money. This resource may not provide all the answers but it is an excellent starting point – the next best thing to spending twenty minutes with someone who has done it before and is willing to share their expertise and their practical activities with you.

Equipment necessary to implement Effective Practice: 

To utilise these resources the only requirement is a computer with internet access and sound. The user also needs to be aware of the url which is www.learnhigher.ac.uk/videoresources.

Estimate the probable costs associated with this practice: 

There is no financial cost associated with the use of the resources. The investment in time has been kept to the minimum by designing the resources to a template design; each resource has a similar look and feel with standard navigation.

Useful Links: 
Video resources for tutors
Interview with Carol Elston
Camsex Dominas
Other Comments: 

It is important to note that the team creating the resources are learning developers rather than media experts and as such the video clips should be viewed as a tool to share experience in an interesting and visual way rather than necessarily being judged on technical merit.

 

Contact(s) for this Effective Practice
Effective Practice Contact: 
Carol Elston
Email this contact: 
c.a.elston@leeds.ac.uk
Tags:

Commencement Speech at American Sentinel University

Submitted by jbourne on June 26, 2010 - 10:03am

On July 25, 2010, I gave the commencement speech at American Sentinel University in Denver.  Here is the approximate text of the address: 

Online education: why you are perfectly positioned to succeed in life


Thank you President Adams,  Chief Executive Oliver, the faculty of American Sentinel University and honored guests for inviting me to speak today.  It is pleasure to be here to provide a few thoughts on the occasion of this commencement.

Tags:

Evidence for effective practice awards

Submitted by janetmoore on May 31, 2010 - 11:36am
Supporting documentation—evidence—is one of 5 values by which awards are selected:
 
Innovation: The practice is inventive or original
Replicability: The practice can be implemented in a variety of learning environments
Potential impact: The practice would advance the field if many adopted it
Scope: The practice explains its relationship with other quality elements
Supporting documentation: The practice is supported w
Tags:

Call for Presentations Deadline Extended through June 7 2010 for 16th Annual Sloan-C International Conference

Submitted by oakley on May 30, 2010 - 6:14pm

16th Annual Sloan-C International Conference on Online Learning (Nov 3-5, Orlando) -- Call for Presentations Deadline Extended through June 7th  

Tags:

Instructor-led teaching and Open Educational Resources

Submitted by jbourne on May 11, 2010 - 11:35am

Education, as practiced in much of higher education is instructor-led, including online education.  In recent years there has been a flurry of interest in the use of open educational resources for learning with some organizations pushing the agenda that students can learn difficult topics simply by relying on what peer students know or can determine.  Some have questioned this concept and have suggested that instructor expertise is needed to guide cohorts of student learners.

Tags:

JALN Call for Papers for Special Issue on Scale in Anytime Anywhere Education: September 15, 2010

Submitted by janetmoore on May 3, 2010 - 7:47am
The Journal of Asynchronous Learning Networks (JALN) calls for papers for a Special Issue on Scale in Anytime Anywhere Education. As demand for online and blended education grows, the intent of the issue is to present mo
Tags:

Leveraging Resources for Anywhere Anytime Education, JALN Volume 14 Issue 1

Submitted by janetmoore on April 7, 2010 - 1:32pm

The seventh annual Sloan Survey of Online Learning, Learning on Demand: Online Education in the United States, 2009 shows that online enrollment rose by nearly 17 percent within a year. With more than one in four higher education students—4.6 million--now taking at least one course online, 73 percent of institutions report that the economic downturn has increased demand for online courses and programs [1].   

Tags:

JALN Call for Papers for Special Issue on Open Educational Resources: June 15, 2010

Submitted by janetmoore on April 6, 2010 - 6:40pm
The Journal of Asynchronous Learning Networks invites submission of papers for a special issue focusing on Open Educational Resources (OERs). OERs are learning materials that are made publically available for free to be used, modified, and redistributed in original or modified form.
Online education and Open Educational Resources are strongly interconnected developments that have both have been driven by the growth of connectivity and content on the Web. In addition, online education is a natural environment for
Tags:

The Sloan-C Online Teaching Certificate


prepares educators to teach and improve online courses using the Sloan-C pillars of quality in online education.
Learn more and register

--------------------------

The Institute for Emerging Leadership in Online Learning
a unique blended-learning leadership development program


The Sloan-C Institute


provides a place for Sloan-C members and others to secure education and professional development about online eteaching and learning. Sloan-C offers wide ranging knowledge for those interested in deepening both pedagogical and practitioner aspects of their teaching practice. 

Mastery Series: Blended Learning
Mastery Series: Mobile Learning
Sloan-C College Pass
Workshops
Teaching Certificate
Webinars

Accessibility Webinar Series 2013
Research Symposia



The Sloan-C College Pass
Professional
Development Package
is a large-scale
workshop program.


College Pass Special Offer
10 Workshops $699
Offer ends June 30, 2013

--------------------------

How to Access Your Workshop



Looking for a cost
effective way to train
your faculty and staff?



The College Pass Professional Development Package

gives you access to Sloan-C workshops for one low price.


Membership

includes valuable resources to help you and your faculty gain effectiveness in online teaching and learning, with discounted pricing on Sloan-C conferences and workshops, free webinars, discussion groups and peer networking, awards eligibility and more.

Individual Membership
INDIVIDUAL
 Institutional Membership
INSTITUTIONAL
 Corporate Sponsor
CORPORATE

search Check here if your institution is a member
chart Membership Comparison Chart


Learn more about
Sloan-C Membership



Insider Newsletter

Testimonials

Resource Center

Contact Us



Join us at our Upcoming Conference


10th Annual Sloan Consortium
Blended Learning
Conference and Workshop
July 8-9, 2013

Hyatt Regency Milwaukee
Milwaukee, Wisconsin


Sloan-C Annual Conferences

The Sloan Consortium offers three annual conferences, each focusing on a different area of interest in online learning and located in a different region of the country.  Join us in Las Vegas, NV in the Spring for the Emerging Technologies for Online Learning International Symposium, in Milwaukee, WI in the Summer for the Blended Learning Conference & Workshop, and in Orlando, FL in the Autumn for our Annual International Conference on Online Learning.

Emerging Technologies for
Online Learning		 Blended Learning
Conference Workshop		 International Conference on
Online Learning


Sponsor and Exhibitor Opportunities
Blended Learning
ALN

Annual Conference - CFP Information
ALN

Register
Blended
ALN

Virtual Attendance
Blended
ALN



10th Annual Survey of Online Learning



"Changing Course: Ten Years
of Tracking Online Education
in the United States" 

Download Full Report 
Read Press Release


Research and Publications

Several free publications are provided by The Sloan Consortium in furtherance of our mission.


Journal of Asynchronous
Learning Network


Survey Reports
Sloan-C Series Books


The Sloan Consortium


Individuals, Institutions and Organizations Committed to Quality Online Education


Blog
Monitor, engage, and stay connected with the Sloan-C community and all the latest
news in online learning
at our blog,
eLearning Landscape.



Stay Connected



Read our our monthly e-Newsletter 
Sloan-C View
Perspective in Quality Online Education

Join our mailing list

Join our Social Networks
Twitter   LinkedIn   FaceBook   YouTube   



Sloan-C Awards Program


Sloan-C Award in Excellence
Sloan-C recognizes outstanding work in the field of online education through an annual awards process.

Sloan-C Fellows
Recognition as a Sloan-C Fellow
is one of unusual
professional distinction and is conferred by
the Sloan-C Board of Directors
upon individual members of the
Sloan Consortium. 



Conference & Other Quality Learning Opportunities


ET4OL
Blended
ALN
Online Workshops
Certificate Program
Webinars
IELOL
Research Symposia


Why Sloan-C


The Online Learning Revolution is the new reality!
The 2012 Online Learning Survey reported that more than 6.7 million students are taking at least one online course, and this trend is growing faster than traditional enrollments, are you ready to participate or expand activities in this growing market?
We can help!



About Sloan-C


The Sloan Consortium (Sloan-C) is the leading professional online learning society devoted to advancing quality e-Education learning into the mainstream of education through its community.


History, Evolution, Present and Future

Contact Us




Stay Connected


Join our Mailing List

Join our Social Networks

Twitter  LinkedIn  FaceBook  YouTube  

© 2013, The Sloan Consortium