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Last week, a new piece of equipment was introduced for the Panoramic Imaging exercise DMD students were expected to complete in The Dental Center.
As with other tablet-based assessment projects IT has developed ( links to related articles at the end of this post), at least part of the incentive to develop such a tool was based on the time constraints of providing individualized feedback to students.
One of the major distinctions between the CDM tools and other, similar evaluation tools is that the quantitative side of evaluation is kept on the back end, freeing the instructor to provide meaningful qualitative feedback on student performance. For the project, Alagesh devised an interface that allowed evaluators to access either performance rubric or simply download grades to an Excel spreadsheet. A screen cap of the general performance rubric can be seen below, as well as a sample screen from the panoramic imaging rubric, showing the point distribution for an individual student once the evaluation has been completed. A more detailed view of student performance with respect to the panoramic imaging procedure is shown below.
Much has been written about emerging trends in Educational Technology, some of which have significantly redefined the way our faculty teach and the kind of support our IT resources provide. The NMC Horizon Report, 2013 Higher Education Edition, cites tablet technology as a major game changer in the educational landscape. For some time now, WesternU has been capitalizing on the power of tablet computing by offering mobile versions of Blackboard Learn and its proprietary Rotation software.
Current IT policy now requires that new educational applications adopted or developed for the campus be compatibility with mobile devices. One of the most profound pedagogical changes in recent years has been the reversal of higher education’s traditional lecture-based model for classroom instruction.  With flipped classroom concept, instructors record and upload their own lectures for the students to learn as a part of the homework. At WesternU, the idea of the flipped classroom has been vigorously promoted through CAPE and colleges like COMP (see Flipping the COMP Classroom with Echo360 Personal Capture: One Year Later).
The idea behind Massively Open Online Courses is to take the best courses from the best educators and universities and offer them online.
While MOOCs offered through EDUCAUSE, selected universities, and social entrepreneurship companies like Coursera continue to offer numerous learning opportunities for faculty and staff, WesternU’s entry in the field as a MOOC publisher will depend on the development of stricter production standards and review & approval policies for vetting recorded lectures for public release. Everyone knows that interactive learning is more fun and more effective than passive learning.
In 2012, the Gates Foundation granted $3 Million to MIT Education Arcade to develop an interactive game in which students can learn science, math, geography and more. IN 2013, Gamification was a major focus at the annual EDUCAUSE conference (see Gamification a Prominent Theme at EDUCAUSE 2013). WesternU’s IT department made its own commitment to educational gamification this year by hiring its first Educational Applications Developer with a background in 3D gamer design (Michael Arevalo). The idea of replicating real world objects or physically creating any object one can imagine has caught the imagination of artists, architects, engineers, and especially medical educators. Social Media – “Educators, students, alumni, and the general public routinely use social media to share news about scientific and other developments.
To members of the WesternU community, we encourage you to stay tuned for developments on these fronts, as well as continued progress on the trends highlighted in this posting.
The Rubrics feature provides ExamSoft users with the ability to create objective frameworks to evaluate subjective assignments and assessments. ExamSoft’s Creating a Rubric page offers a concise visual overview of the new Rubrics feature. Be sure to check ExamSoft’s Education and Product Release Calendar for free webinars on Rubrics and other ExamSoft features. Blackboard’s Self and Peer Assessment tools allow an Instructor to create an exercise with a list of questions and grading criteria that students can use to assess their own work or the work of their peers. The Self and Peer Assessment tools were designed to promote reflective learning and facilitate the objective, analytical, and learning comprehension skills of students.
Step 1: From a Content area or any other area, select Self and Peer Assessment from the Assessment menu. In general, essay questions may require many criteria per question while shorter questions may only require one or two criteria. If an Instructor wants to evaluate the length of an answer, it is possible to add a Word Count Criteria to a question. There are two ways to preview the Assessment once it has been created, by Submission and Evaluation. Evaluation Preview Page: This page offers a view of all of the evaluations, regardless of their status.
Once the students have accessed the Assessment in the Content or Assignment area, they will see Submission and Evaluation date ranges under the Assessment listing. Evaluating an Assessment allows Students to provide their peers valuable feedback on the answers they have submitted. Users can access the Assessment using the same link they used to complete it and begin the evaluation. If Anonymous evaluations are enabled, the evaluator does not see the name of the Student whose Assessment they are evaluating.
Note: Assessments can only be evaluated during the evaluation period designated during the Assessment creation.
In Spring of 2013, the College of Veterinary Medicine and the university’s Instructional Technology & Distributed Learning (ITDL) Department undertook a joint project to improve the collection and accessibility of student performance data throughout the CVM curriculum. Preliminary research included a review of assessment strategies documented in course syllabi followed by downloading specific rubrics, data collection forms, and other tools used to implement these strategies.  Armed with this information, Jerry met with small groups of course leaders ( 7 groups in all) to discuss the logistics, effectiveness, issues and any barriers encountered in assessing student performance, both in the classroom and in the clinical setting.
The insights revealed in these meetings were documented in the form of an assessment matrix for each course or series of courses. Each matrix included a summary of assessment strategies, data points, and tools being used, as well as  recommendations  for leveraging new or existing technologies to improve the assessment process.
From these recommendations, additional projects were planned to implement the appropriate solutions.  Another outcome of the process was the identification of faculty development needs which would translate into scheduled training sessions and other supports.
Designed in cooperation with hundreds of faculty members, the new SofTeach user interface centralizes exam creation, scoring and administration.
Audio and Video – The ability to attach multiple files, including audio and video clips, to exams offers a more comprehensive testing experience. Results related to new items and exams, built or managed in SofTeach, will be incorporated into ExamSoft’s already extensive testing analysis and evaluation of learning outcomes – the measure of how well a student is progressing through their curriculum.


In the past, student papers submitted through Blackboard’s Assignment feature could only be commented on using external text fields or downloaded copies in Word. When you view a document submitted by a student using the Assignment tool, that document is converted to a format that is viewable inside the web browser. B – From the inline viewer toolbar you can zoom the contents of the document in or out, open the annotation tools menu to comment in the document, download the document and move from page to page. Show grading notes displays where you can add private notes, not visible to the student as feedback. Note: The Inline Grading feature only works with Assignments submitted after June 21, 2013, when the externsion was installed on the live Blackboard server. Assignment submissions that have been uploaded and converted for display in the inline viewer can be annotated directly within the browser.
Next to the annotated document, the Inline Grading tool keeps a running list of what comments were made and by whom.
Programs that rely on CoursEval for their course and instructor evaluations will be able to take advantage of the following new features in Release 75. Blackboard provides the means to randomize both questions and answers.  The following procedures will show you how. If you are drawing questions for your exam from a question pool, you can draw a random block of questions for each exam. Step 7: On the Test Canvas, select the number of questions to display and the number of points to assign to each question.
Step 2: In the Create Question Set window, use the browsing crtieria to inspect your questions. Step 3: Use the checkboxes to select the questions you want to include in the Question Set. Step 5: On the Test Canvas, select the number of questions to display and the number of points to assign to each question. The objective of the course in Interior Design is to provide the tools and knowledge necessary to enter the world of interior design, to understand the role of the profession of Interior Designer as well as the skills and responsibilities.
The end customer wants to buy what he sees and the interior designer must interpret these needs and transform them into final works that most closely match the wishes of the client. The course is open to all although it is preferable to have a minimum knowledge of using PC with Windows or Mac operating system.
Our Interior Design courses are structured so that the student can learn and practice the theory during the same lesson, applying the formula of 3 + 2, or three hours of theoretical training and two hours of practical realization. Being an Interior Designer means to design the interior spaces, know how to organize the rooms according to the needs of the client, choose and arrange the furniture, choose the colors and the most appropriate materials.
The Interior Design course also addresses the disciplines that constitute the foundations for an interior designer: the history of furniture with a historical overview from the Baroque to the present day which is intended to deepen the most important and significant projects from the 20s up to the current day trends. Students will be introduced to AutoCAD ® software which is used to create technical drawings on the computer as well as the ArredoCAD rendering program, which is an essential and specific tool for the realization of rendering realistic plans.
All these subjects will then be applied with concrete project experience with the support of specific representation techniques which will enable optimal structuring of the final plans which is the final stage of training.
The course can also be followed online in an interactive video conference simultaneously with the lesson in the classroom, thanks to the technical support provided by the Academy. The course of study ends with a test prepared by the team of trainers aimed at assessing the student's skills.
The Certificate of Competence NAD Professional - New Academy of Design will improve your Curriculum Vitae area that is dedicated to "personal skills" and "awards and certificates" and will allow the insertion in the labor world with a complete and highly sought after specialization. This particular piece of equipment was not a sophisticated CT scanner or other hi-tech imaging device, but a simple iPad programmed to provide students with a higher quality of formative performance feedback than had previously been possible. A process that once took 3 to 4 minutes per student has been reduced to under a minute thanks to a combination of touchscreen technology and an ingenious set of performance rubrics designed give students more qualitative, meaningful feedback.
However, 2013 saw the arrival of more diverse educational applications with the release of tablet based assessment tools for the College of Veterinary Medicine (see Tablets Facilitate Practical Exams for First Year Veterinary Students and Tablets Streamline Clinical Skills Testing of Vet Med Students). The decline may be based on the economic model — MOOCs don’t make any money for the schools that offer them. Drafts of such standards are currently under review by our Academic Technology Partnership (ATP) committee. In addition to a suite of arcade games designed to help first year PharmD students learn top drugs and pharmaceutical terminology (current in beta test), Michael is also helping ITDL develop a prototype virtual learning portal for the College of Dental Medicine and an anatomical viewer to be used with 3D scans of the human cranium (COMP) and horse hoof (CVM).
While it seems like a small evolutionary step from spraying toner on paper to stacking layers of liquid polymer to build a three-dimensional object, the implications are revolutionary.
As the cost of 3D printing declines and the university expands its expertise and experience in this area, there are plans to acquire more sophisticated replicators that can produce more complex anatomical structures as well as dental models and prosthetic devices. Uniting the two types of measures enable faculty to obtain a comprehensive picture of each student’s strengths and weakness, all in real-time, all from a single integrated system. Once students submit their work, the Instructor can monitor the assessment process, download the assessment submission and results, and add the assessment marking to the Grade Center. Reviewing the work of fellow students through criteria-based reference evaluation allows constructive feedback. Enter zero (0) in this field if Self Evaluations are the only kind desired for this Assessment.
This is the date range which Students can submit evaluations of their peers’ work (if using Peer Assessment) or their own (if using Self Assessment).
Note that you can also search for and apply criteria  already developed for other questions.
These options provide the Instructor a chance to see the Assessments as their Students will.
In addition to submitting answers directly on the question page, Students can also submit a local file or copy an item from the Content Collection to support their answer. The Evaluation Overview page lists the number of submissions the Student needs to evaluate (including their own), with the Evaluators own name at the top of the list.
Submissions can be downloaded as a collection or on an individual basis so they can be reviewed later.


The goal was to identify ways to improve the logistics of data collection rather than change assessment strategies themselves, which are determined by course objectives and pedagogical considerations. The new interface even provides a placeholder link for their new Rubrics tool, which is scheduled for release at the end of 2013.
For example, users can now attach an audio or video clip of a patient’s heart beat or patient history to a test to use as reference points throughout the exam. With the recent Service Pack 11 upgrade you can now view, comment, and grade student-submitted assignment files without ever leaving the Grade Assignment page. Supported document types that can be converted are Word (DOC, DOCX), PowerPoint (PPT, PPTX), Excel (XLS, XLSX), and PDF (PDF). Click the attempt to load the submission in the inline viewer and update the sidebar with the appropriate attempt-related data. Files can be attached to the feedback, and the Feedback field can be expanded to take advantage of the full Content Editor capabilities. The MyCoursEval portal now contains the option to set custom windows for any and all courses. CoursEval developers took notice when faculty told them that selecting the correct audience for Group Emails attached to surveys with custom windows was important. If you have several questions that relate to a single case description, or are otherwise interdependent, they will be separated on the exam.
That way, each student will get a different set of questions, or at least the same questions in a different order. Instructors can use Rubrics to explain their evaluations to students, and students can use them to better organize their efforts to meet the requirements of an assignment.  This post will show you how to set up a rubric in your Blackboard course.
They’re regularly taught in universities, colleges and professional institutions such as art schools or agricultural colleges - nearly all of which have their own websites. This profession is not yet formally recognized, like many other categories that revolve around the world of art and creativity. Students thus have the opportunity to structured attend courses according to the latest teaching methods of "learning by doing", which is a balanced mix between theoretical and practical training on the project,materials and decor. The course also cover color design and choice of materials, which are considered as the most important areas for the success of a project today. It will be carried out ex-tempore tutorial which is aimed at learning the basics of technical drawing on paper and annual exercise support, which will be the subject of examination, to be carried out with autoCAD and ArredoCAD software. This practice allows you to participate in the lesson and interact with the teacher and classmates without the burden of the trip.
After the examination and verification of the work done during the duration of the course will be awarded a certificate of specialization by a vote of thirty, in accordance with current legislation, which certifies the skills acquired and their marketability in the workforce to European level. Jedediah Burton, a CDM graduate and currently Assistant Professor for the College of Dental Medicine, had a major role in developing the rubrics. They’re light, portable, and allow students to interact with the lesson and their networks at the same time.”  Competition among tablet manufacturers continues to drive down the price and push the limits of capability. A research study funded by the Gates Foundation found the majority of MOOC participants do not complete them, perhaps because few students are self-motivated enough to power through the modern-day, high-tech equivalent of a correspondence course (MOOC Fad is Over: Long Live Synchronous Online Learning). That’s the milestone number of global gamers author and game designer Jane  McGonigal (Reality is Broken) claims we’ve reached, and it’s a testament to the power of good online games to foster curiosity about the world, provide useful feedback, make learning challenges fun.
Future projects include an online scavenger hunt for newly admitted WesternU students, a physiology simulator for the College of Pharmacy, and virtual case study scenarios to teach patient assessment clinical decision making.
With the appropriate scanning equipment and software, 3D printers can not only duplicate such structures in astonishing detail, they can scale them up or down to produce larger or smaller versions as needed. The constructive feedback that students give to and receive from their peers can enhance their comprehension of the subject material and provide valuable insights into their own efforts. It is not displayed to students taking the Assessment, only to the Evaluators after the Assessment has been submitted.
The Word Count Criteria enables points to be awarded based on the length of an answer (for example, points awarded if the answer is within 20 words of the 200 word maximum. Once an assessment has been created, Questions and Criteria can be added from a central location. Peggy Schmidt, Associate Professor and Director of College Outcomes Assessment, course leaders from the CVM curriculum met with Manager of Educational Technology Jerry Kellogg to map out current assessment strategies and performance data collection needs. Now, when sending emails to evaluated instructors, only those in active windows will get the message. With this strategy, any two students answering a particular question will see the answer selections in a different order, making it more difficult for students to communicate answers to other test-takers. Columns can be edited or removed by selecting the appropriate option from the drop down menu for each row and column (A). You can get a wide range of skills, for example, diplomas, bachelor degrees, foundation degrees and post-graduate degrees.Dealing with public universities is far from an optimal option. As a result, it is increasingly required for its specific expertise and technical design ability. We’ve also been working on a way to equip each incoming student with a ‘tech package’ that would be contained on a virtual machine and provide all the apps, tools and resources he or she will need to complete the coursework, regardless of platform or device.
Rows and columns can be re-ordered using the bi-directional arrows on the top and left side of the table (B, C). The first was a general performance rubric that instructors could use to evaluate students’ preparation for the procedure, process performance, and overall professionalism.
With this strategy, students’ ability to prepare and communicate the answer key for other test-takers is drastically reduced. Several online university draws teachers and students at great distances from all over the world.
The second was more specific to the Panoramic Imaging procedure itself.”  Click the links to see examples of the General Performance Rubric and Panoramic Imaging Rubric.




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