Infographic Reflection
This class provided me with an introduction to Canva. The examples immediately impressed and encouraged me, but I admit a reluctance to accept the ease of creation based on the samples presented. I was to create a colorful and short presentation of the assessment process where I needed to display the interaction of the three different types of assessment. What was important to me in constructing the infographic was that I kept the information brief but relevant. The infographic needed to engage the viewer immediately, so I chose the first slide because of the hand in the writing process.
Many assessments are written so the viewer can relate that the assessment process includes documentation. The first slide also provided a brief listing of the assessment process. On the second slide, I highlighted the assessment needs for each area of assessment, institutional, course, and student, with the center circle depicting those areas shared by all three areas. The movement of the slides caught the viewer’s eye, but it was more of an opportunity for me to learn more about what I could do in Canva.
Researching the assessment process was interesting because assessment is a continual process in everything we do. We shop at a store and assess the quality and costs of our goods. We look at the sky and assess the impending weather’s impact on our schedule or movements. When we look at the assessment process in this class’s expectation, there is a familiarity with the process and some outcomes. As a teacher, I am familiar with assessments, but what I am realizing is the impact that exists between the three areas based on their similarities. While I have some knowledge of student data, I am not fully informed as to how to interpret results.
As a student, I focus on completing assignments and not on the assessment process in which Post University or any organization must improve or modify programs or services for students. I learned that the assessment process does not discriminate among organizations; an assessor must clearly define areas for measuring, i. e. learning outcomes must be defined for assessment. As I move forward in my education career, I recognize that improving, modifying, or revising any improvement for an organization or student requires assessing what is needed to move forward.
For a person with no pre-knowledge of the assessment process, the infographic provides a concise snapshot of the assessment process and how the three areas intersect., identifying the five inclusive areas in all three areas depicted; institutional, course, and student. Those areas are defining objectives or learning outcomes, developing a means of measurement, collecting and analyzing data, providing the information, and finally, using the information to plan for improvement. Why is it important to learn the assessment process? Assessments determine whether or not goals or objectives are being met, despite the position of origin, institution, course, or student.
Despite differences in the measurements, the final process for each is the focus on improvement. Improvement may come in the form of better grades or content understanding. Improvement may come in the form of changes in course delivery. No matter the program or organization, assessments start with defining objectives or learning outcomes and work toward focusing on planning for improvement. As I continue to learn and practice my understanding of the assessment process, I would like to research and evaluate whether the assessment practices in my organization for the institution and the students are well-designed and clearly define the objectives of the organization and the learning outcomes for our students.
As a math teacher, I am always looking for creative resources that will have a positive impact on student learning. Research has indicated that infographics can be an effective tool to increase student’s motivation to continue learning and improve understanding (Alshehri, M. & Ebaid, M. 2016). When you consider the impact that computer images had had on engaging and maintaining students focus, it makes sense that infographics would appeal to the visual learners through the illustrations, photos, graphics and icons used to provide academic information.
Alshehri, M. , Ebaid, M. ( 2016). The Effectiveness of Using Interactive Infogrphic at Teaching Mathematics in Elementtry School. European Centre for esearch Training and Development, British Journal of Education, Vol. 4, No. 3, pp. 1 – 8. Taken from: https://www.eajournals.org/journals/british-journal-of-education-bje/vol-4-issue-3-march-2015/the-effectiveness-of-using-interactive-infographic-at-teaching-mathematics-in-elementary-school/
Unit 4 Reflections on the Course Review Process
I often view job postings looking for course designers without knowing what course design requires. I admit that using rubrics has not been a part of my assessment or evaluative practice in my classroom, so I was unprepared when I accessed the OSCQR Course Design Review rubric. I am disappointed that in all of my preparatory classes, evaluations, assessments, and the value that rubrics bring to the process was not included in any course of study, not to mention the value and importance of rubrics in course design. While the scorecard was easy to follow, I focused on the challenge and thought-provoking process needed to establish the criteria. I reflected on another class I recently completed in another program and found similarities. However, finding the information within the school’s program policies was more accessible than finding information on the Post University website. I noted the need for a possible adjustment just for the ease of helping a student access information without searching through more than one page.
My biggest surprise came when I searched the link for academic policies and procedures and was directed to another page of resources. I formulated a possible inquiry, and after several searches, I gave up and did not find the answer to my question. I was concerned. Since I did not require an answer to my pseudo-question, I continued with the assignment. This process helped me understand students’ challenges in online courses, specifically high school students who may have difficulty locating and following information. The focus should always be on fulfilling the course requirements with the ease of locating information and following instructions for completing the assignments.
Soon, I expect to design online courses for my school system as we move to create our virtual program. I found the scorecard to be an asset as I look to offer ideas and suggestions for developing our online courses. Creating a similar, acceptable, and appropriate rubric also requires collaboration. Creating a rubric such as the OSCQR scorecard is an undertaking that requires multiple participants to assure all areas needed to be assessed are addressed in the developmental process.
While an instructor usually includes a statement, if you have questions, contact me; you want to limit the number of questions or concerns a student may encounter while working through posted assignments. The best advice I could give another instructor regarding course design and assessment is to place yourself in the student’s position. Test the information with a focus group. Ask questions to determine the availability of the information. Proofread the information for accuracy and appropriate flow of dated information. Write with clarity to alleviate confusion.
Overall, I found the assessment of EDU 637 using the OSCQR scorecard a valuable assignment. I learned the importance and complexity of determining a course’s development using a rubric based on the assessment criteria. I experienced a hands-on approach to understanding the process, realizing that each of my classmates may have found different areas of need that support the multiple participants’ requirements. In my research, I found the Quality Matters website. What a significant directive, instructional, and supportive resource!
I look forward to establishing an account with Quality Matters and participating in the workshops to continue my course design and assessment development. Participation in this class was well worth the time. The class is not halfway, and I am encouraged by the new, meaningful, and relevant information I have gained.
Unit 6 – Accessibility Infographic Reflection
What I have learned about accessibility in online classes is the importance of providing access to these classes to all individuals regardless of their disabilities or exceptionalities. Online classes had become exceeding necessary, with their significant impact becoming prominent during COVID when students had to return home to do classes online. Online classes have great benefits. They are flexible in scheduling and the student’s ability to complete assignments. They allow students to complete assignments anywhere as long as there is internet access. Transportation is not required, trying to get to classes in out-of-the-way locations or inclement weather.
What I have learned about accessibility in online classes is the complex criteria needed to assure that students have appropriate access to information and that they can follow the format of the class in such a way as to meet the needs of the class and the institutional learning outcomes. Course development and design includes access availability in such forms as closed captioning for the deaf and hard of hearing or something as simplistic as adjusting texts and fonts for those students with visual exceptionalities.
What I have learned about accessibility in online classes is that course developers write the curriculum and instructional strategies to include students from different ethnicities, ages, genders, disabilities, and cultural backgrounds.
As I reflect on what I have learned and the benefits of the accessibility of online classes, I reflect on the needs and challenges. In some areas, we are meeting the challenges of accessibility in online classes. The classes are flexible. The classes are web-based, negating the need for travel. The course designs include formats, support, and resources needed for students with disabilities or other special needs. But there are still areas of concern as the world continues to grow in technology and to avail people with speedy access to information, resources, and materials. There exist challenges of technology being availability in rural areas, and if there is internet access, the speeds are slow, and availability is often affected by inclement weather. COVID brought this problem to the forefront as schools and businesses closed, necessitating the need for students and employees to work from the protection of their homes.
While many states and organizations are working to provide more internet access, there are still areas with little or no internet access, making online classes unavailable. There are also the challenges of keeping students motivated as they study and complete their assignments in isolation. Discussion forms are meant to provide the student with interactions and a pseudo-feeling of belonging, but there is still a lack of in-face comfortability. There is also the challenge that students have no sense of urgency enlisting procrastination, which is becoming an added characteristic of online students as they try to maneuver life with time management skills.
I enjoy the freedom and flexibility of online classes. But unlike some students making adjustments to joining the online classes group, I am a self-motivated and self-directed learner. I realize that internet access has become a primary concern for many jurisdictions, and movements and decisions are being made to accommodate more areas of concern. But, I also feel the access is slower than expected with the available technology. As we converse and research accessibility, I feel it is imperative to provide internet access everywhere. I am fortunate to have some internet access on my property, but the access is limited to a speed slower than found in the larger cities, and during a high wind, or heavy rain, I will lose access. I always say I am working between raindrops. It is very stressful when trying to make specific assignment deadlines. I am concerned that the students in my area, while they have internet while in public school, will not be able to pursue higher education online because of the lack of access, and the nearest colleges are 90 minutes in either direction. I realize the world is trying, but I think they need to try faster.
As I move forward in my career of possisbly designing and teaching online classes, the exercise of creating the infographic made me more aware of the benefits, and the considerations in curriculum and design as they relate to all students. I am also more sensitive to the challenges that still exists that need to be addressed.
