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Online Teaching and Learning Expert - Elizabeth Blankenship

Beth Blankenship received a BA in Philosophy in 1989 from the University of New Orleans, and an MA in English Literature and Language in 1995. Ms. Blankenship was appointed Instructional Technology Coordinator for UNO’s English department in 2002, and in that role designed and supervised the development of computer-based, networked composition classrooms where instructors guide students in developing research, composition and editing skills, allowing for peer collaboration and faculty feedback in the classroom. Ms. Blankenship has more than 15 years in online teaching experience, with training in the theory and practice of online instruction, instructional design, universal design for learning, and course evaluation standards.

 

Framing the Issues - Proctoring and Assessments

Cheating-detection companies made millions during the pandemic. Now students are fighting back

Washington Post, Drew Harwell, Nov 12, 2020

Lively overview of legal, ethical and equity issues in the expanded proctoring universe driven by near-universal online learning in the Covid era. Students, faculty and proctoring corporations all weigh in.

 

Students Cheat. How Much Does It Matter?

Chronicle of Higher Education, Becky Supiano, Oct 21, 2020

Overview of what drives teachers to challenge themselves to create better, more authentic ways to assess learning, but also offers a sympathetic ear to both faculty and students and the problems we both face in meeting the challenges of teaching and learning, often from home, in the Covid era.

No paywall, but you must sign up for access.

Exam Design/Pedagogy of Assessments

A Guide for Academics – Open Book Exams

University of Newcastle, Centre for Teaching and Learning

Overview, definition, pros and cons, and a helpful taxonomy for designing open-book exams.

Tips for Creating Open Book Exams

Indiana University Bloomington, Center for Innovative Teaching and Learning

Similar to the previous Newcastle guide, but with sample question types and more tips.

Why Open-book Tests Deserve a Place in Your Courses

Matt Farrell and Shannon Maheu, April 5, 2019

Open-book, collaborative exams can be a tool for learning and promoting integrity, making proctoring irrelevant.

Fourteen Simple Strategies to Reduce Cheating on Online Examinations

Faculty Focus, Stephanie Smith

Design exams to minimize opportunities for cheating

Keeping Students Engaged: How to Rethink Your Assessments Amidst the Shift to Online Learning

Faculty Focus, Amanda E Major and Rosalind Miller, Nov 9, 2020

Suggestions for increasing student engagement and promoting academic integrity through diversifying assessments, including pre-tests, self-assessment and reflection

Achieving Equity in STEM through Authentic Assessments

California Community Colleges – Online Educational Initiative webinar

Link starts at 11 minutes in, skipping introductions.

Three STEM faculty members present on equity and authentic assessments.

Segment highlights with timeframes:

 

Dr. Larry Green, Professor of Math, Lake Tahoe Community College.

 

11:04 – 21:35: OER math homework software hardware /internet access solutions for students.

21:38-27:00: Examples of authentic problems and project-based assessments that relate to current topics with variables and contexts that cannot be duplicated so their solutions will not be found on Chegg or other internet cheat sites.

 

Dr. Jennifer Cole, Assistant Professor of Earth Science, West Los Angeles College

28:00-32:00: Using data to break down barriers to equity in online course design.

28:30-43:10: Understand who your students are in order to create authentic assessments that promote equity. Consider resources students have, like smartphones, while developing assessments.  Use rubrics to make expectations clear to students and minimizes stress borne of Covid era. Includes examples.

 

Dr. Rob Rubalcaba, Associate Professor of Math, San Diego City College

43:30-50:30: Systemic barriers to black and brown students in STEM result in low graduate and PhD degrees granted.

 

50:31-1:04 : Examples of non-proctored, largely hands-on active learning, with peer commitments, cultural competency and affirmation at the core. Focuses on in-person activities, but addresses how they can be adapted in the online Covid era.

 

1:04-1:34: Q and A with further examples from panelists and audience. Transcript is provided.

 

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