Teaching and Learning in the Digital Age: Redesigning Assessment - - PowerPoint PPT Presentation

Teaching and Learning in the Digital Age: Redesigning Assessment Strategies in Norwegian Higher Education

Robert Gray, PhD Associate Professor of University Pedagogy University of Bergen Norway

PROGRAM FOR UNIVERSITETSPEDAGOGIKK

Where this project comes from…

The Norwegian System

Undervisning og vurdering

• Undervisning = teaching
• Vurdering = assessment
• Assessment = “Skoleeksamen”

UNIVERSITETET I BERGEN

One Key Issue

• UiB launched Canvas as its LMS in 2016.
• Canvas is based on an “American” model of

assessment in higher education…

– Most of its tools are designed to support continuous assessment that can be formative or summative.

A key issue, cont’d…

• The introduction of Canvas and other forces are

pushing instructors to adopt pedagogical strategies that university practices and policies don’t currently support…

TALIDA: Teaching and Learning in the Digital Age

What the Project Entails…

• Redesign and Evaluation of at least 20 courses

across the University

– 34 participants – Workshops & Courses – Visits to other universities – Researching effectiveness – Support and collaboration

UNIVERSITETET I BERGEN

Special Workshops

• Dee Fink

– Learning-Centered Course Design

• Elizabeth Barkley

– Promoting & Assessing Engaged Learning

UNIVERSITETET I BERGEN

UPED Courses

• Vurdering og vurderingsformer (assessment and

assessment forms)

– Led by Yael Harlap and Rob Gray

• Digital Assessment

– Led by Arild Raaheim and Rob Gray

UNIVERSITETET I BERGEN

Travel Opportunities

The point of these trips is to visit other universities to learn how they have implemented similar initiatives across their campuses.

• 2 US trips
• 2 UK trips
• 1-2 EU trips

UNIVERSITETET I BERGEN

Deliverables and Expectations

• Each course is considered on an individual basis

– Review and revise learning outcomes – Determine how best to assess those outcomes – Consider how teaching and learning activities need to be redesigned and aligned to ensure students achieve those outcomes

Support and Collaboration

• Individual support from me and others from

Universitetspedagogikk, Læringsstøtte, DigUiB, SLATE, & MCB Læringslab

• Group support from participants and smaller,

interdisciplinary groups

• Monthly get-togethers to discuss progress
• Concerted effort to produce articles, conference

presentations, posters, testimonials, videos, etc.

Barriers to Change

• It’s not allowed

– Legal/policy perceptions – Bureaucratic habits

• Time

– To do the redesign – To provide feedback on student work

• “Resources”

– I’m still not sure I understand this one

UNIVERSITETET I BERGEN

• Motivational Psychology

– Wanted to increase # of seminar sessions, and add quizzes & short essays. – Was told no because of resources.

• Behavioral Psychology

– Wanted to go from one skoleeksamen to smaller exam, an additional exam, and a written exercise. – Was told no because one exam is more pedagogically sound.

• Part-Time PPU

– Wanted to rewrite learning

• utcomes, better structure blended

portions of the course, implement portfolio assessment, and more formative assessment. – Was told no because changes are too drastic.

• Legal History

– Wanted to require attendance and add obligatorisk oppgave to improve student preparedness. – Was tentatively told no because of administrative burden.

Example Challenges

• Interdisciplinary course on

social issues

– Added reflection notes and discussions to strengthen interdisciplinary connections

• Social Pharmacy

– Added portfolio assessment and a contemporary issues journal

• Ecology

– Added Team-Based Learning and group projects

• Nuclear Medicine

– Turned lectures into interactive questioning sessions

• GIS Systems

– Optional additional assessment

• pportunities
• Environmental Impact of

Farming

– Multiple assignments, all with points associated, take-home exam in portfolio, lots of writing and discussion

Example Victories

Evaluating the Effectiveness

• Each instructor will be responsible for determining

how to evaluate success

– Most evaluations will be of the SoTL variety – The rigor of the evaluations will vary – Support from university staff and each other

Questions?

robert.gray@uib.no

UNIVERSITETET I BERGEN