Documentation:Building Cohesion Between Goals and Assessment/Selecting Technology

Selecting Technology

When selecting technology, it is important to ask yourself what a particular technology allows you to do that you could not otherwise do. How will it change the learning environment in ways that support your learning goals. For example, if you wish to incorporate a blog into your course, you'll want to consider the particular affordances that blogs offer, such as the ability to have learners engage in discussion around particular course themes or topics AND the ability to incorporate sound, video, graphics into the resulting conversation. This also presents an opportunity for learners to both publish their own contributions to the course and offer feedback to their peers as they work towards making sense of and integrating new ideas and perspectives.

As you watch the following video, reflect on the considerations that would be important before implementing a particular technology on your context. Note the link to the supporting pdf.

Learning Activity	Supports these competencies...	UBC Examples	Suggested assessment methods...	Suggested technology...
Collaborative case study development	analysis, remembering, research, process approach to problem solving	GEOG 350: Neighbourhood Project	peer assessment / instructor assessment by rubric	Wiki
Collaborative content development	analysis, creation, research, learning and communication in a publishing environment	ETEC 510: Design Wiki	Design_Wiki_FAQ	Wiki
Reflective Journals	remembering, analyzing, synthesizing, process approach	PSYC 320: Instructor feedback through voice notation tool to students. Watch course author discuss rationale for using voice tools.	Formative with selection of best 3 for summative assessment	Wimba Voice Tools
Learning portfolios	synthesizing ideas and learning across courses	Example: Faculty of Education Portfolios	competency based assessment, developmental assessment, formative assessment by instructor, peer feedback, revision through comments, self-reflection	WordPress MU (UBC Blogs), LMS Block (This will depend on selection)
Class survey	metacognition, activating schema, remembering, reflection, evaluation	Example: CWSEI:Videos	data collection over time (Clickers). Formative assessment (peers and instructors) Twitter - more transient	Clickers, Microblog (Twitter)
Research Blog	metacognition, activating schema, remembering, reflection, evaluation, writing, synthesizing	Example: ETEC 521 Indigeneity, Technology and Education Communicating Science 300	Summative assessment. Evaluating required posts by each student author.	Author Feeds allow for easy tracking, reading and summary of contributions.