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Draft Group Rubric Scenario 3.pages - ETEC 565A
Draft Group Rubric Scenario 3.pages - ETEC 565A
Working group 3 - Claire Burgoyne, S. Juliana Chelliah, Chris McKenzie, Michelle Wong
Meets Expectations
Allows students to interact Allows students to with faculty and peers interact with faculty and using a variety of peers using asynchronous synchronous and communication asynchronous formats Does the platform Allows students to interact Allows students to allow for student with faculty and peers interact with faculty and interaction with using a variety of peers using asynchronous faculty and peers? synchronous and communication asynchronous formats Does the platform Many options for creating Limited options for include private and both private and public creating both private and public spaces for spaces public spaces interactions?
Allows students only one method of interaction with faculty and peers
Exceeds Expectations
Can students access electronic versions of simulation output for further reflection and study? Students can access electronic versions of simulation output. The platform extends reflection and encourages further study. Instructor feedback can be private.
Meets Expectations
Students can access Students can access electronic versions of electronic versions of simulation output, and simulation output, but instructor feedback can be instructor cannot provide private. private feedback.
How easy is it for It is easy to add resources the instructor to add in a timely manner, and resources? the platform accepts a wide variety of file formats
It is easy to add resources in a timely manner although the platform accepts only a limited selection of file formats. Multiple levels of administration allow TAs to make changes. Novice students are studying within 20-60 mins. of logging on and are given access to tutorials and help sections. Meets budget
Resources cannot be added in a timely manner, and/or the platform does not include multiple levels of administration.
Novice students are studying within 20 mins. of logging on and are given access to tutorials and help sections.
Novice students take longer than one hour after logging on to begin studying and may or may not be given access to tutorials and help sections. Exceeds budget
What are the total Below budget costs including startup and maintenance costs? How reliable is the LMS, and is technical support available when needed? The LMS is a stable and technical support is available almost immediately.
The LMS is a stable and The LMS is still in a technical support is testing phase and/or available within 24 hours. technical support is limited.
References
Bates, A.W., & Poole, G. (2003). Chapter 4: A framework for selecting and using technology. Effective Teaching with Technology in Higher education: Foundations for Success. 77-105. San Francisco: Jossey Bass Publishers. Chickering, A.W. & Ehrmann, S.C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 49(2), 3-6. http://www.aahea.org/bulletins/ articles/sevenprinciples.htm Norman, D. (1999). Affordances, conventions and design. Interactions, 6 (3), 38-41. Perkins, M., Pfaffman, J. (2006). Using a course management system to improve classroom communication. Science teacher, 73(7), 33-37. Panettieri, J. (2007). Addition by subtraction. University Business, August, 58-62. Accessed online 23 May 2011 http:www.universitybusiness.com/viewarticle.aspx?articleid=845