# data[].attributes.body
Portfolios work well at the end of a program. When I taught in Bachelor of Education program, we had a "Living Portfolio Exhibition" as part of a capstone course. The students curated evidence of their competency vis-a-vis the program outcomes. See attached document for the assignment guidelines.

# data[].attributes.body
I LOVE conducting oral exams when class size and time allows. I give the students 5-6 questions in advance so they can prepare. I let them bring their notes as a reference/prompt into the interview (face-to-face or by video conference), but they know they will be marked down if they just read from them. I let them choose one of the questions and then I chose the other from the remaining. I use a single criteria rubric for each question.  Interviews go 10-15 minutes depending on time availability.

# data[].attributes.body
I used to include a 10% professionalism grade in my course. Here was the rubric.

# data[].attributes.body
To help my students become self-directed and self-assessive learners, I created a guided self-assessment assignment and used it with my Fundamental English students as a writing assignment. They responded well to this opportunity to tell me why they should get the mark they thought they deserved based on the coursework they did. I would like to further explore this self-assessment process with my students this term as it helped to increase their sense of responsibility for their learning.

# data[].attributes.body
I find that peer feedback takes a bit of training, especially in a communications course for second language students. Some of these students don’t believe that their peers should give them feedback —only their teacher. Changing this cultural mindset takes time and practise. A tool I have found useful is PeerMark, from the makers of Turnitin. Anonymous feedback has worked well along with providing specific questions and rating scales that students can use to give feedback. I usually allocate two peer feedback per student, which I then read and monitor. Students then get to reflect on what their peers’ comments/feedback. The activity also helps me to identify students’ strengths and gaps. From the feedback students give each other, I’m able to go over concepts that need clarification before students start improving on their assignments and before I grade them.
Cheers,
Cecilia

# data[].attributes.body
To encourage my fundamental English students to develop their study skills, for some of their quizzes, we worked together on creating study test questions based on our readings. Then, I gave them the study test to write and correct themselves. After, I asked them to reflect on their results and tell me what they already knew and got correct and what they got wrong and still needed to study. The final reflective question they had to answer was what were they going to do to learn what they didn't know. I marked this self-assessment/reflection assignment as a writing assignment not a quiz assignment. They became more focused on what they needed to learn and what they needed to do to learn. I plan to keep adapting this type of self-assessment.

# data[].attributes.body
I love how Chad Flinn changed a traditional MC assessments into having students create an online textbook for the course.  Nothing better than showing you understand the principles by writing a textbook!

# data[].attributes.attachment_link.readable_text
In this post, Chad Flinn, dean of the School of Trades and Technology at Medicine Hat College, relates the findings of his research conducted as a 2019 BCcampus Open Education Advocacy and Research Fellow. During the course of his research, Chad was an electrical and entrepreneurship instructor at BCIT.
Vocational education is a fast-moving and quickly changing discipline. It often feels challenging to keep up with the current changes in technology and safety. Textbooks and materials can be obsolete before they are even in the hands of the students. This disconnect can result in students learning information that is - at best - not current, and at worst, dangerous and unreliable. The use of open educational resources (OER) has the potential to help programs and their instructors keep up with the changes that occur in curriculum and contexts as needed.

As open education continues to grow and expand, trades education and its students could find value in adopting the use of OER. As vocational education programs struggle to keep up with those aspects of the trades that are rapidly shifting, OER can help the curriculum stay current. Collaborating with fellow students, creating resources that can contribute to the discipline, and having the ability to revise documents and resources as the industry changes would all offer much-needed help in a vocational educational context. In addition, trades could add a distinct voice to the conversation surrounding OER and open educational practices. This study investigated electrical trades students' experiences as they used and co-created open educational resources.

What Happened?

This study involved two separate cohorts. The first cohort ran in 2018/2019 with 16 students, and the second cohort ran in 2019/2020 with 15 students. The classroom setting was a mixture of theory-based and hands-on training, focusing on giving the students a foundation in both theory and in practical skills, to help them acquire an apprenticeship in the electrical trades. Before the first project, there was a class discussion on group work in which it was decided that the instructor would ensure that the groups were collaborating and that the work was not left to one or two members. A session was devoted to instructing the students on using collaborative tools, such as Google Slides and Slack. There were daily check-ins to make sure that the students were on task and on track.

The resources produced during the course were online textbooks created in Google Slides by the students. Students were educated on Creative Commons licences at the beginning of the course and shown where to find OER for their research. When the projects were completed, students were asked if they were comfortable sharing their resources under a CC BY licence.

The students also created explainer videos using the Flipgrid platform. These videos contained student explanations of topics and provided detailed walkthroughs on how they would solve problems. The videos were shared openly with the class through the Flipgrid platform. Students were made aware that it was possible to upload these videos to YouTube and share them with a Creative Commons licence instead of the standard YouTube license.

Research Questions

The research questions that guided this study consisted of one primary question and three secondary questions.

The primary research question that framed the study was "What is the experience of electrical trades students as they co-create and use OER during their own vocational education?"

The secondary questions consisted of the following:

1. What are some barriers that students may encounter when co-creating OER?

2. What strategies might be used to assess the contribution of co-creating OER to the student experience?

3. What does it mean to co-create and use OER as a trades student?

Findings

Six themes emerged in this research:

1. Accessibility

2. Value of co-creation

3. Engagement

4. Lack of digital literacy skills

5. Value of peer and self-assessment

6. Student agency

Accessibility

Many of the commercial textbooks required in the trades program are not written in a manner that is easy to understand for typical trades students. The language is more skewed toward engineering students and can frustrate many trades students. This disconnect in language can also be a strong barrier for first-generation Canadians, as it can be prohibitively difficult to try to learn a new subject written in technical jargon in an unfamiliar language.

Having access at any time to the co-created resource is a benefit that many participants mentioned, as was having resources that were written in a language and style that they could understand. Both these aspects of co-created resources made it easier for the participants to find and understand the information.

Value of Co-creation

Students stated in interviews that they had an easier time retaining the course's information when they co-created resources with their peers. Having to research, investigate, collaborate, and write the information in their own words caused them to engage with the course material on a deeper level. Participants noted that these self-directed and collaborative tasks helped them understand the information better than if they had just read a textbook or memorized certain facts for a test. One of the participants stated, "We didn't just remember the information: we understood it."

Engagement

Students appeared to engage with the content and enjoy the process of co-creating OER with their peers. This enjoyment was not something that many of the participants expected. A few participants noted that it was difficult at the beginning of the course because they were shy and did not know anyone. However, as the students started to get more comfortable, it was noted that the school days became more enjoyable. They found that they would converse and work on the projects even outside of the classroom with little resistance.

Lack of Digital Literacy Skills

The research found that participants were proficient at using social media. Setting up WhatsApp or Snapchat groups for discussion came easily to many of the participants. This use of chat software is a common practice in current students' experience of education: many classes will have backchannel group chats set up to discuss class issues. While proficient with social media, many participants struggled with how to begin their research. Many of the students did not know where to start or how to use even basic internet search skills. Those that did have an understanding of the necessary search skills still cited feeling overwhelmed by the amount of information that was available on specific topics.

It is of interest to note that many of the participants stated a distrust in Wikipedia as a source. These responses were unprompted, as Wikipedia was never mentioned in the survey or the interview questions. Some of the participants questioned the validity of information on Wikipedia and how to identify a credible source. The findings emerging from this research are consistent with research that shows that students' use and knowledge of technology are much more complicated than Prensky's concept of the " digital native " would suggest.

Value of Peer and Self-assessment

From the interview data, it would appear that the peer and self-assessment used in the course was a positive experience for the students. After the completion of each unit, the students would assess themselves and their peers on their participation in the projects. These assessments provided a resource for in-depth discussion around the purpose of assessment and constructive criticism in vocational education.

Student Agency

The data collected in this study suggests that this course was a change from how the participants had previously experienced education. Most of the participants had experienced a classroom setting in which the instructor shared their information from the front of the classroom to the students. This "banking model" - wherein an instructor has the information and knowledge and then deposits that knowledge into the students - is something that many participants had felt comfortable with. As the course progressed, many found the experience of co-creating educational resources enjoyable and that it changed how they viewed education as a practice.

Far from a Conclusion

The integration of co-creation exercises in trades education has the potential to spur some much-needed changes in the current model, which often favours multiple-choice exams when it comes to assessing trades theory. Note that this may not necessarily be a bad thing - most trades licensing exams are multiple choice. However, there is much more to experience in the trades classroom: collaboration, problem-solving, troubleshooting, and communication skills are all valuable skills in industry, and co-creation exercises can help teach and practice those skills.

While our trades students must learn the foundations of their trades, we also have an opportunity to provide a richer and deeper understanding of how the industry works. Co-creation can help vocational students become better in their trades, and those students in turn can work toward making the trades better.

Notable Quotes

"I always knew that involving the students in the creation of their own learning resources was beneficial. Finally having the research and data showed that this was a much more engaging and important process than I initially had thought."
-Chad Finn, dean, School of Trades and Technology, Medicine Hat College

"Chad's research is vital in transforming teaching in the trades, with concrete examples on how students were more engaged with the curriculum through co-creation of learning materials and peer and self-assessment strategies. Giving students agency over their own learning, the curriculum, and engagement builds student confidence as well as enhances their potential in and outside of the classroom."
- Amanda Coolidge, director, open education, BCcampus

Learn more:

# data[].attributes.attachment_link.title
Co-creating OER with Students in the Trades

# data[].attributes.attachment_link.description
In this post, Chad Flinn, dean of the School of Trades and Technology at Medicine Hat College, relates the findings of his research conducted as a 2019 BCcampus Open Education Advocacy and Research Fellow. During the course of his research, Chad was an electrical and entrepreneurship instructor at BCIT.

# data[].attributes.headline
Asynchronous videos with embedded questions

# data[].attributes.subject
Asynchronous videos with embedded questions

# data[].attributes.body
This past semester to mimic the in class participation activities I usually run, I used the video editing software Camtasia to add questions directly into the video. As in class I present the questions (often MC), offer a chance for answers and then provide feedback/right answer. With this software, students correct answers are marked BUT they have unlimited attempts to repeat (they can skip forward in the video quickly) so they can get full marks if they take the time. Student feedback has been very positive

# data[].attributes.body
I have used debates for my leadership classes. They have met the course outcomes by helping the student to demonstrate critical thinking skills, communication skills, problem-solving skills, collaborative teamwork, and listening strategies. Most importantly, they are fun and keep the students engaged. As a class, we create the criteria for each debate as we assess together.

# data[].attributes.headline
Model of Indigenous Assessment (Kelly Johnsen, 2019)

# data[].attributes.subject
Model of Indigenous Assessment (Kelly Johnsen, 2019)

# data[].attributes.body
I plan to work with this model to develop an assessment matrix for 2021-22

# data[].attributes.body
At the end of every class session, it is encouraged that students reflect at least one important lesson discussed for the day that would help them improve or become a better professional (i.e nurse) in the future.

# data[].attributes.body
I found this very interesting article on the creation of a rubric that does not stifle the creativity of learners in the demonstration of their learning.
The link to the article is below.

# data[].attributes.attachment_link.readable_text
Our students like having rubrics for their assignments, but we couldn't find a good example. So we created one.

Here is the dilemma: our younger students really insist on rubrics. But, as instructors, we worry that a rubric could stifle creativity and lead the mind from "doing your best job" to "satisfying what the prof wants."

With this in mind, we have developed a set of criteria that a good rubric should fulfil:

1. Provides sufficient clarity to satisfy student desire for guidance and transparency.

2. Does not constrain the freedom to be bold and original.

3. Communicates clearly that we mark from the bottom up (starting with 0%) and not by deductions (starting at 100%).

4. Is applicable to blogs, essays and presentations (it saves time and increases confidence if a single marking scheme can be used again and again by students, teaching assistants and professors).

5. Related: covers all key components of good scholarly efforts.

6. Further related: easy to grasp and remember.

7. Ideally, ordered from the aspirational to the mundane.

8. Fun is better than dull!

We were not able to find a simple and appealing rubric with such features and ended up creating and testing our own. The resulting OSCAR scheme, below, fulfills the eight criteria. And we have found over the years that it is much liked by students and TAs alike:

(O)riginality: Is the text (or project) original, discerning, interesting? Strive for creativity, novelty, critical thinking and interest to reader (20%).

(S)tyle: Is the text proofread and ready-to-go (is the presentation or project polished)? Strive for good grammar and format (paragraphs and pagination) and careful visual presentation (20%).

(C)larity: Can I remember the main points after putting down the page (or after the presentation or pitch)? Strive for clear sentences, clear structure and good flow (20%).

(A)rgument: Am I convinced? Are the story and argument sound? Strive to be convincing and provide depth by showing your background work (20%).

(R)elevance: Does the text fit the assignment and follow guidelines? Strive to be on topic and respect all guidelines, including length (20%).

An aside, since we are working at a bilingual university, it's very helpful that the acronym still works in French (if one is generous with "relevance," given its Old French and Latin origins):

(O)riginalité : Le texte (ou le projet) est-il original, judicieux et intéressant? Recherchez la créativité, la nouveauté, l'esprit critique et l'intérêt du lecteur (20%).

(S)tyle : Le texte a été révisé et peut être soumis (la présentation ou le projet sont-ils soignés)? Surveillez la grammaire et le format (paragraphes et pagination) et veillez à une présentation visuelle soignée (20%).

(C)larté : Puis-je me souvenir des idées principales après avoir déposé le texte (ou après la présentation)? Formuler vos idées avec des phrases et une structure claires, en suivant une séquence limpide (20%).

(A)rgument : Suis-je moi-même convaincu? Le récit et l'argumentation sont-ils solides? Efforcez-vous d'être convaincant et d'étoffer vos affirmations en explicitant les démarches de votre travail de recherche (20%).

(R)elevance-pertinence : Le texte remplit-il la mission demandée et suit-il les directives? Efforcez-vous de pas dévier du sujet et de respecter toutes les consignes, y compris la longueur (20%).

The scheme provides sufficient guidance without dumbing down the work. It starts with originality, which is aspirational (and perhaps increasingly valuable, now that knowledge systems become capable of replacing experts). It ends with relevance, which provides some comfort since that requirement is easily satisfied by the student.

In the above, we indicate an equal weight of 20% for each of the five components. It would be easy to emphasize, say, the importance of argument by designating 30%, perhaps at the cost of reducing style to 10%. We tried that and fell back to the simple equal weight approach. Simplicity is often a virtue.

The pictures of "Oscar the Glamorous" on top and "Oscar the Grouch" at the bottom are memorable and motivating. Do you want to be a star (the top picture shows the Oscar trophy of the film industry's Academy Awards) or an extra (the bottom picture shows the Oscar character who resides in a trash can in the children's TV show Sesame Street)?

We believe the scheme is highly universal and can be used in many contexts. Give it a try on this very text - it will work!

We used our OSCAR scheme (in the English version only) over four years for different purposes, with different teaching assistants and different students. As they say in the film industry, we are giving it "two thumbs up!" Perhaps it could be useful to you?
Marc Saner is a professor and chair of the department of geography, environment and geomatics at the University of Ottawa. Ally Gray is an evaluation officer at Agriculture and Agri-Food Canada. Stephanie Woodworth is a third-year PhD student and teaching assistant at U of Ottawa.

# data[].attributes.attachment_link.title
A universal marking rubric | University Affairs

# data[].attributes.attachment_link.description
Our students like having rubrics for their assignments, but we couldn't find a good example. So we created one. Here is the dilemma: our younger students really insist on rubrics. But, as instructors, we worry that a rubric could stifle creativity and lead the mind from "doing your best job" to "satisfying what the prof wants."

# data[].attributes.body
I’ve used H5P to embed MCs within videos—similarly with EdPuzzle and TEDed. These are great tools to engage students with content while consuming information.

# data[].attributes.body
In a class, I scaffolded and guided my learners to write case studies that could be used in future classes (so these assignments were evergreen and could be used in real life). The final case study was assessed for a significant portion of the final grade (It was > 50%) but students had to submit pieces of their plan throughout the course and receive feedback along the way (no grade - just feedback, and students were keen to get it because it ensured they would receive a good grade in the end). It also provided an opportunity to use feedback to course correct, and by the time they submitted their final assignment, students knew if they were on course.

# data[].attributes.headline
I've used this resource a lot to help untangle myself from the verb "to understand" when designing outcomes and assessments. It's adapted from Wiggins and McTighe.

# data[].attributes.subject
I've used this resource a lot to help untangle myself from the verb "to understand" when designing outcomes and assessments. It's adapted from Wiggins and McTighe.

# data[].attributes.headline
And this one for creating rubrics around Wiggins and McTighe's Facets of Understanding.

# data[].attributes.subject
And this one for creating rubrics around Wiggins and McTighe's Facets of Understanding.

# data[].attributes.body
MCQs are great to help minimize marking but they are typically not what I would call an authentic assessment. One way you can make them more inviting for students is to allow students two attempts, during the first attempt have the students take notes on questions they were unsure of. Once all students complete the first attempt break them into groups so they can discuss the questions they  struggled with. After their brief discussion period have them take their second attempt, you can have it so it is based off of their first attempt so they can update any questions they want. You are sort of mimicking the workplace as most jobs do not have you working in a silo. This method can also help reduce test anxiety for some students!

# data[].attributes.body
Consider including aspects or a project that are group, pair, and individualistic. This will allow you to see how well each student has learned the content and concepts as well as their team-building skills. Some students do well, regardless of configuration, while others have a preference or perform better under one.

# data[].attributes.body
Rather than have a project due in its entirety, request students to submit specific aspects of it at set deadlines. Any feedback you provide on the smaller submissions could then be used to improve the project deliverable. It also may reduce the overall complexity (or burden) of grading several large projects at one time.

# data[].attributes.body
Ask students to make note of one concept with which they may have struggled when completing their pre-reading. Then before beginning reading or prep work for the next topic, ask them to record notes of what they learned that helps clarify the concept. If they still struggle with it, it may be time to ask a peer or you, the instructor. For a given topic, there may be multiple concepts.

# data[].attributes.body
employ scenarios that use branching (stories) wherein students are presented with different questions based on the answers they provide to the previous question. its a good way to check their reasoning and overall comprehension of a topic and specific concepts

# data[].attributes.body
I took a course from a psychology prof and he made tests a blast. Traditional formatting but with hilarious/fun additions ecpecially with MC. We could put DD (double dip) next to a question and circle two answers; on others we could choose a wrong answer and get the marks (our choice which one to use this option on); we could opt not to respond to a certain # if we thought the question sucked (and gave our reason); in the middle of the exam, or instructions for the exam, there would be a line that said, 'Go to page 3 and write the name of your fave song at the top for a mark.'; he would leave a blank MC in the exam and get us to fill it out and answer it (make our own question/answer); some of the MC were visual/picture based. And psychology always offers head-shaking options as human behaviour often leaves us shaking our heads, so he always made sure to get that stuff in. You could hear little chuckles all over the class. No surprise this prof teaches 'Learning and Behaviour'

# data[].attributes.body
I find MC questions useful for quick and thought-provoking self-check quizzes, especially in asynchronous classes. One good example is when the choices are specific scenarios, and students need to decide whether those situations constitute plagiarism or not. I’ve also used predesigned questions available in textbooks or sample tests to promote critical/analytical thinking skills in small groups, where students try to get into the head of the question designer particularly with the incorrect choices, and come to a consensus through group discussion regarding how exactly the exam maker was hoping to trick them.

# data[].attributes.body
I like using MCQ's on Moodle, giving multiple attempts that students are able to review and improve their "mark". This works great for vocabulary and grammar in fundamental English and grammar for English 12.

# data[].attributes.body
I'm a big fan of 2-stage testing and I use it in nearly all of my classes. My courses are flipped. Students have to read or watch videos to prepare for class. To make them accountable, when they arrive in class they first do a (low stakes) MC quiz on their own. Then they collaborate in groups to repeat that same quiz. They have to articulate to their peers why they think one answer is the solution. when they agree, they respond on an IFAT sheet (immediate feedback Assessment form). It's like a scratch and sniff lotto ticket. each asnwer - a-b-c-d- is behind a cratcheable surface. if they scratch the right answer they find a star underneath the scratcheable surface. If they got it wrong, they get a chance to re-assess and try again for partial marks.

# data[].attributes.body
I use Kaltura to record video lessons and use the embed feature to add MC questions to highlight critical concepts. Students may redo the quiz as many times as they want. I have also used EdPuzzle to add MC questions to many of the fantastic professionally produced videos that I use in my courses.

# data[].attributes.body
100% case-based learning is unique to IBS.  We have our own case research centre for developing cases. Because of the COVID-19 pandemic, IBS has accelerated transition to blended online learning. Our Faculty use Zoom breakout rooms for synchronous case analysis and forums for asynchronous analysis.

# data[].attributes.body
Some Faculty at IBS create scenario-based questions so that student will not find an answer when they search in Google.
Majority use H5P interactive assessments - interactive video, course presentation, drag the words etc.
For our NGO training, I also used the H5P documentation tool. This tool is useful for creating assessment wizards for goal driven activities. eLearning Interns documented their 4-month Virtual eLearning Internship experience, downloaded the document and submitted it in the Moodle forum created for assessments.

# data[].attributes.headline
I also like the idea of project based learning, which can be done individually, in pairs or in small groups. One of my classes involves students (pre-service teachers) collaborating with a local organization, the notion of project might include designing and delivering a lesson; establishing relationships with community members (on their own); attend a pro d day with practicing teachers, and so forth. There are several  possibilities for them to engage in what is called ' the real world', and develop skills that other otherwise be difficult if we limited ourselves to the classroom.                             I do acknowledge however, that simulations, case studies and scenarios via drama can be also useful exercises when one does not have the possibility to engage directly or participate in certain contexts or environments.          In these cases, the students themselves could develop their own circumstances (case studies/scenarios) to explore certain issues. This would allow them to use critical thinking skills as they pose the contexts, circumstances, and/or questions for the analysis or reflection. 

# data[].attributes.subject
I also like the idea of project based learning, which can be done individually, in pairs or in small groups. One of my classes involves students (pre-service teachers) collaborating with a local organization, the notion of project might include designing and delivering a lesson; establishing relationships with community members (on their own); attend a pro d day with practicing teachers, and so forth. There are several  possibilities for them to engage in what is called ' the real world', and develop skills that other otherwise be difficult if we limited ourselves to the classroom.                             I do acknowledge however, that simulations, case studies and scenarios via drama can be also useful exercises when one does not have the possibility to engage directly or participate in certain contexts or environments.          In these cases, the students themselves could develop their own circumstances (case studies/scenarios) to explore certain issues. This would allow them to use critical thinking skills as they pose the contexts, circumstances, and/or questions for the analysis or reflection. 

# data[].attributes.body
I loved using Quizlet for English language learners learning new vocabulary sets. First round was "no rules" - they could speak any language they wanted, they could get up and move around to help their team mates. Round 2 they had to stay in their seats but with randomized new teams meant they need to speak loudly (no shouting) if they wanted to help their teammates. Round 3 all English all the time, new team members, no moving. Round 3 always ended up meaning speed was the most important for winning, but with this Quizlet game accuracy would make it or break it for the whole team. With all of the privacy implications and now cost with using Quizlet, I'll have to find a new tool, or make my own....sigh.

# data[].attributes.body
At midterm, I often ask students to complete a 3-2-1 Reflection before they meet with me for their mid-term interview. 3 things they have learned so far in the course, 2 things they still want to learn more about, and 1 question or concern. It's worked so well and some students even asked to do it again at the end of term!

# data[].attributes.body
This a metacognitive skill (see https://www.learningscientists.org/blog/2019/6/6-1 )

I ask the students to express an equation using visuals/graphs along with a verbal description (the dual parts).  This is used in textbooks quite a bit.
An example could be the pressure is inversely proportional to volume.  What does that graph look like?

For organic chemistry, it's modified for mechanisms (steps of a chemical reaction) - it's drawing  the reaction (stepwise) using short-hand for molecules and arrows to show electron movement for bonds breaking and forming.  Then students need to describe the mechanism using the terminology (eg electrophile / nucleophile, proton transfer).

Extension of dual coding: ask students to make an Infographic for a specific audience.

# data[].attributes.body
When I taught math, I would give the students a single question and have them represent it in a number of ways. For example - factoring quadratics. They needed to show (in calculation and drawing) everything they knew and understood about a quadratic equation by using the example I gave them (how it related to the area of a rectangle, the intercepts of the parabola, where it connects to a real life example, and the common mistakes people might make with that problem). You can give every student a different example.

# data[].attributes.headline
Reflecting on learning progress in Portfolios

# data[].attributes.subject
Reflecting on learning progress in Portfolios

# data[].attributes.body
A common use of portfolios is to showcase products or final pieces of work. Having students share their work while under development, getting feedback and implementing aspects of that feedback is a powerful learning experience. The addition of reflections on their work as it progresses gives the student and the instructor insight into a student's strengths and learning process.

# data[].attributes.attachment_link.provider_name
The Open Learning & Teaching Collaborative

# data[].attributes.attachment_link.title
Ungrading Webinar | The Open Learning & Teaching Collaborative

# data[].attributes.attachment_link.description
Do you sometimes feel concerned that traditional approaches to grading undermine the pedagogical framework of your course? Are you interested in strategies for assessing student work and course performance that are more aligned with process-oriented, learner-centered, and collaborative ecosystems? In this webinar, faculty and students from Plymouth State will discuss their questions and experiences with [...]

# data[].attributes.body
I have the students in first year prior to their first Coop placement. I wanted them to be prepared and oriented for Research Team Meetings. I provided the students with 4 sets of results to interpret & analyze (3 sets needed to be done before the Team meeting). The data are slightly above their current level of competency. Each student books a meeting with me to discuss their interpretation of the results (virtual during pandemic). I would facilitate the Team Meeting, asking each student to present their results, ask questions, (get stumped) and to obtain feedback from me. I would ask them to apply their feedback to the fourth data set. Each session had a debriefing and students received full marks for completing the Team Meeting.

# data[].attributes.body
I teach a short duration entry to employment course and use daily 10 question MCQs (for convenience/time), they are open book and the purpose is to force learners to use the resources available to find the answers. Grading (such as it is) is an average over the entire course so an off day can be made up. Ultimately I want to offer unlimited attempts but as were still paper based at the moment that is tricky