Core area 1: Operational issues

a)     An understanding of the constraints and benefits of different technology

I'm not a believer in using educational technology just because it exists.  I need to be convinced that there is a clear operational  or pedagogical benefit to applying the new technology to my course.

One area where I have found the benefit to be overwhelming is the use of various systems to facilitate online submission and marking of student work

 I have experimented with many different tools and services.  

The first tool that I used to mark assessments online was a simple Excel VBA tool that iterated it's way through student text based submissions for a SQL course that I used to teach.

I have embedded rubrics into Google Forms and Adobe PDF Forms and then wrangled the data out of those to create electronic feedback systems for my students.

In more recent years I've moved away from building my own marking tools and have been using off the shelf systems like Crowdmark (www.crowdmark.com) and Turnitin.   

 

Evidence that this was useful:

Eberhard, A. & Sheridan, D. (2015). The Transition to Online Marking in Large Classes. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2015 (pp. 371-376). Association for the Advancement of Computing in Education (AACE).

Eberhard A, Tilvawala K, Peko G, Sundaram D (2014). Engaging a Class of 2200 Digital Natives: A Blended Approach.  IEEE 8th International Conference on Research Challenges in Information Science (RCIS). Editors: Bajec M, Collard M, Deneckere R.

Peko G, Eberhard A, Sundaram D (2010). Engagement: Mass customisation in a classroom of 600! Interweaving of process, content and technology. Edulearn10: International Conference on Education and New Learning Technologies.

Reflection: