fdp 301x mentoring educators in educational technology ... · familiarise the tpack model in...
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FDP 301X Mentoring Educators in Educational Technology - Course
Journal
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Welcome to FDP 301x: Mentoring Educators in Educational Technology >
Introduction > Course Overview
Week 1
Learning Objectives of FDP 301x
The participants will be able to:
Familiarise the TPACK model in teaching-learning scenario.
Analyse the design of FDP 101x and 201x based on TPACK model.
Mentor the assigned groups online, in the creation of OER content as part of fulfilment of FDP
201x
Design a FDP on a topic covered in FDP 101x or 201x using TPACK model.
Evaluate their own mentorship efforts through surveys filled by mentees and self reflection
Module 1: Technology, Pedagogy and Content Knowledge in FDP > Resources on TPACK- TPACK Explained
Module 1
Resource on TPACK
There were: 2 videos & 2 written resources
Video 1: Titled "TPACK in 3 Minutes" created by Royce Kimmons
Video 2: Titled "TPACK model explained with Activity" created by Heath Sawyer
In the TPACK model, the outer circle refer to Context
A brief explanation to the concept of TPACK model by Matthew
J. Koehler, co-founder of the TPACK framework in the official
site tpack.org link. http://tpack.org/tpack2/tpack-explained/
The Seven Components of TPACK
1. Content Knowledge (CK)
2. Pedagogical Knowledge (PK)
3. Technology Knowledge (TK)
4. Pedagogical Content Knowledge (PCK)
Content in the Course Journal
Learning
What I Learned from this FDP 301X
Reflections
New Knowledge I Gained - Reflections
Mentorship
Mentor Mentee Interactions
Evidences
What I gained as an mentor: Experience from the mentoring
Reflections
How learning influence my practice and my future plans
Learning
Completed Peer Review of Team 19, 68, 102 and 120
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5. Technological Content Knowledge (TCK)
6. Technological Pedagogical Knowledge (TPK)
7. Technological Pedagogical Content Knowledge (TPACK)
Details on TPACK model can be read in the paper “What is technological pedagogical content
knowledge?” written by Matthew J. Koehler & Punya Mishra.
Please click on the following link. http://www.citejournal.org/volume-9/issue-1-09/general/what-
is-technological-pedagogicalcontent-knowledge
Educational Purpose, Aims and values encompassed under Pedagogical Knowledge (PK)
This framework builds on Lee Shulman’s construct of pedagogical content knowledge to include
technology knowledge
Technology Integration
About this resource: This page is designed to give teachers an overview of the basic considerations
concerning integrating technology in the classroom.
https://www.oercommons.org/courseware/module/8443/overview
Learners will reflect on best practices for maximizing using technology
Learners will use a technology evaluation rubric to evaluate a technology tool selected to meet a
specific learning goal.
Learners will examine the important considerations regarding ethical and safe use of technology
and Internet use.
Learners will examine and evaluate the “Privacy Policy” of two educational game companies.
Learners will develop a Technology Integration Professional Development Plan that will include
their areas of need and a timeline and resources (network/PLC).
"Grounded" Technology Integration
This resource talks about how TPACK should change the way we plan our daily lessons.
http://activitytypes.wm.edu/HarrisHofer&Others-InstructionalPlanningUsingLATsTaxonomies.pdf
Learning Activities Taxonomies
Reading Process Activity Types
Writing Process Activity Types
Mathematics Learning Activity Types
1. The “Consider” Activity Types
2. The “Practice” Activity Types
3. The “Interpret” Activity Types
4. The “Produce” Activity Types
5. The “Apply” Activity Types
6. The “Evaluate” Activity Types
7. The “Create” Activity Types
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Extra Material - I Referred
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?
Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for
teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-
9620.2006.00684.x.
Extra reading
https://www.youtube.com/watch?v=lDV2oyAgu9YJen Lehotsky -TPACK & SAMR Model Presentation
New knowledge gained after reading Resource
TPACK - Technological Pedagogical Content Knowledge
SAMR Model of Technology Integration
Learners will
reflect on best practices for maximizing using technology
Use a technology evaluation rubric to evaluate a technology tool selected to meet a specific
learning goal.
Examine the important considerations regarding ethical and safe use of technology and Internet
use.
Examine and evaluate the “Privacy Policy” of two educational game companies.
Develop a Technology Integration Professional Development Plan that will include their areas of
need and a timeline and resources (network/PLC).
Models of Technology Integration
Planning and Evaluation of Technology Integration
Nine Themes of Digital Citizenship
1. Etiquette: electronic standards of conduct or procedure.
2. Communication: electronic exchange of information.
3. Education: the process of teaching and learning about technology and the use of technology.
4. Access: full electronic participation in society.
5. Commerce: electronic buying and selling of goods.
6. Responsibility: electronic responsibility for actions and deeds.
7. Rights: those freedoms extended to everyone in a digital world.
8. Safety: physical well-being in a digital technology world.
9. Security: (self-protection): electronic precautions to guarantee safety.
Next’s Steps
1. Be innovative
2. Access online communities of practice
3. Share ideas with colleagues
4. Dabble with new tools
5. Demo at a meeting
6. Attend and EdCamp
7. Take a technology related MOOC
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Module 2: TPACK components reflection in FDPs > Leaning by Doing (LbD) on TPACK LbD 1.1
Pedagogical Knowledge-TPACK component can be found in the LeD 1.1 (From Physical
Classrooms to Online Classrooms) in FDP101x
Explanation: The video exposes learners to various pedagogic modifications made in FDP
MOOC.
LbD 1.2
Technological Pedagogical Knowledge- TPACK component can be found in the LeD 1.2 (Learning
Dialogue) in FDP101x
Explanation: The LeD on LeD actually explains how the technological features in a video player is
appropriated to include the pedagogy of reflection spot.
LbD 1.3
In the Flipped Classroom Design Activity in FDP 201x, what component of TPACK is intended to
be developed- Technological Pedagogical Content Knowledge
Explanation: The out-class activity is designed using a technological tool ‘video’. The pedagogy of
flipped classroom and Think-Pair-Share activity is used as in-class activity. The content from own
domain is used including the content knowledge.
LbD 1.4
What component of TPACK model can be found in the LbD’s under the hierarchy of Learning
Objectives in FDP 201x (LbD 1.3-1.6) Pedagogical Content Knowledge
Explanation: The LbD activity integrated the content from respective domains with the
pedagogical tool Bloom’s taxonomy.
LxI 1: TPACK - FOCUS QUESTION: How have the different components of TPACK model
been reflected in FDP101x and FDP201x?
INSTRUCTIONS:
Connect the knowledge from the resources on TPACK you have just gone through with the content of FDP101x and
FDP201x.
Think about how the various materials in FDPs 101x and 201x correspond to the TPACK components.
There are two discussion forums initiated for discussing the components of TPACK.
The first thread (LxI for TK, PK and CK) will contain discussions and comment instances where the primary components:
Technology, Pedagogy and Content knowledge have been highlighted in FDP101x and FDP201x.
The second thread (LxI for TPK, TCK, PCK and TPACK) will contain discussions and comment instances where the
intersections of primary components have been highlighted in FDP101x and FDP201x.
Post about how the various components of TPACK are reflected in FDP101x and FDP201x in the respective threads.
Post your comments in the format: "I find TCK in LeD 1.1 of FDP 101x because .....".
Before posting your comments, visit the threads and check whether the same comment is made by other. If yes, no need to
make a separate comment, but reply to it with your justifications or explanations.
If you do not agree with a comment, reply with your own reasons and come to a consensus on it.
DO NOT start a new thread, but use the two threads initiated by the staff.
Survey on Usefulness and Engagement in Module 1
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Module 3: Basics of Mentoring > Resources on Mentoring > Guidelines on Mentoring Teachers Online
How to Be a Mentor
Video 1: How to Be a Mentor-Jennifer Bridges
Various aspects of Mentorship
A more experienced or knowledgeable person guides another who is less experienced or
knowledgeable.
The mentor has to be committed, patient, honest, reliable and open towards the mentee.
Mentorship can be reciprocal so that both the persons learn from each other.
Set Expectations, Set Protocols, Set Goals and Track Purpose has to be set earlier to ensure
mentorship success.
LbD 2.1
In the video on ‘How to Be a Mentor’, we saw about various aspects of mentorship. Which of the
following points were explained in the video? (Check all that apply).
A more experienced or knowledgeable person guides another who is less experienced or
knowledgeable.
The mentor has to be committed, patient, honest, reliable and open towards the mentee.
Mentorship can be reciprocal so that both the persons learn from each other.
Video 2: Challenges of Teaching Online- Stephen Murgatroyd pointed out 5 challenges
1. Student Engagement
2. Differentiated Instruction
3. Volume of Activity
4. Quality of Feedback- Assignments(enables learners), personalised, understands the feedback
5. Assessment of Participation- 30% for participation ,grading participation
it’s supposed to be fun
www.teachonline .ca
LbD 2.1
In the video “Challenges of Teaching Online”, Stephen Murgatroyd
1. How many marks were assigned for participation of the mentees? – 30 marks
2. Points out Volume of Activity as one challenge. What does he suggest to handle the large volume of
activity?
Give hints to participants
Nudge or direct participants
Help participants to connect with other posts
Video 3: What not to do when mentoring
Don't make your trainee feel unwelcome
Don't overload your trainee with mountains of information
Don't fail to make time for your trainee
Don't cancel mentor sessions... they matter
Don’t fall to listen
Don't discourage your trainee... try to give balanced feedback
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Video 4: Guidelines on Mentoring Teachers Online
Designing Quality Online Discussions
https://www.oercommons.org/authoring/26108-designing-quality-online-discussions/view
As a mentor, you will be often engaging with your mentees virtually.
Align with the Objective(s)
Encourage Critical Thinking
Provide Example Discussion Responses or Response Choices
Add Rubric Criteria
Have Students Reflect on their Learning
Provide Non graded Discussions
Include Small Group Discussions
Ask Students to Share their Research
Provide Synchronous Discussion Opportunities
LbD 2.4 Which of the following is true about the recommendation on nongraded discussions given in the resource
"Designing Quality Online Discussions?" - They provide an opportunity to practise correct
Allow students to work together, share work before and after it is assessed, and provide feedback to each
other without worrying about a grade: brainstorming, ideas, drafts, research, critiques, final projects,
papers or presentations.
Instead of jumping directly from learning to assessment with no opportunities to practice: nongraded
discussions provide students with practice and feedback before submitting work for a grade.
Reflection on Discussion Forums
Visit the discussion forums of FDP101x and FDP201x.
1. Do you see posts/comments which are deviating from the topic/thread?
2. Are some of the comments repetitive like “Yes, I agree”, “This is ok” and so on? What would you
suggest to avoid such repetition and encourage better comments from participants?
They should be proper instruction about the comments do’s and don’t’s.
Constructive feedback and its importance should be encouraged among participants by keeping one
section
3. What is roughly the proportion of new comments under any thread? Mention at least 3 reasons: Why
do you think are similar threads lacking in the novelty of comments?
Instance 1: Course Name: FDP101x Foundation Program in ICT for Education [Part II]
Discussion Thread Topic: RCA02 Query and Incorrect Assessment written by ArundhatiChakrabarti
but comments given by spk deviates from the topic
Instance 2: Course Name: FDP101x Foundation Program in ICT for Education [Part I]
Discussion Thread Topic: My Video Resource Creation-madavank1975 but comments deviates from the
topic For example My Video Resource Creation-madavank1975.is 20%
1. They want to participate in discussion forum as a namesake without much effort.
2. Instead of watching and giving comments participants avoid taking responsibility to help others.
3. They have not understood the thread
Week 2 Survey for Office Hours
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Module 4: Closing the learning Loop on TPACK
How FDP addresses TPACK
Content Knowledge
The content in ck refers to the knowledge from the domain that the participant brings in
FDPs are not about improving CK
It is assume that all faculty are experts in their own content
TPACK components in FDP101X
FDP101x course content Technology Knowledge (TK) Technology Content
Knowledge
ICT basics
Computer Parts
The Internet
files and folders
Content creation and curation
Wordpress site creation
Video creation using screen cast
Course creation usingMOODLE
Introduction to internet
Wordpress for website
creation
Video creation using screen
cast
Course creation using
moodle
Use of wordpress in teaching
domain
Use of MOODLE in creating
course
Creation of OER(video
resource) explaining how you
created a webpage using
wordpress
FDP201X course content Pedagogy Knowledge (PK) Pedagogy Content
Knowledge (PCK)
Digital Blooms Taxonomy
flipped classroom
Active learning-TPS&PI
Evaluation Techniques
OER content creation
hierarch of learning objectives
flipped classroom
active learning TPS&PI
Evaluation Techniques(done in
a view synchronous session)
Constructive Alignment
LbDs and LeDs where the
pedagogical knowledge is put
in the context of subject
domain
Eg: Led 1.4-1.6
LbD 1.3-1.6
Helpful resources in learning
extension resources for week 3
Participants creating active
learning strategise for their
own courses
Technology Pedagogy Knowledge
(TPK)
Technology Content
Knowledge (TCK)
TPACK
Digital bloom taxonomy
Lxl (discussion) week1-discuss
how the technology ( wordpress,
MOODLE etc) can be used for
specific bloom’s level of learning
Breakout sessions during
synchronous interactions
to use blooms digital taxonomy
to achieve delivery of learning
content using technology
Flipped classroom activity
creation based on the topics
chosen by participants
Final project on OER creation
where all the elements are put
together
Module 5: Other Resources on Kirkpatrick Model
Kirkpatrick Model: Four Levels of Learning Evaluation by Serhat Kurt
The article ‘Kirkpatrick Model: Four Levels of Learning Evaluation’ by Serhat Kurt gives a brief
introduction to Kirkpatrick model of evaluation and its four levels.
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https://educationaltechnology.net/kirkpatrick-model-four-levels-learning-evaluation/
The handout below is compiled for Train the Trainer Certificate Program conducted by State of
Connecticut. This handout gives more information on the four model and some sample surveys
designed under Kirkpatrick evaluation model. This would be in designing your own evaluation
model. http://www.ct.gov/ctdn/lib/ctdn/ttt_14_m5_handouts2.pdf
The research paper titled “Applying the Kirkpatrick model: Evaluating an Interaction for Learning
Framework curriculum intervention” is written by Megan Paull, Craig Whitsed and Antonia
Girardi from Murdoch University, Australia. The paper uses the Kirkpatrick model to evaluate the
outcome of Interaction for Learning Framework (IFL) based curriculum interventions. The paper
gives you insights on how to conduct a Kirkpatrick evaluation model and how to analyse the
results. http://www.iier.org.au/iier26/paull.pdf
Developed by Dr. Donald Kirkpatrick (1924 – 2014) in the
1950s. The model can be implemented before, throughout,
and following train ing to show the value of training to the
business.
1. Teachers need to understand which specific
technologies are best suited for addressing subject-matter
learning in their domains and how the content dictates or
perhaps even changes the technology—or vice versa." -
Koehler and Mishra Technological Content Knowledge
(TCK) component of TPACK is referred in the above
statement.
2. In the video “Challenges of Teaching Online”
3. The article titled "Designing Quality Online Discussions" proposes some recommendations for
designing quality online discussions it is based upon Canvas LMS
4. Pedagogy Content Knowledge components of TPACK can be seen in LbD 1.3-1.6 in FDP 201x
5. Reaction levels of Kirkpatrick evaluation model can be evaluated using smiley sheets.
6. Post-training program questionnaires can be used to evaluate Reaction level of Kirkpatrick
evaluation model
7. Learning level of Kirkpatrick's model evaluates the degree of knowledge, skill and attitude
acquired by the participants
Sample FDP on Peer Instruction (PI)
Week 3 Survey for Office Hours
LxI on Kirkpatrick Model of Evaluation
Details on FDP Design Activity
LxI on FDP Design Activity
Module 6: FDP Design Activity Documents
FDP Design assignment handbook
Design activity team details
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Date Mode Mentor- Mentee Interaction -GIST
Team 1 Team 2
May 31,
2018
Email 4.55 pm
Email sent to Mentees
4.55 pm
Email sent to Mentees
June 1,
2018
Whatapp 11 -12 pm
Collected the mobile number of from
leader from institutions website and
called through Telephone and get the
Whatapp number
Reminder send to the team to
their communication
I tried other ways to contact them
but number not available in
institutions site
Whatapp Leader Introduce and messaged about
other members also discussed about
non cooperation among group
Asked to finalise a common free time
in the evening
Mentored about Content Generation
and gnomio compilation
Discussed about the segments
Reminder send to the team to
their communication
Whats app
video call
Doc
7.30 to 8.30 pm
Works shared details uploaded so all
the member agreed to do In my online
presence
shared gnomio link
Reminder send to the team to
their communication
June 2,3
2018
Two days given to work and Instructed
to contact if they have any doubt
June 4,
2018
Whatapp
Telephonic
call
11 am
Another Member contacted me and
asked how to add the ppt, Quiz
Step by step adding procedure was
sent as screen capture
Conversation taken in phone to give
suggestions
Reminder send to the team to
their communication
Whatapp 5.40pm
content one segment added and asked
me to review
Reviewed and comments given
Reminder send to the team to
their communication
Whatapp
Skype tried
but
technically
failed, so
continued in
Whatapp
video call
7.00 pm
I came while discussion my mentees
were not aware of OER document
Awareness created and snap shots
sent to them then mentees understand
the OER documentation they have to
do
Instructed to prepare OER document
also
I enrolled myself using self enrolment
Reminder send to the team to
their communication
Whatapp,
& 9.10pm-10.40pm
I see Quizzes prepared using Google
Reminder send to the team to
their communication
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Gnomio
online
message
forms
Screenshots sent through email to
update the quizzes properly
Mentees followed the instruction and
in my presence I watching how they
are doing and instructed them
continuously
June 5,
2018
Whatapp
& Gnomio
online
message
7 - 10pm
Members work and uploaded the
content
10: 50 Am
Received mail from the Team
leader
June 6,
2018
Whatapp
8.00 am
Messaged to check what is the progress 8.30 am
Discussed through telephone
about the mode of
communication and decided to
form whatsapp group I formed the
group and communication started
Whatapp
10: 52 pm
Gentle reminder was sent to progress
the work and enquired about the OER
documentation
10: 52 pm
Gentle reminder was sent to
progress the work and enquired
about the OER documentation
June 7,
2018
Whatapp
11: 45 pm
Gentle reminder was sent to progress
the work and enquired about the OER
documentation
6. 00 AM
The time was less for the team I
spend more time with this team
the team 1
Instructions given to do list which
I prepared as given in the iitbx
send to the mentees
Whatapp Mentees are asked to work for OER
documentation
10.00 AM
Instructed to send the moodle site.
But found it is not working,
informed about the problem
through telephone.
Instructed to correct that.
Whatapp Mentees are asked to work for OER
documentation
7.34 pM
I checked again their link. Still
Problem exists. I cannot enter
their site asked to progress
according to the instruction
Whatapp Mentees are asked to work for OER
documentation
7:47 Pm
from Leader I am unable to spent
sufficient time Because of her
health complications so we
stopped on that day
June 8,
2018
Whatapp
&
Telephone
6: 15 am
Received reply: Mentees Working on it
6: 15 am
Gentle Reminder
Whatapp
9.30 am
Gentle reminder was sent to progress
the work and enquired about the OER
10.00 AM
Message sent to know about her
health and instructed other
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documentation mentees to take care of her work
Whatapp
10.00am
I reminded them about cc license for
OER document
1.00 pm
Received message about the
corrected moodle login
Whatapp
4.55 pm - 5.22 pm
Sent the required images for progress
in the moodle site to check the
mandatory requirements
Mentee replied to check their moodle
site
I viewed the moodle
4.53PM
Sent step by step instruction
images
Evening
What app
Google Doc
8 – 10.30pm
Works shared details uploaded so all
the member agreed to do under my
presence
All members started working in their
documents
9.34 pm
I send the list elements missing
in the moodle site and asked to
modify
Instructed to add PPT and
quizzes more
June 9,
2018
Whatapp
&
Telephone
conversation
6: 15 am
Mentee asked which category they
fall I replied
I ask them to upload their document
in wordpress
10:56 AM – 11.25AM
I and all my mentees had
conversation and chat. Followed
the instruction and completed the
work
Whatapp
11.00PM
Instructed them to send their OER
Document by uploading in the
wordpress
June 10,
2018
Whatapp
&
6: 00 – 8.30 am
I found OER document uploaded in
the wordpress does not works, then
found they are not upload a get a
sharable link
Send instruction how to upload in the
drive and mentee upload the link in
wordpress site.
OER final check list sent
9.45 am
I reminded them about cc license
for OER document
Whatapp
12: 15 pm – 3.18 pm
Mentee edited the sections and sent
the OER document for verification
I found Mentees Keep the cc license
of IITBX
9.55 am
Received message that they
uploaded the documents in the
IITBX
Whatapp
Video call
8.30-9.20pm
Remind Mentees about Course
summary video and cc license
Images sent
8.30-9.20pm
Remind Mentees about Course
summary video and cc license
Images sent
June 11,
2018
Whatapp
12: 00 – 12.45 pm
OER document reviewed and
10: 00Am – 12.00 pm
OER document reviewed and
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Evidences of Whatapp conversation taken place between Mentor and Team 1 using Screen shots
checked based on the rubrics provided
by course team. Everything is fine.
Course summary video added
Instructed to submit the wordpress to
IITBX.
checked based on the rubrics
provided by course team.
Everything is fine.
Whatapp
11pm
Received message from mentee that
they submitted the wordpress
June 12,
2018
Whatapp
12.22 PM
Follow up message about their review
12.22 PM
Follow up message about their
review
Whatapp
4:04pm
Received message from mentee that
they got 24/24 and thank message.
5:56pm
Received message from mentee
that they got 24/24 and thank
message.
As a Mentor I and so happy my both the teams got full marks.
Happy endings
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Evidences of Whatapp conversation taken place between Mentor and Team 2 using Screen shots
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Evidences of Whatapp conversation taken place between Mentor and Team 1 and Team 2 using
Screen shots
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what I gained as an Mentor experience from this mentoring I realized during mentoring “what I feel is not correct because I understood mentoring is an art”
1. It has to be provided only mentees need not like spoon feeding (even they do not like it)
2. Do not expect more whatever you expect according to their need only they will take and others
become wastage of energy
3. Though mentee are not ready to contact you keep the doors open surely they will approach when they
need
4. But whenever they are need of our help - give to the fullest by heart
5. Help them to build up, and encourage then to reach the goals
6. Now every individual needs smartest way to reach goals than hardest way it is responsible to be smart
as a mentor
Completed Peer Review
I was allotted to do peer review for 3 courses Team 19, 68 and 102 but I did fourth Team 120 also
Peer review process helped me to understand the own revision skills and help me to critically analysis
identify, diagnose, and solve some of their own course designing issues.
Team 19 Team 68 Team 102
Course Entry Survey Yes Yes Yes
LeDs 2 3 3
Adopted Videos /Self Created Self Yes Yes
Own Videos with reflection Spot Yes Yes
Own Videos without reflection Spot
Own Videos more than 6-8 minutes Yes( 10 min) Yes
LbDs Yes Yes Yes
LxIs Yes Yes Yes
LxTs Yes Yes Yes
Discussion Forums with clear instruction
Discussion Forums without instruction Yes Yes Yes
Quizzes Yes Yes Yes
RCA Yes Yes Yes
Rubrics Nil Yes Yes
Progress Bar Nil Yes Yes
Grading Policy Yes Yes Yes
Grade book setup Nil Yes Yes
Feedback Yes Yes Yes
MOODLE Tools & Activities Nil Nil Nil
Time Consumed Less than 40
minutes
More than
an Hour
More
than an
Hour