This week includes an invitation to participate in SOTEL survey. Sharing assessment designs for peer feedback via Google Docs and a shared Project Bank via WordPress. Webinar on TEL frameworks.
Create and share a new assessment design around student generated content for integration into your teaching practice. Share this assessment project via the Project Bank for peer feedback, and rate another participants assessment project.
Reflect on this process on your WordPress Blog.
Your CMALT portfolio needs to address the following issues regarding learning teaching and assessment using technology:
Core area 2: Teaching, learning and/or assessment processes
Candidates should demonstrate their understanding of and engagement with teaching, learning and assessment processes. ‘Engagement’ may include using understanding to inform the development, adaptation or application of technology.
Note that your learners are the people with whom you work. For teaching staff this will typically be students. For many learning technologists this may be students or the staff that you support and train.
This should include evidence of:
a) An understanding of teaching, learning and/or assessment processes
Statements here might relate to areas such as teaching experience, learning design, curriculum development, work-based assessment, the creation and execution of a programme of training and so on.
Evidence might include being on the register of the Higher Education Academy, a PGCE award, having completed a SEDA-approved course, extracts from your Institute for Learning (IfL) portfolio or undertaken relevant sections of the Certified E-Learning Professional courses. Commentaries from peers on your approach would also provide suitable evidence. Other possibilities include teaching experience, reflective statements that analyse experience in terms of learning theory, pedagogic approaches, sociological theories, or a comparable, recognised perspective. In relation to learning design, a report, specification or reflective statement might be provided that clearly elaborates the principles that informed the design process. In any collection of evidence there should be some consideration of how technology is changing approaches to teaching and learning and/or the roles of learners, teachers and support staff.
b) An understanding of your target learners
Statements should show how you have found out about learners’ needs and the context for their studies, and how you have developed approaches that reflect this.
Evidence might include a description of how assistive technologies have been used to support disabled students, how learner feedback has influenced the design of an e-portfolio, how the needs of work-based learners or overseas students have shaped the curriculum, or records of conversations with product analysts, marketing departments or course teams and the resulting plans for your design. Evidence of changed practice, rather than simply the recognition that this is an important area, is required.