Hi Mark,
Yes, the iRat was multiple choice, but to be clear, this is doing the iRat
online WHILE you and the students are in the same time and space. I don't
think I have a solution to prevent "screen scraping" in an asynchronous
learning environment where you're not proctoring their online access.
I did this in a computer lab using our Blackboard LMS:
1. Design your iRat but don't show answers, the score or any feedback to
students while in class.
2. Don't deploy it until you're ready (or set a date/time when you
estimate you will).
3. Deploy the iRat (mine usually took about 15 mins).
4. Make the iRat unavailable
5. Provide teams with a hard copy version of the test you will collect
at end of class, along with their IF-AT forms.
6. Carry on with the tRat process as per usual.
7. AFTER class, display ONLY the iRat score to students, so they know
what they got.
The key step is #1. As I see it, the only purpose of the iRat is to assure
individual accountability, but it's important they NOT get immediate
feedback on this, lest it undermine the feedback they'll get as a team
during the tRat. The problem I was trying to solve is that I didn't have a
scantron machine, nor do I have many I can loan to faculty to use in their
classrooms. I think computers or clickers can replicate the scantron for
making students individually accountable in a synchronous, F2F classroom
environment, but again, I've yet to see how this works for the tRat. And
I'm not even sure I want to anymore.
Like the application exercises, I think the tRat is what makes TBL ideally
suited for the inverted or flipped classroom, especially for hybrid/blended
learning environments. Believe me, I've tried to figure out a way to
replicate the tRat in a totally online environment. It might work in a
synchronous, web-based conference tool like Adobe Connect or Bb
Collaborate, when you can control how long students have access to a screen
with questions and MC answers. But I've just not figured it out for an
asynchronous, online environment (yet). I'm open to suggestions.
Hope this helps, but if you have questions or suggestions, let me know.
Thx,
John
--
John Fritz
Asst. VP, Instructional Technology & New Media
UMBC Division of Information Technology
410.455.6596 | [log in to unmask] | www.umbc.edu/oit/itnm
On Thu, Apr 19, 2012 at 7:11 AM, Mark Harrison <[log in to unmask]>wrote:
> Hi John
>
> Very interesting ideas. Can you tell me any more about how you keep the
> iRAT questions secure, deter cheating, etc., when you do the iRAT online?
> (I am assuming that you use multiple choice questions - is that correct?)
>
> Thanks
>
> Mark
>
> On Wed, Apr 18, 2012 at 11:07 PM, John Fritz <[log in to unmask]> wrote:
>
>> Brenda,
>>
>> I'm a fan of hybrid/blended learning AND TBL, and I've thought about this
>> a lot: IF all students have online access in a classroom or lab, I think
>> the iRat can be done online, too. And if you don't have a lab or ubiquitous
>> computing, I think clickers could suffice for the iRat (if they support
>> student mode where students can click/input their answers to questions at
>> their own pace, not the typical instructor mode where everyone answers one
>> question at a time displayed overhead on the data projector).
>>
>> However, I've just not seen a good online equivalent to the analog IF-AT
>> form for the tRat. It seems like this this topic comes up a lot, usually as
>> the opening inquiry for how to move TBL online. While I didn't see it at
>> the TBL conference in Vegas two years ago, I heard that someone had created
>> a virtual scratch off card that sounded very interesting. But if "Immediate
>> Feedback" to the team is important, then I don't see how any online system
>> that is based on a personal user account and login can replicate the
>> beginning team dynamics that emerge through the tRat & IF-AT. Sure, teams
>> can "delegate" their choice to an individual member, and the prof can
>> multiply & distribute this score to the other team members who have a zero
>> for the team grade. But that feels clunky and inelegant and saps energy
>> rather than generates it in synchronous environments.
>>
>> I used to see non-online tRat as a problem, but not anymore. I think the
>> IF-AT just works and that something would be lost if moved online. I'd also
>> wonder about security of the iRat/tRat questions if students could access
>> the questions AND answers online, and not in a classroom. I know that's not
>> what you're proposing here, but just thought I'd mention it.
>>
>> For those teaching online with TBL, what am I missing?
>>
>> Thx,
>>
>> John
>>
>> --
>> John Fritz
>> Asst. VP, Instructional Technology & New Media
>> UMBC Division of Information Technology
>> 410.455.6596 | [log in to unmask] | www.umbc.edu/oit/itnm
>>
>>
>> On Wed, Apr 18, 2012 at 1:30 PM, Brenda Collings <[log in to unmask]>wrote:
>>
>>> Good day,
>>> I am just learning about the TBL model and I look forward to a seminar
>>> by Dr.
>>> Michaelsen next week here at UNBSJ.
>>> We are moving from a Blackboard Mgmt system to Desire to Learn(D2L) next
>>> month and I am curious if anyone has used the D2L mgmt system with the
>>> TBL
>>> approach.
>>>
>>> I am teaching introductory and intermediate accounting in our undergrad
>>> and
>>> MBA program. I have used Blackboard to give online quizzes each week -
>>> which I believe could be a useful application of the iRat (if all
>>> students have
>>> online access during class) and then I would like to investigate
>>> establishing a
>>> TEAM as an enrolled member of the class in order to then allow the Team
>>> to
>>> enter their answers for the tRat online using D2L. Has anyone used this
>>> approach with D2L?
>>> The D2L system could also assist with Peer Evaluations.
>>>
>>> I would appreciate any comments regarding the effecient use of D2L with
>>> TBL.
>>> Thanks in advance for your consideration of my request.
>>> Brenda
>>>
>>> Brenda Collings
>>> Assistant Dean, Faculty of Business
>>> University of New Brunswick Saint John
>>> Canada
>>
>>
|
