Online Activity and Curriculum Alignment: Strategies and Evaluation

Alignment of Online Activity with the Curriculum

Description Of The Online Activity, Assessment Or Resource Including Specifics About What The Students And The Teacher Would Have To Do. For Example, How Would The Student Interact With It?

What Role Does The Teacher Play In Facilitating The Technology? You Can Do This In Writing. Make Sure Whatever Method You Use, That It Can Be Accessed By Your Colleagues Who Will Peer-Assess Your Work

Description Of How The Online Activity, Assessment, Or Resource Is Aligned With The Rest Of The Curriculum In Your Course. (200 Words If You Choose The Written Submission

Discussion Of The Strategies You Have Chosen To Engage Your Students With The Online Assessment, Activity, Or Resource With Supporting Evidence. For Strategies .Plan For Evaluating Your Online Assessment, Activity, Or Resource To Determine Its Effectiveness.

Classroom assessment is the tool designed by the teachers to perform internal assessment. This tool is designed by the teachers to perform any instructional activity within the classroom. It includes the communication between teacher and students. In this paper, the online assessment activity will be discussed to teach the students with the selected text (Põldoja et al., 2014). Before designing the activity, the purpose of the activity should be clearly defined. Hence, the learning objectives of the selected online assessment are mentioned in the following manner.

• The teacher can be able to guide and support the student going beyond the classroom boundaries.
• Teachers will be able to perform a formative assessment of the entire classroom.
• Students will be able to understand the lesson effectively.
• Students will be able to answer the mentioned questions in the lesson(Wanner & Palmer, 2015).

For an online assessment procedure, the teacher can opt for online forum or discussion forum.  Online forum is a procedure where the students and teacher can develop a communication and develops skills according to the lesson (Abosalem, 2016). Teachers can utilize the online forum to discuss the lesson based knowledge, thoughts, images, and videos. The students can also share feedback about their difficulty to understand the knowledge and how efficiently they have learnt the lesson. It is a form of summative assessment that gives the teacher to communicate with the students in their real time (Suen, 2014). On the other hand, they can provide the students the right course materials through the forum and develop the right knowledge among the students. The teacher and students can be highly benefitted by this online procedure of teaching learning process.

This is the procedure that helps the teacher, students, and their parents about the procedure of teaching the lesson and completing the activity within the classroom (Admiraal, Huisman & Pilli, 2015). It also helps the teacher to identify the student’s achievement by the teacher. The summative assessment method is an effective learning method comparing to the other existing methods of learning.

Strategies to Engage the Student in Online Activities

Alignment with the curriculum with the learning objectives in both the primary and higher studies is a challenging job. Negative alignment or misalignment with curriculum and online activity can affect the student awareness and their position within the curriculum (Phan, McNeil & Robin, 2016). The concept of online tools or methods of learning activity came into practice during the year of 2013. This idea is carried forward by the experts from Statistics department to evaluate the alignment between teacher, students, and the tutors. Performing online activity is a fundamental component to achieve the vision of the success in future. It improves the quality of teaching learning procedure in many ways.

There are various factors that helps to build proper alignment with online activities and curriculum. It helps the teacher to access the online platform with significant bandwidth that is quite essential to develop an informative learning society. On the other hand, it helps to understand the priorities of online activities and education (Zhao et al., 2017). Lessons can be learnt through first-hand experience by performing online activities within the classroom. The continuous step of change in the technology, and the affordability and availability enhances the way of experiencing the learning objectives in the past.

As it is already known to all that, education is dwelling at the center of capacity building. Education is process through which people can learn new things (Xiong & Suen, 2018). Online activities are connected with the curricular activities is enhancing the delivery procedure of curriculum within the classroom. Hence, online assessment is connecting with the learning allows the teacher or the monitor to modify their teaching based teaching procedure to communication based teaching procedure. From this, the teachers can also get significant feedback from the learners that provides the teacher an opportunity to assess the self.

There are various strategies a teacher can implement to make the students engaged online activities or courses. There is no prescribed definition for student engagement. However, the following strategies will help to enhance the student engagement in both online and offline course of learning.

Communication through multiple formats  online activities helps the instructor to gain multiple avenues to communicate with the other students. It includes the course forum or discussion forums which is a fruitful communication tool for teachers and students(Haddadi et al., 2018). Through this communication forum the teachers and students can share their knowledge, thoughts, related images, videos, or quotation explaining the class curriculum.

Evaluation of Online Assessment

Providing various learning opportunities Online learning technology is misinterpreted by some group of people that it misleads the students. However, it is partially true, the course forum is led by the activeness of both the teacher and the students. Through the online forum a teacher can provide the students with different case studies to analyze and measure the lesson(Huisman et al., 2018).

Social learning – Online forum is the way to making the learning procedure a social process. The social media platforms also incorporating the concept of knowledge forum for active sharing of the learning activities, curriculum based content, and others.

Useful feedback  Through the online forum, the teachers can provide suitable feedback to the students. This provides the students the opportunity of self-assessment. The responsibility of the students is to utilize the feedback in a positive way and enhance the learning procedure with the help of the instructors(Knowles & Wilkinson, 2017). In this regard, the course-based ePortfolio is a way to encourage the students to create own learning plans according to their preference with various methods of assessment.

Improves the accessibility  On the other hand, the strategy of course forum is a way to enhance the accessibility by both the teachers and the students. With proper utility of the web accessibility the students can get the course material available regardless of time and period (Põldoja et al., 2014). Hence, online forum can be utilized as platform to share the course material to the required students. In this way, the online strategies enhancing the process of teaching and learning with proper alignment with the curriculum. It helps the teacher to increase the student engagement for the selected study or course.

Online assessment can be termed as e-learning process for training and developing knowledge using the internet or web. The main factors for the higher education to get involved in online learning procedure are increasing volume of the classroom, requirement for life-long learning, and make the future generation educated and full off efficient skills (Zhao et al., 2017). The form of delivering the education procedure is changing and getting student centered instead of teacher centered. According to the instructionist model knowledge is shared through providing required instructions to the students.

On the other hand, the constructivist model describes building knowledge and enriching the students through learning procedure. E-learning is a procedure that utilizes the worldwide applications to promote a learning procedure for the enduring the entire lifespan. Most of the organizations use the online learning procedure to enable the learners to gain knowledge anytime, anywhere with proper assistance of the teacher (Xiong & Suen, 2018). To explain this, it can be said that, the computer based or assisted learning is the way to alter the notion of instructor centered learning into learner-centered learning.

Conclusion

In this regard, it can be said that there are certain strategies with which a teacher can evaluate the online learning for the students. In case of complexity, the teacher can break the lesson into parts and smaller components to assess the students and provide them feedback. The teachers can provide the students with explicit detailing about the rubrics to communicate the expectations for the performance of the students. In the case of highly technical content, the teacher can use upgraded data and organize for formative assessment for observing the learning procedure. Additionally, the teacher can use the synchronized technology to communicate the students within the real time period.

The story, ‘The Moon in the Earthen Pot’ by Gopini Karunakar belongs to the genre of a folk tale. The story begins with the narrators wish to steal the Moon from the earthen pot made by her grandmother who she used to call Guddavva. The story starts with the pure innocence of the narrator believing all the fantasies mentioned by her grandmother. It includes stealing the moon and again keeping it in place with magic (Karunakar, 2020). It also includes the consideration of the stars as Moon dust scattered over the sky.

The narrator skillfully links the sad moment of not receiving the Moon from her grandmother to with the sad past experiences of her. The struggles of the grandmother is clearly portrayed by the narrator from working as firewood carrier, bricks carrier on the construction sites and many others. She skillfully connected the struggle story of the grandmother with the flooding moonbeam in their village. Throughout the entire story, the story telling skill of Guddavva is portrayed. The talent of telling fantasy story and addressing the Moon as Chandrama are exclusive for the grandmother and the narrator believed every bits of the story. All the mixed composition of the story can engage the reader to the extent and allows the reader to consider it as a successful folk story.

References

Abosalem, Y. (2016). Assessment techniques and students’ higher-order thinking skills. International Journal of Secondary Education, 4(1), 1-11.

Admiraal, W., Huisman, B., & Pilli, O. (2015). Assessment in Massive Open Online Courses. Electronic Journal of E-learning, 13(4), 207-216.

Haddadi, L., Bouarab‐Dahmani, F., Guin, N., Berkane, T., & Lazib, S. (2018). Peer assessment and groups formation in massive open online courses. Computer Applications in Engineering Education, 26(5), 1873-1887.

Huisman, B., Admiraal, W., Pilli, O., van de Ven, M., & Saab, N. (2018). Peer assessment in MOOCs: The relationship between peer reviewers’ ability and authors’ essay performance. British Journal of Educational Technology, 49(1), 101-110.

Karunakar, G. (2020). The Moon in the Earthen Pot [Ebook]. Retrieved from http://file:///C:/Users/LAPTOP_MP0194/Downloads/3943987_1823197591_themooninanearthenpot%20(3).pdf

Knowles, R., & Wilkinson, C. (2017). The worries of weaning: Newspaper reporting of infant weaning and its impact on dialogue in online discussion forums. Journalism, 18(3), 350-367.

Phan, T., McNeil, S. G., & Robin, B. R. (2016). Students’ patterns of engagement and course performance in a Massive Open Online Course. Computers & Education, 95, 36-44.

Põldoja, H., Väljataga, T., Laanpere, M., & Tammets, K. (2014). Web-based self-and peer-assessment of teachers’ digital competencies. World Wide Web, 17(2), 255-269.

Suen, H. K. (2014). Peer assessment for massive open online courses (MOOCs). International Review of Research in Open and Distributed Learning, 15(3), 312-327.

Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369.

Xiong, Y., & Suen, H. K. (2018). Assessment approaches in massive open online courses: Possibilities, challenges and future directions. International Review of Education, 64(2), 241-263.

Zhao, C., Bhalla, S., Halliday, L., Travaglia, J., & Kennedy, J. (2017, May). Exploring the role of assessment in developing learners’ critical thinking in massive open online courses. In European Conference on Massive Open Online Courses (pp. 280-289). Springer, Cham.