1. DE Rubrics Creating Rubrics for Distance Education Courses Kasey Fernandez Master’s candidate University of Hawai’i at Manoa

2. Why DE Rubrics?

3. Kauai Image taken from Google Maps

4. Kauai Image taken from Google Maps

5. Kauai Community College Photo by Christopher P. Becker (polihale.com).

6. http://www.hawaii.edu/dl/

7. Traditional College Classroom

8. Distance Education Classroom

9. The attrition rate of students enrolled in distance education programs is often considerably higher than the comparable campus based student attrition rate (Simpson 2010, Patterson & McFadden 2009, Nash 2005).

10. What’s the problem? Perhaps attrition is due to a lack of: Patterson & McFadden (2009) – Student Interaction Cohorts & F2F orientations – Age & Familial Obligations Assignment Communication (Rippe 2008)

11. Dropout seems to result from an interaction of many complex variables that are difficult to delineate and determine, particularly in online environments, hence making it difficult for one comprehensive theory of dropout to fully explain the phenomenon in all situations or settings. Patterson & McFadden (2009)

12. The best way to communicate these expectations is through rubric creation and implementation. (Cindy Rippe 2008 p.3)

13. “Provide rubrics, or detailed grading criteria, for every assignment at the beginning of the course so students understand how they will be graded.” (Best Practice Strategies to Promote Academic Integrity in Online Education – WICHE 2009)

14. What’s the difference? Little/ no face to face communication – Harder for teachers to identify strugglers Unfamiliar media – teachers & students e-mail Skype Twitter Google docs Forums

15. Aren’t F2F and DE rubrics the same? All rubrics should be – Specific – Self – explanatory – Self – assessable

16. DE courses assess skills differently Participation Forums – Higher level of discussion » Penny and Murphy (2009) Synchronous session Social media participation

17. DE documents take the place of classroom instruction.

18. Which tool?

19. www.derubrics.com

20. Content Who should use rubrics? What are rubrics? What types of rubrics are there? Where? Face to Face Asynchronous Synchronous When should rubrics be used? Analytic Holistic? Why should you use rubrics? How do you write a rubric?

21. Who?

22. What?

23. When?

24. Where?

25. How?

26. Step by Step

27. Implementation

28. Participants 14 college students – Ed Tech 8F 6M 71% 5+ DE 79% teachers

29. Compensation $5 eGift Long module! Lots of participation requests Revised consent Selected addresses

30. Assessments Pass code widget Identical pre and post Demographics survey Attitudinal survey

31. Pre/ Demographics

32. Post/ Attitudinal

33. Results

38. What did you enjoy about this module? “The presentation is very clear and concise. The layout is professional and engaging.” “Very graphically interactive and I liked the mini-books you made.” “I enjoyed learning about the resources I can use when creating my own rubrics.”

39. What would like to change about this module? “I personally would benefit from some practice activities or something to help remember what I learned in each section.” “If I had to change anything in the module, I would say to publish the instructions to a PDF rather than in the virtual mini-book.” “It would be nice to have it load faster.”

40. Future Improvements Add formative practice – Quizzes – Games – Rubric creation practice Increase webpage size Mobile accessibility Integrate into DE course

41. Next time! Visible on all devices Faster processing

42. Conclusion For max effectiveness – Supplement – Part of a course General knowledge is more likely to change than attitude Attitude may differ with alternate audience