Transforming Digital Learning and Assessment

Peggy L. Maki, PhD in literature and linguistics, University of Delaware, writes, speaks about, and consults with higher education organizations and institutions on the process of assessing student learning, an internally motivated and shared commitment to currently enrolled students’ equitable progress toward achieving high-quality learning outcomes. She has consulted at over 610 institutions in the United States and abroad and has written books and articles on assessment for more than 20 years. Her previous book, Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs (Stylus, 2017), challenges institutions to prioritize the use of chronological assessment results to benefit enrolled students compared with the more common practice of prolonged assessment cycles that generally benefit future students. She served as the former American Association for Higher Education’s (AAHE) senior scholar on assessment; a consultant in the Association of American Colleges & Universities’ (AAC&U’s) annual General Education and Assessment Institutes; and a member of several advisory boards, including one for the Lumina Foundation. Currently, she serves on the National Institute for Learning Outcomes Assessment (NILOA) advisory board. Recently an accredited organization in the United Kingdom invited her to design and teach online professional development courses and workshops among those it offers worldwide to higher education. She is the recipient of a national teaching award, the Lindback Award for Distinguished Teaching.

Foreword—Bryan Alexander AcknowledgmentsIntroduction — Peggy L. Maki Part One. An Introduction to Current and Emerging 21st-Century Learning Technologies 1. The Evolving Landscape of 21st-Century Learning Technologies—Peggy L. Maki 2. The Learning Sciences and Educational Technology—Kristen DiCerbo and Daniel Belenky 3. Empowering Faculty to Design Technology-Enriched Student Learning. A Constructivist and Connectivist Hybrid Massive Open Online Course—Roberta (Robin. Sullivan, Cherie van Putten, Emily Cole, Katrina Fulcher-Rood, Jessica Kruger, Gina Sipley, Rachel Rigolino, and Jennifer H. Herman 4. A Guide for Successful Integration and Support of Educational Technologies—Danielle Leek, Matthew Olson, and Peter Shea Part Two. Some Representative Examples of Course-Based Use of Emerging Learning Technologies 5. Applying a Learning Analytics Approach to Support Successful Course Achievement. Using Data Stored in Learning Management Systems—Pauline Salim Muljana, Greg V. Placencia, and Tian Luo 6. Data-Informed Online Discussion Facilitation. Using Data From a Social Network Analysis App to Improve Students’ Online Interactions—Jing Qi 7. Teaching, Technology, and Building Trust. What I’ve Learned About How AI Can Improve Student Writing—Jamey Heit 8. How We May Learn. Cybersecurity Awareness Training as a Model for Future Learning Platforms—Peter Shea and Bora Aytun Part Three. Adoption and Integration of Learning Technologies Across The Institution. Case Studies 9. Enabling a Solution for Assessment and Technology—Ruth Newberry, Robin Robinson, and Adriana Bosha 10. Advancing General Education Assessment Through Faculty and Student Engagement With College-Wide Electronic Portfolios and an Assessment Portfolio—Kem Barfield 11. Assessment and Technology Use at a Graduate Health University—Melanie Davis, Jordan Farris, Jill Matejcik, Forrest Bollow, Lise McCoy, Arron Hunt, and Ammar Musawi ContributorsIndex