Quizzes, Tests, and Assessments

2019 ◽  
pp. 153-166
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Implementation Strategies ◽  
Essential Elements ◽  
Music Appreciation ◽  
Test Design ◽  
Online Assessment ◽  
Face To Face ◽  
Assessment Design ◽  
Online Music ◽  
Sample Test ◽  
Online Setting

This chapter introduces quizzes, tests, and assessments for online music appreciation courses. Some challenges are discussed, which include the fact that assessments employed in live face-to-face teaching do not easily transfer to the online setting due to management and security concerns, and assumptions that must be made about online testing. Guidelines are provided to align assessments with course objectives and use sound methods of test design. Essential elements of online assessment design are also included to guide educators on implementation strategies and areas where caution should be exercised. Readers will find sample test and quiz questions to illustrate. The chapter ends with a brief summary of important points and an infographic designed to visually highlight best practices and things to avoid in both assumptions and design of online music appreciation quizzes, tests, and assessments.

Teaching the Course

2019 ◽  
pp. 245-269
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Time Management ◽  
Online Communication ◽  
Essential Elements ◽  
Cognitive Presence ◽  
Music Appreciation ◽  
Online Classroom ◽  
Teaching Online ◽  
Face To Face ◽  
Online Music ◽  
Face To Face Learning

This chapter provides a framework and guides for teaching the online music appreciation class in ways that suit the online modality and a variety of learners. Because it is much more challenging to build community and connect with others in an online classroom when compared to face-to-face learning, and community is essential to learning, a framework for teaching online that includes aspects most likely to promote community among learners and between students and their instructor is needed. Readers will find helpful guidance to develop a robust community of inquiry within the online music appreciation classroom, along with communication strategies and routines typical of online teaching. The chapter ends with a brief summary of important points and an infographic designed to visually highlight essential elements for teaching online music appreciation, including teaching, social, and cognitive presence; guidelines for online communication while teaching a class; time management tips; and weekly routine suggestions.

Assignments

2019 ◽  
pp. 167-188
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Alternative Assessment ◽  
Essential Elements ◽  
Assessment Methods ◽  
Learning Activities ◽  
Music Appreciation ◽  
Applied Learning ◽  
Alternative Assessments ◽  
Online Music ◽  
Online Assignments

The chapter presents alternative assessment methods that could be used as assignments in online music appreciation classes. Alternative assessments, often called applied learning activities, give students a means through which they can extend or document their learning and express what they’ve learned in their own “voice.” Guidelines for effective online assignments and essential elements for clear assignment descriptions are included. Readers will come away with plagiarism guidance and example assignments that can be immediately used. The chapter ends with a brief summary of important points and an infographic designed to visually highlight guidelines and essential elements of effective online music appreciation assignments, with four powerful questions to help instructors determine whether the assignment description is sufficiently clear and detailed.

Methods and Strategies

2019 ◽  
pp. 97-112
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Group Work ◽  
Course Design ◽  
Learning Activities ◽  
Music Appreciation ◽  
Online Classes ◽  
Skill Sets ◽  
Design Elements ◽  
Face To Face ◽  
Asynchronous Discussions ◽  
Online Music

This chapter presents methods and strategies that can be considered when developing an online music appreciation class. When compared to a live, face-to-face course, online classes have more structure and must be fully developed prior to the first day of class. For these reasons, some methods and strategies are specific elements of the course design rather than educator skill sets used only when teaching the course. Readers will find several strategies introduced that can be considered early for course design elements, such as asynchronous discussions and group work. A variety of formative and summative learning activities are conceptually introduced to facilitate planning and development. The chapter ends with a brief summary of important points and an infographic designed to visually highlight five types of methods and strategies that can be included when designing an online music appreciation course.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

Reflections on the challenges of the new (online) music therapy setting for people with dementia

2021 ◽  
Vol 13 (3) ◽  
pp. 201-205
Author(s):  
Ayelet Dassa ◽  
Kendra Ray ◽  
Amy Clements-Cortés
Keyword(s):  
Music Therapy ◽  
Vulnerable Population ◽  
Music Therapists ◽  
Social Distancing ◽  
Critical Situation ◽  
People With Dementia ◽  
Online Music ◽  
Online Setting

Due to the Covid-19 pandemic globally enforced safety precautions were implemented resulting in increased social distancing and isolation especially among people with dementia and their caregivers. This critical situation intensified the need to reach and support this already vulnerable population. Music therapists have answered the challenge by providing telehealth music therapy. However, the new online setting raises questions and dilemmas. As music therapists who have worked for many years with people with dementia and their caregivers, we pause to reflect on the new path we took and consider what we can learn and embrace from this new modality of practice.

scholarly journals PENGARUH LATIHAN POLA HEXAGONAL BERBASIS TEKNOLOGI TERHADAP PENINGKATAN KELINCAHAN BELADIRI TARUNG DERAJAT LOMBOK TIMUR

2019 ◽  
Vol 4 (5) ◽  
Author(s):  
Jamaludin Jamaludin ◽  
Hermansyah Hermansyah ◽  
Ismail Marzuki
Keyword(s):  
Test Design ◽  
Paired Sample ◽  
Purposive Sampling ◽  
Post Test ◽  
Sample Test

penelitian ini bertujuan untuk meningkatkan kelincahan atlet tarung derajat di Pusat latihan yang bertempat di SMA Muhamadiah Masbagik kabupaten lombok timur. Jenis penelitian adalah penelitian eksperimen dan desain yang digunakan adalah “one group pretest post test design” adapun jenis perlakuan yang di berikan kepada subnyek adalah latihan Hexagonal berbasis teknologi. Tempat penelitian adalah pusat latihan tarung derajat lombok timur yang berjumlah 21 orang  atlet. Teknik pengambilan sampel menggunakan teknik purposive sampling. Teknik pengambilan data menggunak tes perbuatan yaitu data tes kelincahan atlet menggunakan istrumen Hexagonal tes. Teknik analisis data yang digunakan dalam penelitian ini adalah menggunakan t paired sample test dengan SPSS 16.0. Adapun hasil penelitian berdasarkan data yang di dapatkan di lapangan adalah Nilai t hitung adalah sebesar 8.736 dengan sig 0.000 . Karena sig < 0.05 maka dapat disimpulkan bahwa Ho ditolak, artinya rata-rata peningkatan kelincahan sebelum dan sesudah melakukan latihan Hexagonal dengan teknologi adalah berbeda (tiak sama). dengan demikian dapat disimpulkan bahwa latihan Hexagonal dengan teknologi mempengaruhi peningkatan kelincahan bagi atlet beladiri tarung derajat.

Applying a Teaching Decision Cycle to the Design of Online Learning Within Faculty Professional Development

2018 ◽  
pp. 21-39 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
College Instructors ◽  
Faculty Professional Development ◽  
Teaching Online ◽  
Face To Face ◽  
Decision Cycle ◽  
Online Setting ◽  
Virtual Setting ◽  
Teaching Decisions

Higher education instructors who will be teaching online for the first time need institutional assistance. Migrating a face-to-face course to an online setting requires some understanding of the differences in a physical and virtual setting. This chapter proposes that the design of courses for online delivery can be facilitated by professional development in which instructional design is used to examine important teaching decisions. A framing of instructional design for college instructors, the teaching decision cycle (TDC), prompts a re-examination of assumptions and F2F teaching decisions. A three-day professional development event is laid out in which the TDC is used to structure instructor re-thinking and designing of a F2F course to a new online or hybrid course. Research opportunities along five categories are suggested.

Curriculum Content

2019 ◽  
pp. 81-97
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Music Appreciation ◽  
Curriculum Content ◽  
Limit Setting ◽  
Video Lectures ◽  
Online Music ◽  
The Many

This chapter introduces the many resources that come together to create the online music appreciation course curriculum. Because curriculum is the main content of the course, judiciously selecting from among the many options available to determine suitable content is essential. Readers will learn about limit-setting and curriculum components. Additionally, guidance for choosing a textbook and a review of major textbooks in print is provided, as well as a discussion of open educational resources (OERs) and sample resources. Some discussion is included about creating and providing instructor video lectures. The chapter ends with a brief summary of important points and an infographic designed to visually highlight the qualities and benefits of four major types of curriculum content.

Big-Picture Planning and Backward Mapping

2019 ◽  
pp. 53-80
Author(s):  
Bethanie L. Hansen
Keyword(s):  
Large Scale ◽  
Online Courses ◽  
Open Educational Resources ◽  
Music Appreciation ◽  
Course Development ◽  
Writing Course ◽  
Online Music ◽  
Big Picture ◽  
Backward Mapping ◽  
Online Methods

In the second section, Planning the Course, readers who need to develop online courses will find sequential guidance and sample planning documents to aid in large-scale thinking, curriculum selection, and general course development. This section includes chapters that guide readers on writing course objectives and learning outcomes, backward mapping, determining how to narrow down what will be taught, writing or choosing curriculum, navigating textbooks and open educational resources (OERs), and considering online methods and strategies. Each chapter in this section targets course development and design to support online music appreciation instructors as they create, transfer, or refresh online music appreciation courses.

MOOC Assessment: a comparison between online assessment and face to face practical assessment

2020 ◽  
Author(s):  
Otilia Maria Alejandro Molina ◽  
Gabriel Limones ◽  
Ashley Aviles ◽  
Elias Madrid
Keyword(s):  
Online Assessment ◽  
Face To Face
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