11. Rubric for asynchronous web activity 5 4 3 2 1 information posting Student has 3+ postings of new information / breaks info to be learned into digestible chunks Student has 2+ postings of new information / follows lead of another in breaking info into chunks Students has 1 posting of new information / only posts information to complete assignment Student posts 1 new piece of info incompletely or inaccurately / does not post new info group dialogue Communicates with others effectively, clearly, and respectfully / attempts to motivate group discussion with new and creative approaches / uses text support where appropriate Communicates with others / respectfully references at least 1 colleague; does not disrupt flow of group discussion / limited use of text support Limited communication with others / re-words or repeats others' posts or does not reference any specific colleagues / little to no text support Makes limited effort to engage with the group / may post off-topic / no references to text mechanics and style post is of appropriate length / effective word choice & sentence structure gives unique individual voice post is of inappropriate length / word choice and sentence structure contribute to an appropriate & effective voice word choice & sentence structure show little variety, diminishing sense of voice word choice & sentence structure interfere with meaning / voice is overly informal organization and timing post is on time and helps format organization of discussions post is on time and organized in format post is late or somewhat organized in format post is late; format obscures or prevents understanding of post 10 - 9 8 - 6 5 - 3 2 - 0 presentation Uses strong supports to present information clearly and accurately with creative flair Uses supports to present accurate and understandable information Uses limited supports to present information, but somewhat confused or muddled Does not use supports in presentation / information is not understandable Created by Colleen Ites with sections taken from "Sample Blog Post Rubric" by Stacy Kitsis, English Journal, November 2008 (34).
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Notes de l'éditeur
In a blended learning environment e-learning activities must still provide significant support to our learners, the concept of scaffolding based on Vygotsky’s zone of proximal development (1978) was kept at the forefront throughout the design stages, where possible social constructivist technological solutions were sought.
Cognitive Presence: Extent to which participants are able to construct meaning through sustained communication Social Presence The ability of learners to project their personal characteristics into the community Teaching Presence The design, facilitation and direction of cognitive and social presence for the purpose of realising personally meaningful and educational worthwhile learning outcomes
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