New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
This paper describes the design and implementation of alternate assessments in an asynchronous online computer engineering graduate course on cognitive radio networks. The course is designed based on the premise of formative evaluations in online learning. Formative evaluations provide means for both the instructors and learners to engage with the content and with each other in a meaningful way to create an enriching learning experience (Gikandi, Morrow and Davis, 2011). Moreover, designing assessments that challenges students’ thought-process and creativity is the need of the hour in engineering pedagogy. This is implemented in the course as structured threaded discussion forums, governed by instructors, that provide thought-provoking guiding questions followed by peer discussion. This paper also explores the design and implementation of virtual laboratory sessions complementing the bi-weekly homework assignments and a final project. This essay describes briefly the assessment design decisions, based on the overall course learning outcomes, taken to suit the online learners. This includes a regular feedback mechanism from both the instructors and the learners and opportunities to learn from each other. Students partake in two voluntary and anonymous surveys, to voice their feedback on the assessments and their learning experience, in general. The results of the surveys will be shared. The aim of this paper is to inform, the community of asynchronous online computer engineering educators, of alternate assessment techniques based on this cognitive radio networks class, and the ways to implement those successfully in an online environment.
Chatterjee, R., & Kamal, A. E., & Wang, Z. (2016, June), Alternate Assessments to Support Formative Evaluations in an Asynchronous Online Computer Engineering Graduate Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26549
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