{"id":271,"date":"2020-04-27T09:53:53","date_gmt":"2020-04-27T15:53:53","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/?p=271"},"modified":"2020-04-27T09:53:53","modified_gmt":"2020-04-27T15:53:53","slug":"unit-1-activity-3-higher-order-learning-outcomes-in-remote-delivery","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/unit-1-activity-3-higher-order-learning-outcomes-in-remote-delivery\/","title":{"rendered":"Unit 1 Activity 3 &#8211; Higher Order Learning Outcomes in Remote Delivery"},"content":{"rendered":"<p>The recent and rapid shift from traditionally delivered to remotely delivered courses has presented a challenge for many post-secondary institutions; how can the integrity of an educational transaction be preserved when the affordances of traditional delivery are removed? More specifically, instructors are required to solve the problem of how can learning outcomes be assessed in a remotely delivered course. Existing technological solutions claim to have solved this problem. Lockdown Browser and Monitor are two products offered by Respondus, which offer a way for exams to be proctored remotely. (Respondus 2020), by way of webcam recordings and temporarily limiting the functionality of personal devices. After reviewing the how-to videos and support resources available on the <a href=\"https:\/\/web.respondus.com\/support\/training\/\">Respondus website<\/a> , it certainly does appear that these technological solutions are a relatively simple way for instructors to, at a minimum, reduce instances of academic misdemeanors. However, it would be short-sighted to rely on the application of these technologies alone to resolve the challenge of assessments in remotely delivered courses; academic integrity warrants a larger conversation.<\/p>\n<p>The larger discussion I\u2019m interested in pursuing is around learning outcomes that cannot be assessed by a traditional test. Learning outcomes that include verbs like <em>demonstrate<\/em>, or <em>create<\/em> would be difficult to measure remotely in this this way. Would the integrity of a course be compromised if it were no longer capable of allowing learners to demonstrate higher order learning outcomes, and instead relied on tests which could be remotely proctored? If then, the learners all went on to pass this test, would the transition to remote delivery be considered a success? What metrics would be used to evaluate the actual integrity of the course? What would the impact be to all stakeholders in the potential loss of certain learning outcomes? I\u2019m interested in discussing the other dimensions of academic integrity, apart from authenticating an exam- takers identify; the integrity of an institution to uphold educational standards, even in remotely delivered courses.<\/p>\n<p>I would value your input, if you have come across something that you think would be relevant to this conversation. Also, if one of these questions is particularly relevant for your context, I would be interested in hearing that as well.<\/p>\n<p>References<\/p>\n<p>Respondus. (2020. April 16). Retrieved from https:\/\/www.respondus.com\/products\/monitor\/<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The recent and rapid shift from traditionally delivered to remotely delivered courses has presented a challenge for many post-secondary institutions; how can the integrity of an educational transaction be preserved when the affordances of traditional delivery are removed? More specifically,&#8230; <a class=\"more-link\" href=\"https:\/\/malat-webspace.royalroads.ca\/rru0111\/unit-1-activity-3-higher-order-learning-outcomes-in-remote-delivery\/\">Continue Reading &rarr;<\/a><\/p>\n","protected":false},"author":141,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-271","post","type-post","status-publish","format-standard","hentry","category-lrnt526"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/wp-json\/wp\/v2\/posts\/271","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/wp-json\/wp\/v2\/users\/141"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/wp-json\/wp\/v2\/comments?post=271"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/wp-json\/wp\/v2\/posts\/271\/revisions"}],"predecessor-version":[{"id":272,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/wp-json\/wp\/v2\/posts\/271\/revisions\/272"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/wp-json\/wp\/v2\/media?parent=271"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/wp-json\/wp\/v2\/categories?post=271"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0111\/wp-json\/wp\/v2\/tags?post=271"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}