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inspirED 2024

Fostering Learner Engagement through Self-Assessment

inspirED 2024

Fostering Learner Engagement through Self-Assessment

In an era where generative AI is increasingly prevalent in higher education, especially in online programs, there is a pressing need to rethink how learners are assessed. This reassessment is crucial not only to limit the overreliance on these tools but also to promote deeper student engagement in the learning process. One promising approach to addressing these challenges is formative evaluation, particularly through self-assessment. By requiring learners to produce reflective, personal writing, the motivation to rely on generative AI diminishes, while their personal commitment to their education grows. Since self-assessment, as noted earlier, is formative in nature and not tied to formal grading, the temptation to use AI or engage in dishonest practices is further reduced.

In this session, The ESSEC team presents the implementation of self-assessment through FeedbackFruits in their flagship SPOC, “Diversity & Inclusion in the Workplace”, which has yielded high-quality results, showcasing a marked improvement in learner engagement compared to previous course iterations.

7 NOVEMBER 2024
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Don’t want to wait until OLC?

Get a head start on enhancing your educational practices by downloading our ebook, "Authentic Assessment Rubrics in Higher Education: A Collection of Templates." This resource complements the topics we'll be discussing at OLC and provides valuable insights for educators seeking to implement authentic assessment strategies including:

  • An analysis of the primary categories of rubrics, their advantages and disadvantages, and guidance on when to utilize each type.
  • Key guidelines for crafting impactful assessment rubrics.
  • Examples of rubric templates and practical applications developed by Deakin University, Central Michigan College, and South Plains College.

Discover the presentations

Discover the presentations

Meet the speakers

Learn how to master authentic competency assessment during our session. Don't miss our session, "Measuring Strategic Outcomes through Authentic, Skill-Based Learning with FeedbackFruits," on Friday 12th April at 2:30 PM (Location: Valley 2) hosted by Cole Groom Account Executive team lead at FeedbackFruits.

Explore effective strategies for nurturing skill development, optimizing learning outcomes, and aligning your curriculum with strategic goals. Learn how our solutions empower authentic, skill-based learning, and equip students for success in the real world.
Linda Lee, Wharton School
Marion Marx
Instructional Designer, ESSEC Business School

With over 15 years of experience in education, Marion Marx has developed a comprehensive understanding of pedagogy, with a particular focus on digital learning. Her journey began as a classroom teacher and later evolved into online instruction. She has also worked in the corporate sector as a pedagogical advisor specializing in distance learning, before returning to higher education as an instructional designer.

Dan Hasan, FeedbackFruits
Nadia Kelmouss
Digital Learning Designer, ESSEC Business School

Nadia Kelmouss has worked with several institutions across Toulouse and Paris, contributing to numerous projects as a digital learning designer. Her experience spans from consulting agencies and the corporate sector to Higher Education Institutions.

Linda Lee, Wharton School
Marion Marx
Instructional Designer at ESSEC

Passionate about the world of Digital Learning, Marion’s journey has afforded her a 360° view of this sector: starting as a distance learner, then progressing to become a tutor and online instructor, and ultimately an instructional designer. With a blend of pedagogical innovation and UX Design, she enjoys envisioning and crafting learning experiences that foster participants' engagement. Marion finds AI to be valuable in saving time when creating certain pedagogical activities, particularly quizzes with detailed feedback. She sees value in leverage AI to generate templates that can be personalized.

Linda Lee, Wharton School
Adrien Painturier
Associate Director of Teaching and Learning at HEC

Adrien Painturier champions the use of digital tools to elevate educational practices. With a notable interest in AI, functioning as a daily user and facilitator, he is dedicated to enhancing the pedagogical landscape. His initiatives ensure faculty and students are well-equipped to employ innovative technologies, aligning with HEC Paris's vision for a progressive and interactive learning ecosystem.

Linda Lee, Wharton School
Melinda Mod
Instructional Designer at HEC

Melinda is a learning designer who received her training as a high school teacher in Hungary and completed her PhD at Paris VIII & Cornell. She is dedicated to creating impactful courses across a variety of projects, ranging from designing courses for EMBA public programs to collaborating with NGOs. Melinda is particularly interested in how AI can facilitate the development of high quality courses and how it could be integrated in personalized learning via algorithms to tailor educational content and assessments according to each student's individual needs and learning styles.

Linda Lee, Wharton School
Marie Valentin
 Instructional Designer at HEC

Marie is a learning designer at HEC Paris. She has 16 years of experience in instructional design across both private and public sectors, including institutions such as Demos Group, Crédit Agricole, and Paris-Dauphine University. In her work, Marie is particularly focused on the clarity of course structure and ways of managing learners' attention span and engagement. Marie is interested in how AI can be used to do more than just generate educational content (which she already does on a regular basis). For example, how could AI be used to give students detailed feedback on their work?

Linda Lee, Wharton School
Claudia Carrone
Digital Learning Deputy Manager at EDHEC

As a Digital Learning Leader and innovation Manager at the Pedagogical Innovation Laboratory (PILab) of EDHEC Business School, Claudia is actively involved in the search for transformation of the educational landscape. She is dedicated to improving the learning experience, contributing to an engaging environment for students, teachers, and researchers. Her role involves providing strategic guidance for the seamless integration of technology into face-to-face, blended, and online learning across all university programs. Claudia's approach to teaching and learning also revolves around the use of Artificial Intelligence to promote creative engagement and collaborative learning, ensuring that the educational journey is not just informative but also transformative.

Linda Lee, Wharton School
SHANI NAUDE
Acting Curriculum Development and Design at University of Free State

As a passionate educator and curriculum designer, Shani Naude is dedicated to empowering students of all ages to reach their full potential. Armed with a Master's degree in Education and currently pursuing a PhD from the University of the Free State, she brings experience in teaching, curriculum development, and learning design. Her diverse background includes running a successful homework and tutoring center, designing engaging learning experiences for students, and developing dynamic Life Science workshops for high school learners. Driven by a commitment to innovation, she has been a part of impactful programs such as the "Digital Skills and Competencies Pathway for Students" to equip learners with the skills they need to thrive in a rapidly changing world.

Linda Lee, Wharton School
MATLALI MTHEMBU
Instructional Designer at University of Free State

Matlali Mthembu's journey commenced at the University of the Free State, where she was offered an opportunity to become an A_STEP intern. She then transitioned into the role of a Learning Developer within the BLISS (Blended Learning Innovation Support Services) focus area in the Centre for Teaching and Learning. Her technological acumen and dedication to student learning experiences were key to the role. Seven months later, she transitioned to the Learning Designer role. Amidst the COVID-19 lockdown challenges, she continued to support the QwaQwa Campus staff and students in adopting and using Blackboard and other learning technologies in learning and teaching. Her aspirations are rooted in the utilization of empowerment, collaboration, scholarship, and inclusivity values to shape the realms of technology use, instructional design, and student training and support in the UFS QwaQWa Campus.

Linda Lee, Wharton School
Retshegofaditswe Diswane
Junior Learning Designer at University of Free State

Retshegofaditswe Diswane is currently a Junior learning designer for the Faculty of Education at UFS. She started her career in higher education as an Edu-Tech buddy during her undergraduate studies. After graduating with a BCom degree, she was employed as a Blackboard Helpdesk assistant and then subsequently became a Learning developer for the Faculty of Theology and Religion. She thrives on the challenge of blending technology and pedagogy to foster meaningful connections and promote lifelong learning.

Linda Lee, Wharton School
GRACE WACHTER
Pilot Success Specialist at FeedbackFruits

Grace Wachter is a Pilot Success Specialist at FeedbackFruits, closely working with University of Free States and other piloting institutions to help them achieve their goals on teaching & learning. She guides innovative institutions from initial exploration to successful implementation and adoption, she helps instructors streamline teaching and learning by engaging in pedagogic best practice that enhances student satisfaction.

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Ebook page cover
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Authentic assessment rubrics in higher education: A collection of templates

A collection of rubric templates for authentic, effective, and scalable assessment

Ebook page cover
GET YOUR FREE EBOOK

Facilitating Group Work and Peer Assessment at Business Schools

We have prepared this exclusive content to guide educators at business schools with the use cases from the Wharton School and Griffith University. In this ebook, you will find classroom-validated strategies to facilitate group work in large-size online courses with effective use of technology.

Discover our new Competency-Based Assessment solution

Learn how FeedbackFruits Competency-Based Assessment can help you achieve your strategic goals by empowering robust, skill-oriented teaching and learning.
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