http://abogado.pbworks.com/bestpractices

How to Improve Content

Consider the following:  1) Provide learning objectives with each class reading, activity, assignment along with a general assessment rubric and expectations for the assignment

2) Use formative assignments which measure the level of student learning, assignments integrated after a series of learning units, graded assignments which communicates who and who has not achieved the expected learning, assignments may take the forms of exams, papers, projects, eportfolios or collection of products demonstrating proficiency of learning outcomes, and summative assignments which are not a  product, but aa process, results areare used to improve, rather than judge learning, all levels of learning are embraced: mistakes are not only ok but are expected, feedback delivers information during the instructional process (before a summative evaluation),may take the form of non-graded quizzes (or quizzes that may be attempted multiple times and points are given for completion, not accuracy), discussions, blog posts, or any other peer-to-peer learning experience in which students of all learning levels can learn from each other (with guidance and feedback from the instructor) -

see resource - Stephen Chappuis and Jan Chappuis, "The Best Value in Formative Assessment," Educational Leadership. December 2007/January 2008. Vol 65, No. 4. pp. 14-18. http://www.ascd.org/publications/educational_leadership/dec07/vol65/num04/The_Best_Value_in_Formative_Assessment.aspx

How to Improve Assignments

Consider the following:

1. Link your online discussions to your assignments. This increases rle http://net.educause.edu/ir/library/pdf/eqm03411.pdf

2. Utilize "divergent" questions in your assignments - These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. Correctness may be based on logical projections, may be contextual, or arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination. These types of questions often require students to analyze, synthesize, or evaluate a knowledge base and then project or predict different outcomes. source - http://www.uwsp.edu/education/lwilson/learning/quest2.htm 

3. Utilize "convergent"  questions  Answers to these types of questions are usually within a very finite range of acceptable accuracy. These may be at several different levels of cognition -- comprehension, application, analysis, or ones where the answerer makes inferences or conjectures based on personal awareness, or on material read, presented or known. source - http://www.uwsp.edu/education/lwilson/learning/quest2.htm

4. Utilize "evaluative" questions in your assignments. These types of questions usually require sophisticated levels of cognitive and/or emotional judgment. In attempting to answer evaluative questions, students may be combining multiple logical and/or affective thinking process, or  comparative frameworks. Often an answer is analyzed at multiple levels and from different perspectives before the answerer arrives at newly synthesized information or conclusions.

source - http://www.uwsp.edu/education/lwilson/learning/quest2.htm 5. Develop assignments which emphasize crtical thinking which includes asking the student to reflect their reasoning about subject matter, and content and  on the purpose, solution of a problem, assumptions,  point of view, data, information, evidence, concepts, ideas, inferences, interpretations, conclusions, implications and consequences. source -  http://mathematics.clc.uc.edu/Vislocky/Critical%20Thinking%20part%20of%20syllabus.htm

How to Improve Forum Discussions

1) provide a rubric for how postings will be evalauted 

2) link the discussion forums to the content of the weekly subject matter of the class

3) Create discussion questions which foster greater cognitive and exploratory learning of the class materials 

4) Create discussion questions which develop critical thinking skills 

5) Create discussion forums that haveopen-ended questions instead of closed-ended questions whenever possible. Play "devil's advocate" by asking probing questions, using contradictions and counterexamples, and challenging students to apply their learning to novel situations, practical scenarios, and prior learning. View an excellent example of this methodology being applied in the teaching of an engineering principle.

How to Improve Quizzes

1. Design online test questions in a manner that it isn’t easy for learners to look up information and still complete the test on time.

2. Utilize a variety of question types, i.e. multiple choice, fill-in, and short answer.

3. Include several questions that relate directly to online discussions. These questions will be difficult to answer by someone who hasn’t actually participated in the discussions.

4. Tie questions to a course goal. After all, you want to know whether your students are achieving the goals of the course, so why not ask them directly? 

5. Try to ask multiple questions about each important idea in the class. This gives you more data points about student understanding. 

6. When writing a multiple-choice question, be sure each wrong answer represents a common mis-conception. This will help you diagnose student thinking and eliminate easy guessing. 

7. Write questions requiring your students to think at different levels. Include some recall questions, some comprehension questions and some application and analysis questions. You can determine where students are having problems in their thinking. Can they recall the material, but not apply it? 

8. Try  having mini-tests as a check on whether students are reading the textbook materials each week.