Date: September 25th, 2014 at 2-3:00 PM Eastern
Education, writ large, has a tendency to look for and accept "silver bullets," uber-easy and uber-effective solutions to complex and complicated problems, without the necessary scrutiny. Unfortunately, this silver bullet search has taken our collective eyes off of more solid approaches to assessment in education. This webinar will move the conversation from silver bullets to embedded assessments in the teaching and learning process, resulting in "assessment for free." The concept of "assessment for free" results from situations where the focus is on creating learning environments/activities/experiences that naturally yield an artifact - presentation, product, paper, processing, performance - that can then be used to assess student learning and development. There is plenty of rhetoric and noise in today's educational systems; it's time to move forward proactively in creating instructional environments that focus on student learning and assessment, using the process itself as a catalyst.
About the Presenter
Peter E. Doolittle is Assistant Provost for Teaching and Learning, Executive Director of the Center for InstructionalDevelopment and Educational Research (CIDER), and Professor of Educational Psychology in the Department of Learning Sciences and Technologies at Virginia Tech, Blacksburg, Virginia. His academic background includes 25 years teaching undergraduate and graduate students in public and private universities; using traditional, blended, and online formats; across several subject areas, including advanced educational psychology, cognition and instruction, constructivism and education, and college teaching. In addition, he created the International Journal of Teaching and Learning in Higher Education, the Conference on Higher Education Pedagogy, and the Mastering Flipped Classes: Building Better Learning Environments professional development seminars. At Virginia Tech, he was awarded the University Alumni Award for Excellence in Teaching, the Certificate of Teaching Excellence and Graduate Student Advising Award from the College of Liberal Arts and Human Sciences, and the Outstanding Teaching Award from the School of Education. His current research focus includes the investigation of working memory capacity and learning efficacy in multimedia learning environments. He has published more than 40 peer-reviewed articles and chapters, provided over 50 keynote and invited addresses, presented at over 100 conference presentations, and received in excess of $2 million in grants.