https://cccconfer.zoom.us/meeting/tJcodeyrrzspHdE9Z5kx5ZxB5l-9MRrwMi6p/ics?icsToken=98tyKuCrqzkvGdWVsx6CRowqGYjoZ-nzmGJegqd4xSWwCDgGWBvUY-4Pa59NAs_9

Love the photo and the puppy!

Love the dog!

https://www.chronicle.com/article/a-stunning-level-of-student-disconnection?cid2=gen_login_refresh&cid=gen_sign_in

This article was also released this morning

Thanks, Kristi!

https://onlineteachingconference.org/

Thanks for posting Katie!

how do I register for the DECO Retreat?

Haha for some reason I can'

Will the sessions be recorded, including the retreat?

@Tejal -- it is in the pre-conference workshop section -- make certain to add it to your cart!

I can’t see it .. lol

It doesn't ask, but I prefer the longer timeframe since those meetings are usually packed with great info =)

Piper, Tiffiny can respond about the rest of the conference. DECO will likely record the retreat since we will be doing it in a HyFlex format.

👍🏻

I am hoping next year we go back to mid June as the OTC date, that weekend is a tough time

Thanks, Jim.

Hi all... here is the link to register for the DECO retreat: www.eventbrite.com/e/168145426497/?discount=DEOTC22

Thanks Katie!

Wendy, agreed - my understanding is it wasn’t an intentional move but a byproduct of facility availability after pushing the physical conference from previous years.

We are just picking it back up. Any advice for a faculty member leading this initiative? Been reading all week the resources available online.

Hi Wendy - yes, next year, OTC'23, will be back to the second/third week in June. COVID effect for OTC'22... so sorry for the inconvenience!

❤️

Is SSO required. This is the step our IT department is questioning

Thank you!

I am new DE coordinator. Who would I contact to get on to the basecamp?

@Thomas, for your Local POCR efforts, contact your CVC Guide. You can find out who that is here: https://sites.google.com/cvc.edu/localpocrresourcecenter/dashboards

What was the date for csv sunset?

Link to the webinar schedule?

Great I will pass that on and hopefully we can wrap it up

thank you

Great! thank you!

Thank you!

Thank you, Marina!

Thank you Helen

Here's a link to our "events". The next Home College Readiness Workshop is on May 3rd.

Maybe we can all vote on a promotion for Suzanne: I vote Yes :-)

I’ll second that vote.

May 3rd, 2-3pm: https://cvc.edu/event/cvc-exchange-home-college-readiness-workshop-6/

^Hear! Hear!

Or pay someone to write the essay for you. And soon, AI will generate an original essay on demand.

I was shocked some years back to find one of my best and most (outwardly) respectful students had posted both my assignment and her essay on CourseHero. This wasn't even an online course.

https://www.the-good-ai.com/

Racial profiling

Students can also unlock access to these “help” sites by uploading their own work.

Limiting- students must have a laptop or computer

shy students freaking out

loss of privacy for family members

Equity

Invasion of student privacy

accessibility

intrusive

Flags students in dense living quarters with multiple family members

Students don’t understand how the technology works and what it’s doing

requirements for hardware

equity, bandwidth for our students with not so good internet

Privacy issues.

darker skin is sometimes not "seen"

children needing attention during a test and can't reach parents locked in a test

Doesn’t work for off screen work

download extensions

interruptions

Ultimately, it increases anxiety, cost and decreases trust

I personally had an issue. had to cover background with a blanket. Issue with husband opening a door at the other end of the house

Some instructors won’t allow students back into an exam if their wifi fails

medical issues or conditions that flag behaviors that aren't malicious

Trans students whose ID may not match their current ID

student backlash. student anxiety. students who don't cheat but are concerned about the online rumor mill about what proctoring can and cannot do on their computers

I’d love our Bio faculty at GCC to hear this!

^My thoughts, exactly, Piper!

Even though they're not supposed to, some faculty are still charging students for proctoring technology. If you're a student who doesn't cheat, this would feel really unfair.

@Lisa, that is awful!

Yep - awful

i think this is one profile of when/how cheating happens, but we've had cases of contract cheating, too. it's rare but it's a different profile. how to identify that?

Authentic assessment - especially if done over time with drafts and collaborative steps - is a lot harder to hire a contract cheater to do for you.

maybe we could get more adopters of authentic assessment if we think of a nickname or synonym for Authentic Assessment that appeals to those folks who have resisted so far, e.g. “anti-cheating assessments” 🤔

I have the students create their own quizzes. I give extra credit for them and then the students learn as they are creating the questions AND I have a different quiz every semester

^Scaffolding works. I had a student do nothing until the last draft. If we build our assessments to be completed over time with smaller tasks, it is fairly easy to see a paper from an essay mill. @Wendy -- totally! (And they make their quizzes for each other harder... LOL.)

Authentic assessments can also be portable (they can be used for portfolios, future courses, careers, etc.)

i think it also brings attention to the need for adequate FT faculty positions and adequate support for PT faculty. equity considerations for faculty work as well as students.

@Wendy - brilliant

Yes! We were just told by a Bio instructor that the term “authentic assessment” now offends the entire division

Piper, omg ! Probably the same people that tell people to have thicker skin about other issues

wow, @Piper! Authentic Assessment needs a PR team

My thoughts exactly, Jim!

Yes! We were advised to frame it as Project/Problem Based Learning. We did!

agree Katie. it also builds in so much more feedback in the learning process over one and done.

Sometimes it's just about finding the right words to say the same thing in a way that offends the fewest people

Yes, Lisa. We’re happy to oblige to get them on board

I recently came across the statement in an academic integrity training that "research indicates discussing integrity and having students make a pledge and reaffirm that pledge on individual assessments is the strongest way to reduce cheating among adult students." What do you all think of this?

I love the children’s book project!

Ali, “the strongest way” seems doubtful, but definitely it’s a good practice

Especially if the students themselves develop the pledge.

behavioral science supports this as well. https://fs.blog/dan-ariely-on-why-and-how-we-cheat/

@Ali, There's been research by social scientists that when someone formally declares a goal or pledge, they are indeed more likely to follow through. It's driven by the idea of "commitment and consistency.” We want to appear to be the kind of person who does what they say they'll do.

Here's a resource page for Academic Honesty and Authentic Assessments (co-created with my colleagues at Saddleback, Bridget Hoida and Jonathan Luque): https://docs.google.com/document/d/1qJzhnEVbzPM59kb-IbsIb6Eath-pRtcl2jV8qYjJMmg/edit#heading=h.rab50kegs7dn

A book published under creative commons - I have shared chapters and the book with my colleagues - https://www.aupress.ca/app/uploads/120279_99Z_Conrad_Openo_2018-Assessment_Strategies_for_Online_Learning.pdf

@Ali I would be concerned that a student inclined to cheat would also be inclined to lie in that situation. I think a personal commitment to integrity may fall by the wayside in the midst of peer pressure during the semester

belonging also can reduce cheating! but it also depends on the cheating profile, if it is one assignment or contract cheating where already committed to a global cheating approach.

Agreed, @Kandace, for "active" cheaters. The pledge could be a useful strategy for those tempted to cheat but they've formally declared they won’t.

One thing we have heard from anatomy instructors..is that it is difficult to do authentic assessment when the questions are objective based (naming a body part) similar to what they may come across for the MCATs. Curious how others would respond to this.

And it sets up our classrooms as authoritative and punitive.

good point, Helen

@Tammara, I'd explore with the instructor how and when are students going to use the body parts. That context/situation can be the foundation of a more authentic assessment.

https://padlet.com/Katie_Datko/wxdi7megqjt9dsne

This is a great article from the NY Times for teaching students about the concept/industry of cheating: https://www.nytimes.com/2019/09/09/learning/cheating-essay-lesson-plan.html

@Tamara -- if students are taught how to take the MCAT and that is folded into the learning process, it can help students both with preparing for licensure and with test-taking strategies. An authentic assessment can be paired with formative assessments to help with test-taking and anxiety reduction.

Also I think there is this notion and anything that isn’t “authentic” assessment is automatically “inauthentic” which can create walls in these discussions with faculty who have relied on say standardized tests.

I think that Tammara’s point is important. How do we respond to instructors who feel that they must prepare students for later assessments or elements fo the discipline that are not authentic.

@Brett, the key is in the preparation.

Yes, Michelle - humanizing - creating an environment where students are known and valued and individually supported - can be a critical way of shifting the environment toward students viewing the environment as a place for learning, not a place where they’re simply trying to get a grade and move on. So if it’s a class where objective assessment is essential, creating that humanized environment may be huge.

i really like the way you are talking about skills and context of learning, and it's a really useful way to think through what makes learning authentic.

https://tinyurl.com/DECO4-15-22

Please post in the Padlet any ideas you have!

Please click the link ^

https://tinyurl.com/DECO4-15-22

I love authentic assessment and have accidentally been doing it for years. I am concerned that I wouldn't be preparing them for their 4 year institutions that are doing more traditional assessments.

Good point, Jennifer about “authentic vs. inauthentic” assessment.

I have been using authentic assessments for some time - while it takes a while to develop and score, the outcomes allow my students to demonstrate skills once they transfer to their 4-year which is what I want for them.

I’ve done authentic assessments in Composition, and sometimes students just have a hard time breaking out of the habit of copying, pasting, and adjusting someone else's words. In those cases, teaching self-confidence is the best response I’ve discovered

For those adding to the Padlet, you can drag your note out to the upper right after Padlet sticks it down at the bottom left ...

Your post is at the bottom of the padlet...

Yes, Please, Suzanne! We’d love to have a “Project Based Learning” (secretly “Authentic Assessment”) conference and have you come to GCC (in person or virtually) to present.

Thanks

@kandace, that’s another really important factor in cheating, I think. Anxiety and fear of not being good enough.

Yes: Suzanne, you are AWESOME. Thank you for this. Can't wait to share with our fav

faculty

Wooohooo!

Yeah Suzanne and Bri! Thanks for your work with design of the new course!

Great discussion and presentation! Thank you Suzanne! Have to head to my next meeting

Thank you for your work in this important area, Suzanne!

Thank you very much, Suzanne!

This was great - thanks Suzanne!

@ONE Equitable Gradeing Strategies: https://onlinenetworkofeducators.org/course-cards/equitable-grading-strategies/

https://onlinenetworkofeducators.org/course-cards/equitable-grading-strategies/

Thank you, Suzanne!

Great job, Suzanne!

Thanks, Suzanne!

Thank you so much, Suzanne!

Thank you Suzanne! This was such a wonderful presentation/conversation!

Thank you Suzanne. Thanks to all for their brainstorming and sharing ideas.

This was awesome! Thank you so much.

Yes, so excited to be co-facilitating with Suzanne@

We particularly need STEM faculty to advocate for more equitable assessments.

Please bookmark the Padlet for your own use and to add any questions/challenges/solutions. It may also help to share with your faculty! https://tinyurl.com/DECO4-15-22

Thanks Suzanne!

I’m signed yup!

Thank you! <3

Great discussion! Let’s continue our conversation on Equity during the Peralta Online Equity Conference coming up on April 27, 28, 29. Registration is free, please join us!

Peralta Online Equity Conference Website: https://sites.google.com/view/peraltaequityconference/home?authuser=0Conference Registration link: https://docs.google.com/forms/d/e/1FAIpQLSfcMjeT9A4d5oyVH0s4L3Uf7FRTtuNHVdL2C1f_z0lpcZcW_g/viewform

Thanks Suzanne! I'm registered for the equity class

Thank you :) Powerful topic!

“CCMS” is the Common Course Management System advisory group - ie a CVC group that liaises with Canvas to advocate for improvements

https://docs.google.com/document/d/1u2jQYaD7-rclTJhJ8OBGR-ARuNBvd0HRRTzeIKiW800/edit?usp=sharing

We do this annually

would it help to have screenshots and instructions for how to upvote?

That is, CCMS works with its workgroups to develop and vote on features annually

we could post that on our DECO website if it would be helpful

Great DECO Meeting! Thanks!

Thanks all

Thanks all!

Thanks for another great meeting, team! Have a good weekend.

Happy Easter everyone

Thanks everyone, great meeting!

Thank you!

Thanks, everyone!

Thanks

Thanks for a great session!

Thank you

Thanks!

Thank You

Great presentations! Thanks

Thanks you - great meeting!