As I read and responded to a recent post from another participant, an obvious thought dawned on me: I create learning activities and assessments that utilize tools and formats with which I am comfortable. Most often, I do not even wonder what other options might be available outside of my own zone of experience. An alternative would be to keep the assignment and assessment criteria but encourage students to use a format of their choice, one that fits within their zone of experience and comfort.

I assess student learning based on what students know, how they think, and how they apply that knowledge to situations. Unfortunately, about 80% of their grade comes from multiple-choice exams as a means of preparing them for the NCLEX licensing exam. However, the other 20% involves writing, group presentations, and case studies. In one class, each group creates a fictional patient complete with a diagnosis, assessment data, interventions, and education. I think I can realistically encourage students to use a wider range of presentation methods including visual graphs, short audio or visual recordings, or concept maps.

My goals in taking this DF module are to expand my knowledge and use of technologies for effective and creative teaching; to promote active student engagement and participative learning; and to have more fun in the classroom. I think these goals can draw from students’ experiences and preferences for how they learn and how they choose to demonstrate that knowledge.