Completing this assignment as a group was an excellent learning experience for me. I was happy to complete an assignment I was familiar with, a rubric, but in the context of an LMS evaluation.

I enjoyed working with each member of my group as they were all extremely hard working and professional. Many of my group members were also educators and were familiar with creating rubrics and using them for assessment. I find that rubrics require a specific amount of detail and language to create clear and concise criteria and everyone in my group possessed these skills. It was easier for me wrap my head around the concept of an LMS evaluation rubric with group discussion and input. As a secondary humanities teacher, I create rubrics for almost all of my course assignments and projects and I always find them useful in giving students the opportunity for a clear and guided self-assessment. Rubrics also aid in the evaluation of tools and student work. In my personal work, I find that group projects are better quality and the guidelines and criteria are followed more closely when they are described in rubric format. During this assignment, I appreciated the opportunity to work more closely with the SECTIONS model
(Bates, 2014) to create our rubric and believe this is a tool I will use in the future in the context of my school as we look to switch from D2L to another LMS and in my personal course development. Choosing the LMS that is the right fit for your teaching style, course content and activities, and is simple and functional for students to interact with is critical in creating quality online courses and learning experiences.

Rubrics are plentiful but many do not do personal justice to the criteria and need to be adjusted, leaving a great deal of work for teachers. As I am also taking ETEC 522, creating an online sharing rubric course may be a venture I will have to pursue.

I look forward to working with this group again and I thank Trish for her leadership with this assignment!

References

Bates, T. (2014a). Pedagogical differences between media. In Teaching in digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/chapter-8-pedagogical-differences-between-media/

Bates, T. (2014b). Choosing and using media in education: The SECTIONS model. In Teaching in digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/