eLearning Technology Blog

Global Campus Proctoring Services (GCPS)

by WSU Online 25. April 2014 10:04

The spring 2014 semester marks the one year anniversary of Global Campus Proctoring Services (GCPS) starting their online proctoring center.  Over the past three semesters, the online proctoring services have grown, and grown, and grown!  With a record number of exams proctored during the fall 2013 semester.

But online proctoring isn’t the only activity that occurs in the GCPS office.  Did you know that Global Campus Proctoring Services also coordinates sending paper-based exams and online exam instructions to local on-site proctors across the globe?  When an online course with proctored exams is set up to give students the option of using an on-site proctor, students are allowed to have an exam proctored in a face-to-face environment.

If a student is using an on-site proctor, how does an instructor know that the exam is secure? 

GCPS follows standards and requirements for all of the on-site proctors that students use.  Through their Proctored Exam Pagelet on Zzusis, a student nominates a proctor of their choosing.  The GCPS staff then reviews the nominated proctor and confirms their qualifications.  Exams are sent directly to the proctor along with information about the conditions of proctoring a WSU exam.  You can learn more about proctored exam locations on our website at: http://online.wsu.edu/currentStudent/courses/proctoredExamLocations.aspx.


How does an instructor receive a student’s completed exam?  

For an on-line exam, the on-site proctor is given the password, and the proctor enters the password into Angel (the Learning Management System) for the student.  Once the student submits the exam, the instructor will be able to access it in Angel.  This process is similar to when a proctored exam is completed with a virtual proctor at GCPS.


If the exam is paper-based, the proctor will mail and/or email the completed exam back to GCPS.  Once a completed exam arrives at GCPS, the staff confirms the Certificate of Supervised Examination information, then packages the exam to be taken via courier to the instructor’s location on the Pullman Campus.


How do students receive feedback or comments on paper-based exams? 

Once an instructor has graded a completed exam, there is a proctored exam cover page where the instructor can write comments for the student.  Once the instructor is done with the graded exam, it is picked up by the GCPS courier.  The GCPS staff then scans the instructor’s comments and emails them to the students.


During the fall 2013 semester, GCPS sent over 1000 exams to on-site proctors.  With over 70% of those being paper-based exams, there is a steady stream of exams coming in and out of our office.  Between the flow of paper-based exams arriving, the chatter of the online proctoring, and the clicking of keyboards as we provide technical assistance, Global Campus Proctoring Services is a bustling, energetic place.  We are excited about the growth and advancement in the realm of proctoring, and look forward to how we will progress.


Carrie Kyser, Program Coordinator
WSU Global Campus Proctoring Services
 

Just How Good Do I Need To Be?

by Susan 8. April 2014 15:07

For the past six weeks, I have been participating in a free, open-to-anyone, online course, better known as a MOOC (massive open online course). The title is Digital Literacies I. This course, offered through San Diego State University, is designed for educators to improve their digital literacies.

Personally and professionally, I’ve worked with technology for many years; longer than some of you have been alive! In fact, early in my career, I was the go-to knowledge expert in my organization for technology-related issues. That’s scary to think about, realizing that in a shockingly short period of time, I’ve moved from expert to competent to merely capable. Isn’t that backwards? Doesn’t our normal understanding of learning mean that we know more and improve our skill set and capabilities?


So I started my MOOC with great expectations! I was going to once again become a master using these different tools. Well, that has not been the case. I’ve struggled to complete all the assignments by the due dates while getting all my regular work done. Fortunately, much of the course material is not completely new, so I’m getting helpful tidbits showing ways to more efficiently and effectively use what I already know. I have learned a number of great tips, tricks, and techniques. I’ve also tried a couple of new technologies and found that they were easy to use, and that step-by-step guidance is available for nearly anything (YouTube is a godsend). I also realize that I don’t need to become an expert user. It’s fine to be just capable. The important thing is that I’m taking incremental steps to learn new things and slowly expand my knowledge.


I realize that the sheer pace and volume of technology and digital knowledge makes it virtually impossible to keep up with everything. In my job, I have to learn enough to be competent using a large number of different applications, and what’s really daunting is the realization that “large number” is just a tiny, tiny segment of what is available. So from that perspective, it makes sense that I might experience a reverse trajectory in skills, from expert to competent to capable. Perhaps digital literacy, like other worthwhile endeavors, means focusing on what interests me or what’s needed to get the job done, and letting go of the rest. Mastery may not be required.


Reflecting on the presentations from the recent faculty-led workshops in late February, those instructors were a powerful example of this conclusion. There are many different ways to increase student activity and engagement in the classroom. Each method offers different approaches, benefits, and values. These presenters, however, had each identified a strategy, something they liked and that resonated with them, and they delved into it with enthusiasm, and then applied it in their classrooms. They also admitted that things didn’t always go as planned, so making tweaks, adjustments and improvements are vital to long-term success.


As a participant in that event, the variety and suggestions were tremendously helpful. I was excited to learn about the ways others have used to successfully increase student engagement and involvement. So if you are investigating new teaching techniques that include technology, that’s good. Thinking and learning more about the various options is the right first step. Let your interests be your guide. Do a little research; ask colleagues what they use, read a few articles, consider how an approach or a technology fits with your teaching style and academic discipline. What are the learning outcomes you are committed to accomplishing? Will the selected strategy or technology allow you to deliver on that? But don’t stop there! Pick something new and different and try implementing it in your classroom. Bringing a fresh approach to your teaching will benefit your students and you.


My MOOC assignment for today requires that I use an audio recording software. Last week I added a plug-in to my web browser and then recorded a short screencast video demonstrating its use. Now when I collaborate with the faculty I support, I can explain, first hand, how these technologies function and honestly assure them that they are easy to use and implement. Am I an expert user? No way. Capable? Definitely! Am I having fun knowing just enough to be dangerous? You bet!


Susan Fein, eLearning Consultant
WSU Global Campus

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