Cloud-based Video-conferencing is Here to Stay (Zoom, or similar):
Implementing Authentic Assessment and Curbing Cheating Without the Need for
Proctoring
Presenter: Judith Slapak-Barski, Ed.D., Instructional Technology & Design Specialist,
Faculty Development Professional, Halmos College of Arts & Sciences
Description: Due to the COVID-19 pandemic, we found ourselves forced to switch to online
learning in a hurry to ensure instructional continuity. As we faced abrupt change by meeting
learning needs through rushed fixes, namely distant learning online using a cloud-based video
conferencing solution, we realized that some of those temporary changes had tremendous
potential for becoming permanent.
As we emerge from the pandemic, one of those temporary changes is here to stay. Zoom brought
unexpected value to our daily learning activities and made us realize that this type of cloud-based
video conferencing solution featuring interactive tools will likely become a staple of the New Normal. Zoom became our catalyst to rethink previous classroom models and prompted us to
further consider keeping what worked and improving what didn’t. This unique opportunity to
embrace change has also allowed us to solve some old classroom challenges, such as the prevalent
concern with curbing cheating and implementing authentic assessment strategies.
Beyond the classroom, looking into the immediate future, unplanned advantages of those Zoom
virtual meetings allowed us to prepare students for the new post-pandemic economy, where many
job interviews involve virtual meetings. The skills learned in our Zoom classrooms also allow our
students to participate efficiently in virtual job interviews, and to engage in a remote or hybrid
workforce. Moreover, Zoom provides a solid stepping-stone for upcoming technological
innovations such as “Meta” (formerly “Facebook”), a virtual integrated metaverse that will allow
users to engage remotely in immersive online experiences, built with inclusivity from the start.
Learning Outcomes
• Identify benefits of learning activities and assessments conducted via Zoom, and will
enumerate baseline or entry-level Zoom behaviors needed to engage in a Zoom classroom
session efficiently.
• List specific teaching and learning strategies that we can apply in the virtual classroom (but
can’t apply in the face-to-face classroom), and then categorize these under one of four
categories: “individual”; “in-the-classroom”; “institutional”; or “international” strategies or
actions.
• Design and explain either a learning activity or an assessment done in Zoom for a course
delivered in any modality (face-to-face, hybrid, or fully online) and will specify how Zoom
can improve or enhance the learning activity or assessment.
• Explain how Zoom can help to curb cheating and/or replace proctoring in their
assessments.
• Brainstorm how the previously listed points in the Learning Objectives can be enhanced in
the near-future or taken to the next level.
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