Remote Proctoring Services: An Interview with PSI Bridge’s Rory McCorkle

By Jim Shimabukuro

We gathered a panel of editors, writers, and professors to generate a comprehensive list of questions for Dr. Rory McCorkle. The panel members were: Stefanie Panke, Bert Kimura, Judith McDaniel, Leigh Dooley, and Harry Keller. Colleges around the world are developing online programs, and an invariable topic is remote test proctoring as an adjunct or alternative to on-campus testing. We hope that our questions and Dr. McCorkle’s responses will shed more light on the issues involved in reviewing and selecting a proctoring service.

Perhaps the most meaningful takeaway for us is the realization that the ultimate quality of the testing process is determined to a large extent by the participating institutions. In short, GIGO. Colleges should determine their needs prior to shopping for a proctoring service. The general services and features in the PSI Bridge™ platform tend to be standard among major providers, and it’s in the details that the critical differences begin to emerge.

Dr. Rory McCorkle

Dr. Rory McCorkle is the Senior Vice President of Certification and Education Services for PSI. He helps PSI clients meet their testing, educational and strategic goals through the suite of services offered by PSI, while leading a team of business development, account management, and consulting professionals. Dr. McCorkle has worked with over 750 testing organizations, including well-known universities and colleges, licensing bodies, and renowned certification programs.

The questions and answers below are roughly grouped into four areas: students, proctors, teachers, and PSI services.


Bert Kimura: How do the services and data collected conform with FERPA and other privacy issues?

Rory McCorkle: PSI Services LLC (PSI) holds privacy and security as a highest priority. We require very limited personally identifiable information (PII) for students and limit access to PII to only those who require access for provision of the services. In practice, we take care to not only be secure, but non-invasive as well. Only a single login is required for users to take their tests, and PSI proctors do not require access of a user’s machine to verify test compliance. All security measures are integrated and automated to ensure proper compliance and client privacy, while simultaneously minimizing security risks and providing a smooth user experience. In addition, PSI offers a proprietary, customizable lock-down browser and self-serve check-in and authentication. PSI complies with major regulations such as FERPA and GDPR. We are also PCI compliant. Our remote proctors receive extensive training on how privacy and privacy regulations are central to their roles, which is coordinated by PSI’s Chief Compliance Officer.   Continue reading

These Boots Are Made for Running

By Gwen Sinclair
Librarian, University of Hawai‘i at Mānoa Library

If you had told me when I was 25 or 30 that I would run my first marathon at age 42, I would have rolled my eyes and asked, “Why would anyone want to do that?” I could not fathom running even 10 miles, much less 26.2. I had been a casual runner for many years, but I’d avoided distance events. Too hard!

I found many reasons to keep running in the watershed year of 2004. For starters, my sister was diagnosed with lymphoma and endured a whole year of grueling chemotherapy. Although I wasn’t close to her, I felt very helpless, and guilty, too, so I signed up to do the Honolulu Marathon as part of Team in Training, the Leukemia & Lymphoma Society’s fundraising program. All you have to do is run a marathon — and raise thousands of dollars for research. It turned out to be harder for me to ask people for money than it was to get up early every weekend for the 16-mile training runs. To my surprise, the donations poured in, which of course put me in the position of absolutely, positively having to finish the marathon in December 2004.

My free time revolved around marathon training, so on Saturday, October 30, 2004, after my husband Steve and I had seen a mediocre movie at the Varsity Theatre, “What the Bleep Do We Know?” I’d gone to bed, planning to get up early the next morning for the usual Sunday training run.   Continue reading

‘Computers for Kids’ SWNA, Washington, DC

By Vic & Bonnie Sutton

The graduation of the latest cohort of students in the ‘Computers for Kids’ initiative, in Southwest Washington, DC, brings the total number of youngsters who have benefited from the program to 130.

‘Computers for Kids’ started in 2007 as an initiative of the Youth Activities Task Force of the Southwest Neighborhood Assembly (SWNA).

Thelma Jones, who chairs the Task Force, introduced a graduation ceremony at the James Creek Community Center on 4 August 2018.

She reminded the parents, guardians, friends and relatives who attended the event that two sessions of the program were held each year, a winter program of eight one-hour, after-school classes and a summer program of six classes lasting ninety minutes.

The students use the computer lab at the James Creek Community Center to learn the basics of computers and how to use them, and tackle studies in Microsoft Word, Powerpoint, and accessing the Internet to search for visual resources. This group of students also started to study cryptology, using the resources of the Chicago-based ‘CryptoClub’ project.   Continue reading

Frameworks for Ed Tech Integration: SAMR and TPACK

Lynn ZimmermannBy Lynn Zimmerman
Associate Editor
Editor, Teacher Education

All across the U.S., school districts invest in a variety of types of technology, and they want to see results from their investment. To integrate technology effectively, educators need a framework to determine if and how technology meets their students’ learning needs and what they may need in the future. Several frameworks for technology use and integration have been developed and are used to promote technology in the classroom. Two common frameworks are SAMR and TPACK.


In the SAMR (Substitution, Augmentation, Modification, and Redefinition) framework, substitution and augmentation are defined as ways to replace and enhance existing tools that the teacher might use in a learning task. Modification and redefinition transform a task in a way that would not be possible without technology.   Continue reading

Warning Signs at Tham Luang and Similar Caves: A Complex Issue

adsit80By John Adsit
Educational Consultant

(Response to Harry Keller’s “Three Most Important Takeaways from the Thai Cave Rescue,”19 July 2018, and the issue of warnings on caves. -Editor)

The entrance to the Tham Luang cave did indeed have a prominent warning sign, and the soccer team went past it when they entered. Most of the explored underwater caves in the world have strongly worded signs telling untrained divers to turn around. My guess is that 98% of the divers passing those signs do indeed have the proper qualifications, but a small percentage do not. That small percentage accounts for roughly half of the total cave diving fatalities worldwide in the last couple decades. For that small percentage, the posted danger appears to be more of a lure than a deterrent.

Photo from Marisa Chimprabha’s “Many Worry That Coach May Blame Himself for Ordeal” (The Nation, 5 July 2018).

Eagles Nest sink in Florida provides a couple good examples. The upper basin has 70 feet of (usually) murky water, with a tiny chimney only wide enough for a couple of people to pass at the bottom. That chimney takes you about 30 feet farther down to the huge cave complex below. Eagles Nest is often called the Mount Everest of cave diving, and you are not supposed to enter it without qualifications even beyond cave diving certification. Two days ago, a 20-year old man (boy?) died there freediving (no tanks–just mask and fins) deep into the bottom chamber. He told his companions he was going to set a personal record on that dive. As I write, diving social media are ablaze with comments on the sheer stupidity of that act.   Continue reading

Immersed in Virtual Reality: iLRN June 2018

By Vic & Bonnie Sutton

There is growing evidence that immersion in virtual reality can improve learning outcomes for students.

This was the main conclusion from many of the papers presented at the fourth annual conference of the Immersive Learning Research Network (iLRN), which was held at the University of Montana from 25-29 June 2018.

Jonathon Richter, Executive Director of iLRN, introduced the conference as an opportunity to explore “what works” in immersive learning, drawing on high-quality research.

He proposed that the three main components of immersive learning are:

  • computer science,
  • gaming studies, and
  • effective learning outcomes.

The potential impact of successful immersive learning initiatives, he suggested, were good measures, good goals, and good outcomes across disciplines, cultures, and contexts.   Continue reading

The Thai Cave Rescue: Implications for Teacher Education?

Lynn ZimmermannBy Lynn Zimmerman
Associate Editor
Editor, Teacher Education

The plight and rescue of the 12 boys and their coach from the cave in Thailand shows us once again that being an educator requires more than the enjoyment of working with children and loving the subject you teach. When you look at what an educator might face when working with students, inside and outside the classroom, it becomes evident that teachers, coaches, and school administrators do much more than teach and are expected to play many roles that they may not anticipate and may not be prepared for.

Coach Ekkapol Chantawong with some of his young players.

They may have to comfort a child whose pet died. They have to report signs of child abuse. They have to keep track of their charges when on field trips. They may even have to protect their students from an active shooter on campus. Not every educator wants to fill all these roles. Not every educator can fill these roles. However, when you are the “adult in the room,” what choice do you have? Children’s parents expect and trust that their children will be safe with an educator. The soccer coach, Ekkapol Chantawong, was trusted by the parents of the children in his charge to do the right thing, to protect them until they could be rescued.

There will be many opinions expressed and many questions asked in the coming days about this incident. However, let’s focus on teacher training. How does a teacher training program prepare teachers to handle a variety of situations, including life-threatening ones? Or should they? How do you know the teacher candidates you are preparing could step up if called upon to do so? Should they be expected to? What other resources do teachers need to handle crises, large and small? Let us know what you think.