Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Changing the Learning Landscape: Online Assessment

No description

Claudia Megele

on 15 September 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Changing the Learning Landscape: Online Assessment

Characteristics of Web 2.0
Education 3.0 for a Semantic Web 3.0
ENABLE: Social Media Heutagogy
Using Assessment as Learning

Assessments should be worth doing...
In an information-rich knowledge economy the focus of learning and assessment needs to be on the art of curation and higher order of learning.
If learners can answer the assessment questions:
by copying from the web, or
by Googling the answer, or
by guessing,
then perhaps we are asking the wrong questions.
Changing Education & Practice Landscape
Google docs
Poll everywhere
Blackboard test manager
Moodle question bank
Open University’s OpenMark
Open Source Portfolio
Examples of platforms, apps and LMS for assessment
Effective assessments:
Offer continuous learning and development opportunity

Offer new possibilities for immersion and interactivity

Value and build on learners’ knowledge & experience

When possible, use gamification, role play, technology enhanced learning, etc.

Evidence and develop the learners’ advanced knowledge, competencies and capabilities

Evidence and develop the learners’ meta-cognition and meta-competency

Remember to separate the interactive tools, objects, and artefacts from the assessment process, and the question and feedback,
Google docs
Poll everywhere
Blackboard test manager
Moodle question bank
Open University’s OpenMark
Open Source Portfolio
Examples of platforms, apps and LMS for assessment
Platforms for the Project
Learner-led Enquiry Based Heutagogy

Enabling students to set the agenda for their own learning, based on their interest and beginning with enquiry based on their interest and curiosity.

This ensures that learning is relevant to the learner's experience and therefore, situated.

It allows autonomy and develops student's professionalism and professional confidence and profile.
Enquiry Based Learning & Heutagogy
Focus on learning goals and the processes of learning.

Moving from Cognition to Meta-Cognition for deep and higher order of learning.

Learning activities and processes are interlinked, dynamic and interactive parts of a whole that forms a purposeful, meaningful, and valuable ecology and culture of learning and continuous improvement.

Learning Ecology
Leveraging Social Learning.

Learning takes place in interaction with others.

Maximizing the inter-relational dimensions of learning.

Traditionally: Student-Teacher, Student-Student (peer learning), Student-Course material.

Learning form industry and Learning from practitioners, experts, organisations, blogs, videos, & other resources.

Use of Personal Learning Networks (PLN) as well as Peer Learning.

Use of Knowledge Networks and Communities of Practice and Interest (CoP & CoI).

Networked Learning
Active Learning
& Action Learning
Some reflections when designing an assessment
Some Suggestions
Experiential learning.

Deep learning by doing.

Active learner-led action based learning.

Develops learner's Meta-Competence.

Examples: Problem Based Learning (PBL), Case Based Learning (CBL), Role Plays, etc.
Is it learner-focused and does it meet learning outcomes?

Does it evidence and develop the learners’ advanced knowledge, competencies, and capabilities?

Does it make learning visible and develop the learners’ meta-cognition and meta-competency?

Does it have real world relevance (authenticity)? Does it offer a learning buffet for a pick-and-choose-mind?

Does it offer situated learning and situational triggers and tap into learners' ZPD?

Does it offer a supportive and integrated learning ecology?
1. Focus on two or three platforms that compliment each other

2. Choose platforms that you are confident with

3. Start small and do pilot study.

4. Monitor outcomes and learners progress and feedback.

5. Consider and learn from what others are doing

Enquiry Network & Action Based Learning Econology
Pedagogic Model
Enquiry Based Learning Heutagogy
Does it allow learners to build and develop their PLN?

Can I integrate gamification, role play, and Technology Enhanced Learning?

Does it offer possibilities for immersion and interactivity and higher & deeper learning?

Does it leverage social learning heutagogy and maximize the inter-relational dimensions of learning?
Some further considerations
Developing a professional identity;

Developing professional knowledge and competency;

Developing social competencies (e.g. social skills within a professional framework, group working skills, collaborative working, debating, negotiation, etc.)

Developing meta-cognition and critical and analytical abilities

Developing meta-competency.
Some of the learning aims of the of the project:
“If we teach today as we taught yesterday, we rob our children of tomorrow”
John Dewey
Think of
as a dance... where the Pedagogy defines the moves and technology provides the beats....

ENABLE offers a robust & flexible Pedagogical model and theoretical framework for this new & rapidly changing learning landscape.
e-Pedagogy is a dance between technology & Pedagogy of a Continuous & Leaderful Learning
Understanding social media S’s from M’s:

Distinguish between the interactive tools, objects, and artefacts from the assessment, and the question and feedback processes.

One of the main challenges of implementing new pedagogies, learning models, and new technologies in higher education is the realization of how interconnected they all are.
Understanding social media S’s from M’s...
Horizon report (2013, 15)
Complexity is the new reality
Changing Knowledge & Changing Learning Landscape
Characterised by ubiquitous absence of “the leader” & the abundance of leadership

It is about coproduction rather than competition

Leaderful Education
Students are divided in groups (4 to 6 students/group).
Each group selects their preferred topic for research and group Wiki.
Each Student to post a pre-debate summary and critique of their paper on Moodle.
Each group is assigned a research paper in relation to their chosen topic.
Using ENABLE model
for Learning & Assessment
Using ENABLE for Learning & Assessment
Case Study
Wiki + Twitter + Blog + Moodle
Students present their summary and critique on Twitter (Open Learning Environment).
Each presentation is followed by 15 minutes Q&A on Twitter.
All tweets were captures and blogged for further reference, discussion and reflection.
Hierarchies & Heterarchies
Different way of relating & learning....
Educator as tutor & mentor &
a partner in co-learning & coproducing.
by: Claudia Megele
Minimal information for registering a new user;
Easy, intuitive and conversational platform;
Short messages induce and encourage interaction and conversation;
Simplicity of privacy settings: Public by default + possibility for protected tweets
Enhancing students social awareness and presence;
Many students had Facebook accounts and Twitter offered the possibility to introduce them to a new social media platform;
Possibility to register anonymous accounts;
Great interactivity with a rich array of views in multilogue conversations help expanding the breadth of students’ knowledge and perspectives;
Multilogue conversations challenging students to go beyond their comfort zone and tap into their zone of proximal development (ZPD).

Reasons for Choosing Twitter
Reasons for Choosing Wiki
Allowing students to focus and research their area of interest;
Develop the depth of students’ understanding and knowledge in relation to their chosen area;
Work with peers with flexibility and based on mutually agreed framework, and to achieve quantitative and qualitative objectives within a timeframe;
Co-ownership and sharing responsibility for own and other people’s work;
Go beyond collaboration, and to experientially learn about coproducion of knowledge;
Develop an appreciation for co-authorship, and the concept of rhizomatic writing;
To gain greater appreciation for both the process and outcomes;
To develop coproductive skills, and a greater sense of social responsibility;
History function enabling the tutor to monitor students activity, contributions, and engagement.

Student 1:
‘On a personal level, I often resist and question any change, but I have become more aware of the importance of my online professionalism and the ways of engaging with social media.’
Student 2:
‘It means that you have another way of learning available to you if you want/need it. It’s good to be aware of everything that’s out there even if you choose not to use it.’
Student 3:
‘The pace/number of ideas going on at one time was something that I struggled with at first, and this made contributing very difficult. However, this is much easier now, and I have gained confidence because of it. Seeing the ideas of others also gives you new ways of thinking about topics/issues….’
(Drawing on Anderson, 2009)
10 June 2014
University of Derby
Full transcript