Dr. Eloise Tan National Forum for the Enhancement of Teaching and

LearningTwitter: @t_Eloise

Eloise.tan@teachingandlearning.iewww.Teachingandlearning.ie

• Experiences with online assessment• Digital Roadmap – focus on assessment • Examining (possible) assumptions around

online assumptions• Practical example of programme development

from Elaine Questions throughout please!

Discussion forumsLearning journals

Wikis

Online quizzes, tests, exams

BlogsE-portfolios

Peer assessment

Simulation and games

Podcasts/screencasts

Video

Annotated feedback

Originality checking software

Which have you used?

Which would you like to use?

Any that you think ‘their time has come

and gone’?

What’s stopping you?

Anything missing here?

• H. A focus on assessment and feedback as key routes to digital-capacity development and innovation

• http://teachingandlearning.ie/wp-content/uploads/2014/05/Digital-Roadmap-PHASE1MAY282014.pdf

“An effective approach to assessment is one in which there is alignment between

the teaching objectives, teaching methods, learner tasks and the assessment tools used.

Digitally-supported learning is no different in this regard” (National Forum, 2014, p.17)

http://teachingandlearning.ie/wp-content/uploads/2014/05/Digital-Roadmap-PHASE1MAY282014.pdf).

Then, what IS different about online

assessment???

“The technologies can provide considerable support for the development and management of a range of forms of assessment, but their particular use requires careful pedagogical consideration. Effective and efficient assessment systems also require sustainable investment, a robust infrastructure, technical support and training”(National Forum, 2014, p.17)

http://teachingandlearning.ie/wp-content/uploads/2014/05/Digital-Roadmap-PHASE1MAY282014.pdf).

What is your aim in adopting online assessment? Efficiency or

effectiveness? Both?

Are you prioritising one over the other? Should you?

• careful pedagogical consideration

• sustainable investment, • a robust infrastructure, • technical support and • training

So from the Digital Roadmap, using technology to support assessment requires the following:

http://teachingandlearning.ie/wp-content/uploads/2014/05/Digital-Roadmap-PHASE1MAY282014.pdf).

(National Forum, 2014, p.17)

Time and/or resourcesHow will it work with existing

systems?

Who’s going to support YOU and your students

4. The development of new approaches to assessment and feedback that leverage the potential of digital technologies to enhance and transform student learning in ways that support students’ performance and

prepare them for a world that is increasingly digital.

Teaching and Learning Enhancement Fund (Building Digital Capacity in Irish Higher Education)

Call for Proposals—Phase 1—2014

Palloff and Pratt (2009) Assessing the Online Learner

• Learner-centred • Encourage self reflection• Include rubrics for discussion / assignments /

collaboration• Encourage self and peer assessment• Contextual and aligned to learning outcomes• Include learner input

1. Classes are composed of ‘21st century learners / educators’2. Educators should strive for a learner-centred process / students want a learner-centred process3. Online assessment / feedback tools are reusable and efficient4. Student input into assessment design is helpful

• "Many of today's students are entering online classroom with a higher level of technical skill than their instructors possess“ (p.44)

• Marc Prensky’s ‘Digital immigrants and natives’ http://www.marcprensky.com/writing/prensky%20-%20digital%20natives,%20digital%20immigrants%20-%20part1.pdf

Michael Wesch’s video ‘A vision of Student’s Today’ based on his undergraduate class of 200 cultural anthropology studentshttp://www.youtube.com/watch?v=dGCJ46vyR9o

However…• “Involvement in social networking is different from participating in

an online course” (p.29)• “teachers should not assume that because many children are

adept at using new and emerging technology, that they are able to apply them freely in formalised learning contexts…children may have skills in the use of technology, but teachers have the skills and the knowledge to create engaging and exciting learning opportunities and environments”

http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html

• ILTA’s Multi Institutional Survey of usage of Virtual Learning Environments (VLE)

• Over 20,000 students http://www.slideshare.net/CTLatUL/ed-tech2013-25914828

• Focus group with students to inform Digital Roadmap (Digital Roadmap Appendices, p.123)

http://teachingandlearning.ie/wp-content/uploads/2014/06/Digital-Roadmap-Appendices-DRAFT-3.pdf

I see a lot of people in my class that need help with

technology

I wish they would teach us more about what we

should know about digital identities and the

workplace

I find myself often helping out other students with technology, I don’t mind

but could someone else do that?

• Assumptions about the technical abilities / needs / wants of learners should not lead the design of online education

• Technology should be a vehicle for the pedagogy, not drive the pedagogy.

• 21st century learner concept assumes a homogeneity for our students abilities / needs

Sage on the stage v. guide on the side (King, 1993)

http://projects.coe.uga.edu/epltt/index.php?title=Conceptual_Change

Gibbs (1992): “learner-centred learning gives learners greater autonomy and control over choice of subject matter, learning methods and pace of study ”Gibbs, G. (1992). Assessing More Students. Oxford: Oxford Centre for Staff Development.

“student responsibility and activity in learning” (Cannon and Newble in Lea et al, 2003: 321).

Lea, S.J., Stephenson, D. & Troy, J. (2003) Higher Education Students’ Attitudes to Student-centred Learning: Beyond ‘educational bulimia’? Studies in Higher Education, 28(3), 321-334

Other definitions of Learner-centred pedagogy• http://www.intime.uni.edu/model/center_of_learning_files/definition.html.• http://www.aishe.org/readings/2005-1/oneill-mcmahon-Tues_19th_Oct_SCL.html

Teachers in higher education “need to stimulate active, not passive learning, and to encourage students to be critical, creative thinkers, with the capacity to go on learning after their college days are over” (DES, 52-53, 2011).

• http://www.irishtimes.com/focus/2011/hunt-report/index.pdf

A learner centred assessment must be designed within the context of learning outcomes designed with self reflection and learner-centredness in mind.

Students (and educators) need to be scaffolded in the move towards learner centredness.

A programmatic approach would help here.

Students encountering learner centred approaches in one module might find it difficult to adjust/grasp what the expectations are.

Open Educational Resources (OERs)- Digitised, online teaching and learning resources

available to the public- Open licensing

Video explaining Creative Commonshttp://www.youtube.com/watch?v=1DKm96FtfkoFAQs on OERsfrom the HEA UKhttp://www.engsc.ac.uk/oer/faq

Image credit: http://cnx.org/content/m35664/latest/

• http://www.jorum.ac.uk/– Search: Learning theories higher education

• http://www.open.edu• http://www.open.edu/itunes//openlearn/• https://dspace.ndlr.ie/

– Previous Irish repository

• Reusable resource does not equal appropriate resource

• New area of intellectual property, must be informed

• http://theedublogger.com/2012/02/09/the-educators-guide-to-copyright-fair-use-and-creative-commons/

• If reusability is a factor in design then tools can save time / energy (ex. General feedback)

http://pearsonewa.pbworks.com/w/file/47125124/Student%20Choice%20Assessment%20Standard%20PDF.pdf

O’Neill, G (Ed) (2011) A Practitioner’s Guide to Choice of Assessment Methods within a Module, Dublin: UCD Teaching and Learning,

http://www.ucd.ie/teaching/resources/assessment/howdoyouassessstudentlearning/

• Move towards learner input must be scaffolded

• Students may not choose what you think they should

• The ‘choices’ must each be aligned with the learning outcomes, choice for choice’s sake is meaningless

1. Classes are composed of ‘21st century learners / educators’2. Educators should strive for a learner-centred process / students want a learner-centred process3. Online assessment / feedback tools are reusable and efficient4. Student input into assessment design is helpful

• Learner-centred • Encourage self reflection• Include rubrics for discussion / assignments /

collaboration• Encourage self and peer assessment• Contextual and aligned to learning outcomes• Include learner input

These may not suit all teaching contexts.

Some might be aspirations rather than

principles.

What students can produce using technology may be different in form and content to what they produce without technology

Think about blogs or

ePortfolios or videos.

How do you know how to

assess an essay, report or test – because you did them

yourself?

Need a clear strategy for what you are assessing online- content,

process, technical flair?