social learning and online assessment

1. LI502: Assessment and Feedback in theOnline Environment: Social Learning@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

2. Social learning, social software, collaborative learning, web 2.0 What do they all mean? Web quest (5 minutes) Choose one of the terms above and search in your browser to find a useful definition or resource for you.@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

3. Social, collaborative activity rather than an online repository of information@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

4. Social learning v. Onlinerepository Example: Wikis, google docs@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

5. Organisational Learning Theory Community of Social LearningTheory (Bandura) Practise (Lave and Wenger, 1999) Zone of Proximal Development Collaborative (ZPD) Learning (Vygotsky) @t_eloise Dr. Eloise Tan, Learning Innovation Unit, Dublin City University

6. Social Learning Theory (Bandura) : People can learn through observation, imitation, and exposure to others behaviours Collaborative Learning: When two or more people are learning together through sharing of skills, resources, ideas. Can involve peer assessment; is related to ZPD (Vygotsky) and community of practice (Lave and Wenger)@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

7. Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. ZPD is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in@t_eloise Dr. Eloise Tan, Learning Innovation capable peers collaboration with moreUnit, Dublin City University

8. @t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

11. Related to last webinar:Sage on the stage v. guide on the side (King, 1993)http://projects.coe.uga.edu/epltt/index.php?title=Conceptual_Change@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

12. Related to: Principles of effectiveonline assessment (p.30) 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@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

13. Some useful videos Social learning in the Overview of online environment Banduras Social http://www.youtube.co Learning Theory m/watch?v=NIlwGYY (2.23) 0_AA&feature=related http://www.youtube.com Educational /watch?v=H- Psychology students IJzoE4Xls&feature=relat explain Vygotskys ed ZPD (3.39)http://www.youtube.com/watch?v=ccKvAcasSV0&feature=related@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

14. Current Featured Resource onMoodle http://www.jisc.ac.uk/ media/documents/pro grammes/elearningpe dagogy/iowpersonalso ftwarepdf.pdf@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

15. Other examples of socialsoftware Pinterest http://pinterest.com/wiredinstructor/e- learning-and-online-teaching/ Livebinderhttp://www.livebinders.com/ Twitter #mootieuk12 #edtech Moodle: Discussion forum, wikis, workshop@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

16. Group discussion@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

17. Group discussion Hrastinski, S. (2009). "A theory of online learning as online participation". Computers & Education 52, 7882. Cole, M. (2009). "Using Wiki technology to support student engagement: Lessons from the trenches". Computers & Education, 52, 141146.@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

18. Group discussion instructionsOVERVIEW We will split you into groups and send you to a new room to discuss one of the two case studies. Task instructions to be discussed by your group will be displayed on the whiteboard You will have 10 minutes to spend on the discussionINSTRUCTIONS1. Appoint a group chairperson to keep the task on track2. Appoint a notetaker (could be the same as chair)3. Discuss using prompts4. If you wish, you can use the whiteboard to keep notes5. One member of the group should report back to the rest of the class@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

19. Using the whiteboard@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

20. Using Talk Button in the breakoutrooms Press the Talk button once, you do not need to hold it down. When the blue mic appears on the button you are transmitting sound. You can leave your talk button on during the group discussion.@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University

21. Help while in the breakout room A member of the group should raise their hand For audio difficulties, raise your hand and take the following actions while waiting for me:1) turn off your mic by pressing the Talk button once soas not to disturb your group members,2) participate using the chat box instead. @t_eloise Dr. Eloise Tan, Learning Innovation Unit, Dublin City University

22. 4 key characteristics of online participation:(1) is a complex process of taking part and maintaining relations with others,(2) is supported by physical and psychological tools,(3) is not synonymous with talking or writing, and(4) is supported by all kinds of engaging activities. Which characteristic of participation would you be consciously fostering in your teaching practice? Which, if any, are you assessing? Could you suggest another way to conceptualize participation online based on your experiences in this module / or others? @t_eloise Dr. Eloise Tan, Learning Innovation Unit, Dublin City University

23. "As Cunningham and Leuf (2001) note, Not everyone needs a wiki. Not everyone wants a wiki.Not every situation benefits from becoming an open discussion or collaboration forum. (p. 30).Educationalists must be clear about the intended outcomes of the technology used. Curriculashould be created that does not confuse technological interactivity withinteractive learning"(p.146). Given the existing drivers for online learning and assessment where lecturers are encouraged, if not mandated, to move assessments online, how would you respond to this statement based on what you know about designing assessments online? @t_eloise Dr. Eloise Tan, Learning Innovation Unit, Dublin City University

24. Questions?@t_eloise Dr. Eloise Tan, Learning InnovationUnit, Dublin City University