Chauffeured Learning through Assessment Design

A Conceptual Framework

A presentation to 6th International Blended Learning Conference

Hertfordshire15-16 June 2011

Martina A. Doolanm.a.doolan@herts.ac.uk

Principal Lecturer Computer Science

National Teaching Fellow, 2007

Influences

Youtube

MSN

Gadgets

Our Learners

HE Sector

MySpace

Pedagogy

• Collaborative (Dillenbourgh, 1999)• Group (Lewin, 1951)• Social (Vygotsky, 1978)• Situated (Lave and Wenger, 1991)• Community (Wenger, 1998)• Technology – blended mode• Learners a valuable resource as co-producers

of content (McCulloch, 2009).

Learner

• Discourse, joint negotiations, shared expectations• Activities set by tutor to promote participation

with pedagogy, learners and tutor– Promote knowledge creation and expansion– Problem solving collaboratively– (Role play) authentic and plausible activities– Joint goals, interdependent/interrelated tasks– Deep learning– Meaningful, timely feedback– Co-producer of content

Tutor Active Learning Environment• “Assessment will guide what students learn and the

way in which they do this” (Doolan, 2011:5) reciprocal – student as co-producer, clear expectationsindividual and group based learning to construct/share

knowledge, problem solve, zone of proximal development (Vygotsky, 1978)

inter and intra group/ interdependent activities nurture relationships, situated (Lave and Wenger, 1991) interdependency between the relationship and the

overall success of the group (Lewin, 1951)social active/participation, meanings (Wenger, 1998)shared repertoire (Wenger, 1998)sense of belonging in the social context (Wenger, 1998)

Interaction

Pedagogy

TutorLearner

Knowledge

Active Learning Environment

Examples at madoolan.com• Doolan, M. A. (2009) ‘Making the Tacit Explicit: Developing a Pedagogy using Web

2.0 to Engage the Net Generation Learner’. In: ICERI 2009, November. Madrid: ICERI

• Doolan, M. A. (2010) ‘Developing A Web 2.0 Pedagogy To Engage The Net Generation Learner In A Community For Learning In Higher Education’. In: The Fifth International Blended Learning Conference: “Developing Blended Learning Communities”, 16-17 June. Hatfield, Hertfordshire: University of Hertfordshire

• Doolan, M. A. & Morris, P. (2010) ‘Developing Principles In Practice: A Dialogue In Assessment And Feedback’. In: Proceedings of the 5th Annual Blended Learning Conference 2010, 16-17 June. Hatfield: University of Hertfordshire

• Doolan, M. A. (2011) Developing Pedagogy: The Role of the Tutor in Enabling Student Learning through the Use of a Wiki. In: Wankel, C. (Ed.) Educating Educators in Social Media [January 2011]. Bingley: Emerald Group Publishing Ltd

References• Dillenbourg, P. (1999) What do you mean by collaborative

learning?. In: Dillenbourg, P. (Ed.) Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. New York, NY: General Learning Press

• Lave, J. & Wenger, E. (1991) Situated Learning Legitimate Peripheral Participation. Cambridge: Cambridge University Press

• Lewin, K. (1951) Field Theory in Social Science. New York, NY: Harper and Row

• McCulloch, A. (2009) ‘The student as co-producer: learning from public administration about the’. Studies in Higher Education. 34 pp.171-183

• Wenger, E. (1998). Communities of practice: learning, meaning and identity. New York, Cambridge University Press.