Ascilite workshop web 2 assessment slideshare

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<ul><li> 1. Students use of Web 2.0 tools in higher education:Good practice in assessment and academic integrity Ascilite Conference Workshop 5th December 2010 Presenters: Jenny Waycott, Celia Thompson, Joan Richardson </li> <li> 2. Workshop outline1. About the project who we are, why were here2. Whats YOUR interest in participating today?3. Documenting Web 2.0 assessment practices What have we found out so far? What are your Web 2.0 assessment practices?4. Group discussions: What do we need to consider to be sure of good practice when we use Web 2.0 to assess students?5. Our draft framework &amp; case studies6. Group activity: discussing scenarios of Web 2.0 assessment7. YOUR feedback and where to go for further information </li> <li> 3. About the projectALTC-funded priorities project (2009-2011):Web 2.0 authoring tools in higher education learning and teaching: new directions for assessment and academic integrity. </li> <li> 4. Projectbackground </li> <li> 5. Project teamJenny Waycott (project manager), Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne.Celia Thompson, School of Languages and Linguistics, University of Melbourne.Margaret Hamilton, School of Computer Science and IT, RMIT University.Joan Richardson, School of Business Information Technology, RMIT University.Kathleen Gray (project leader), Faculty of Medicine / Department of Information Systems, University of Melbourne.Rosemary Clerehan, Faculty of Medicine, Nursing and Health Sciences, Monash University.Judithe Sheard, Faculty of Information Technology, Monash University. </li> <li> 6. Whats YOUR interest in participating today? Please tell usyour name, organisational affiliation, roles / responsibilities, etc. What are your thoughts at this stage about using Web 2.0 to assess student learning in higher education? e.g. The assessment of student web 2.0 activities is ............. for university learning and teaching. </li> <li> 7. Web 2.0 for learning, teaching and assessment in higher education?OReilly &amp; Battelle One of the fundamental ideas underlying(2009, p. 2) Web 2.0 [is] that successful network applications are systems for harnessing collective intelligence ... a large group ofOReilly, T., &amp; Battelle, J. (2009). WebSquared: Web 2.0 Five Years On. people can create a collective workSpecial Report for the Web 2.0Summit, 20-22 October , San Francisco whose value far exceeds that providedCA.http://assets.en.oreilly.com/1/event/2 by any of the individual participants8/web2009_websquared-whitepaper.pdf </li> <li> 8. Web 2.0 for learning, teaching and assessment in higher education?Kakutani jump to the summary, the video clip, the sound bite never mind if context and nuance are lost(2010, in the process; never mind if its our emotions, moreparas 13-14) than our sense of reason, that are engaged; never mind if statements havent been properly vetted and sourced tweet and text one another during plays andKakutani, M. (2010, 17 movies, forming judgments before seeing the arc of the March). Texts without entire work context. [Book review]. New York Times. power-search for nuggets of information that http://www.nytimes.co m/2010/03/21/books/ might support their theses, saving them the time of 21mash.html?ref=book s wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking </li> <li> 9. Web 2.0 for learning, teaching &amp; assessment in higher education? Social web activities can be substantially different from assessment tasks students and lecturers are used to. Much has been written about pedagogical affordances of social web technologies. What about assessment? </li> <li> 10. Project aimsParticipatory approach to supporting good practice inassessment of students social web (Web 2.0) activities:1. Documenting how academics are assessing students Web 2.0 activities: Survey and interview teaching academics (September 2009)2. Identifying principles of good practice Advisory group and national roundtable (November 2009)3. Field-testing guidelines / improving practice 17 case studies in learning and teaching settings (February to June 2010)4. Producing and sharing resources Watch this space... </li> <li> 11. Project aimsParticipatory approach to supporting good practice inassessment of students social web (Web 2.0) activities:1. Documenting how academics are assessing students Web 2.0 activities: Survey and interview teaching academics (September 2009)2. Identifying principles of good practice Advisory group and national roundtable (November 2009)3. Field-testing guidelines / improving practice 17 case studies in learning and teaching settings (February to June 2010)4. Producing and sharing resources Watch this space... </li> <li> 12. Documenting Web 2.0 assessment practices Online survey: 64 Australian academics who have assessed students Web 2.0 activities Follow up interviews with 22 respondents further exploration of issues around Web 2.0 assessment. </li> <li> 13. Documenting Web 2.0 assessment practices Field of Study Number of respondents 16Humanities / Society &amp; Culture 15Education 11Information Technology 9Medicine &amp; Health 6Management &amp; Commerce 3Other </li> <li> 14. Documenting Web 2.0 assessment practices Type of Web 2.0 activity Number of responsesWiki writing 32Blogging/microblogging 31Social networking 17Audio/video podcasting 16Virtual world activities 12Social bookmarking 11 </li> <li> 15. Documenting Web 2.0 assessment practices Number of students Number of responses enrolled in subject Less than 50 21 50-100 10 101-200 9 More than 200 7 69% undergraduate and 31% postgraduate subjects </li> <li> 16. Documenting Web 2.0 assessment practices How much the assignment is Number of responses worth 01-10% 7 11-20% 11 21-30% 9 31-40% 6 41-50% 9 51-60% 2 61-70% 0 71-80% 3 81-90% 2 91-100% 4 </li> <li> 17. Documenting Web 2.0 assessment practices Intended learning outcomes Number of responsesGeneric or graduate skills or attributes 35Specialised knowledge or skills required in a 29discipline or professionFoundation knowledge or skills preparatory to 28a discipline or profession </li> <li> 18. What staff have said about Web 2.0 and assessment ... Open publishingIts not unusual for the musician or his manager or someone to make a comment on the blog and to correct misinformation or thank them for an opinion or whatever and I think that is a really important lesson for [students] to learn that whatever they write theyre writing for an audience and if theyre writing for more than an audience of one that has implications </li> <li> 19. What staff have said about Web 2.0 and assessment ... Informal writing / communication stylesits not a formal writing exercise, the idea is to let them express their thoughts, reflections, interests in the different topics rather than focusing on good grammar and formal sentence structure, which I think tends to constrain a lot of essays. </li> <li> 20. What staff have said about Web 2.0 and assessment ... Personal identity and experienceThere a process that goes into them finding their different voices, how to share appropriately, how to write with authority. A lot of them say but Im just a student. </li> <li> 21. What staff have said about Web 2.0 and assessment ... Co-authoring contentStudents found it challenging to co-create content and collaborate with other studentsHow do you mark assignments when students can change/overwrite each others work! Many students who contributed early found that their work was completely lost. How do you manage this process of overwriting and still contributing to the same content? </li> <li> 22. What staff have said about Web 2.0 and assessment ... Content managementTheres an ongoing debate about the accuracy of the information ... are we satisfied that because it passes as an assignment it should go out there? ... What happens if it becomes out of date [...] One of the things Id like to do would be to have it as an ongoing editable document with staff and students editing it </li> <li> 23. What staff have said about Web 2.0 and assessment ... Designing, managing, marking, reviewing the assignment[There is a lot of] work involved in setting it up and making sure all the students know how to do it. If you ask them to write an essay they just go off and write it, you dont have to spend the first three weeks of the course teaching them about essays </li> <li> 24. What staff have said about Web 2.0 and assessment... Designing, managing, marking, reviewing the assignmentI found the bottom third of the class had difficulty thinking about what to post on when it was left completely up to them. ... This time around Ill try giving them a specific topic each week that they can discuss </li> <li> 25. What staff have said about Web 2.0 and assessment ... Designing, managing, marking, reviewing the assignmentThe assessor is not assessing a written document, theyre assessing a page which ... is a whole labyrinth of choices and connections, so theyve got to actually work their way through </li> <li> 26. What staff have said about Web 2.0 and assessment ... Protecting studentsI tell the students over and over again, that it is on the WWW, its not associated with the university, be careful what you put up there, make sure you are comfortable with this. </li> <li> 27. What staff have said about Web 2.0 and assessment ... Protecting studentsI certainly...</li></ul>