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Presentation at 8th International Technology, Education and Development Conference (INTED 2014), 10th–12th March 2014, Valencia
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Massive Open Online Courses in Higher Education –
Performance Assessment in Open Learning Arrangements
8th International Technology, Education and Development Conference, 10th-12th March 2014, Valencia
Presenting author: Daniela Pscheida, TU Dresden, GermanyContact: [email protected]
Twitter: @danielapscheida
cMOOCs in Higher Education(c = connectivist)
Connectivist MOOCs are Open Online Courses based on the online activity and thematic exchange of learners instead of broadcasting video lectures.That‘s why this format has high potential for higher education – as it supports the training of important soft skills for the 21st century:
media literacy experiences in personal learning creation of personal knowledge
networks
Challenges of cMOOCs in Higher Education
The implementation of a cMOOC learning scenario is connected to certain challenges:
curricular integration, e.g. if there are participants from different universities and faculties
technological and media capabilities, e.g. if there are participants with different levels of experience
supervision and motivation of students documentation and assessment of learning
performance
Performance Assessment in cMOOCs
Two incompabilities between connectivist learning and higher education:
The context of higher education demands a complete collection and transparent assessment of learning outcomes along predefined learning objectives to award Credit Points – while connectivism encourages learners to focus on their own learning interests and needs (openness of learning process).
The core idea of connectivism assumes intrinsically motivated learners – while student learners are used to receive continuous feedback and orientation (guidance) from lecturers.
The SOOC13
SOOC = Saxon Open Online Course
learning innovation project by three German universities (Dresden, Chemnitz, Siegen)
nine-week course in summer term 2013, 242 registered participants, 122 students
topic: „Learning 2.0 – Individual learning and knowledge management with social media“
course organization via central weblog (www.sooc13.de), materials and impulses
blog aggregator to collect course-related blog posts from participants and tweets with hashtag #sooc13
expert talks and live sessions via Adobe Connect
Tasks and requirements
The SOOC13
regular participation in live sessions (expert talks)
writing and publishing at least one blog post in each thematic section
e-portfolio (collection of the results of research and reflection tasks and smaller experiments)
Performance recording and feedback
The SOOC13
first: RSS feed aggregator later we additionally introduced: e-portfolio-form support by two student tutors likes and individual comments on participants‘
contributions – to stimulate further discussions and debates
no feedback for assessment purposes during the course run
Performance assessment
The SOOC13
no exam assessment based on different course activities,
especially the collected e-portfolio contributions general criteria: spelling, grammar, language,
comprehension, compliance with scientific standards quality of content: understanding and correct
application of technical terms and theories, etc. ‚soft‘ criteria: aspects arising from self-directed
learning and connectivism, e.g. reflectivity and referring back
Evaluation of the SOOC
Survey conducted as online questionnaires at the beginning, in the middle and at the end of the course andvirtual evaluation workshop after the course in the form of an online written discussion
Results presented here summarize the interim and final evaluation of the
sooc13 as well asthe interim evaluation of the sooc1314.
„Do you think you complied with the requirements of the course?“
Evaluation Results from SOOC13
Yes
No
I cannot say
0% 10% 20% 30% 40% 50% 60% 70%
60%
23%
17%
N = 30
more than one third of participants were unsure about or did not think so
the main reason for uncertainty regarding the own performance was a lack of feedback (60%)
„Are you satisfied with the assessment system of the SOOC13?“
Evaluation Results from SOOC13
With 41% of participants being uncertain about that and another 21% saying „no“, there‘s a good chance for improvement.
Yes
No
I cannot say
0% 10% 20% 30% 40% 50%
38%
21%
41%
N = 29
Improvement of cMOOC assessment system by: an instrument, that allows continuous feedback for
contributions increase the transparency in terms of the assessment
criteria
... to avoid uncertainty among students
... to raise the quality of discussions
introduce digital badges for the second course run
Lessons Learned
Digital badges in SOOC1314
Digital Badges
as a formative measurement instrument „small“ badges for each reported contribution of
the e-portfolio form in states:bronzesilvergold
each badge was combined with a brief verbal judgement
to pass the course at least a bronze badge had to be received at any given task
Evaluation Results from SOOC1314
The portfolio-form is easy to use and well structured.
I understand the significance of the badges.
For me the literal assessments clarify the significance of the badges.
For me the Badges and the literal assessments are transparent methods of evaluation.
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
I fully agreeI somewhat agreeI cannot sayI rather disagreeI do not agree at all
N = 20
The evaluation with badges helps me, to appreciate my own achievements.
The volume of the literal assessment is appropriate.
The evalution method with badges and literal assessments is fair.
The literal assessment show me possibilities, where I can improve next time.
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
alwaysoftensometimesrarelynever
N = 20
Evaluation Results from SOOC1314
Evaluation results from the SOOC1314 survey prove, that the new assessment system with badges and verbal judgements is much more transparent and understandable – which also led to an increased satisfaction of participants.
Conclusion
Further innovations at the horizon: using methods of learning analytics to improve the overview and objectivity of a cMOOC in higher education.