Openly shared feedback. A crazy idea. eAssessment presentation 2013 (online contribution)
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Reflection Logs as a Dashboard
John GordonKen Currie
Opus Learning22nd November 2012
The problem
• Opus Learning provides online education, so the usual problems– Tracking learning– Authentication– Identifying problems in learning– Recognising need for intervention
The Solution
Learner interacting with content, leaving traces
Student interacts with content
Makes notes, responds to quiz, send messages, etc
Capture notesStore in MLE
Print off record of learning
Digital Work Book: Challenge
• To develop tools for:– Teachers as authors– Audit trails from the learning process– Identify and understand behaviours– Authenticate candidates– Identify intervention requirements– Develop scalable assessment
What we wanted
• Interactive content• Student to Content Interaction• Recording interactions, and reflection• Embedded activity and Assessment• Multi-user activity• Logging and monitoring of learning
What we made
• A portfolio embedded in the content• A dashboard for learning, from all user points
of view• Recording of legacy from learning• Rich seam of data and behaviours for mining• Ongoing formative assessment, and potential
summative assessment
Digital Workbook
Digital Work Book: Features
– Content based, an integral part of the learning materials
– Context based, a support mechanism for testing concept understanding
– Supporting Reflective Thinking– A longitudinal form of assessment
The Digital Workbook
Learners interactions
• Classical view - four types of interaction– learner-content – learner-learner – learner-tutor– learner-interface
• The Opus view– there’s more!– the sum of interactions leads to meaningful
learning
∑ Interactions = Meaningful Learning
Student
Environment
Content Tutor
Student/Student
Content/ContentTutor/Tutor
Environment/Environment
Student/Tutor
Tutor/Environment
Student/Environment
Student/Content
Content/Environment
Tutor/Content
Based on diagram inAnderson 2003
Interaction TableInteraction Methodology
Student/Content Digital Work Book
Student/Tutor Environment + Digital Work Book
Student/Student Environment + Multiuser Digital Workbook
Student/Environment Standard VLE such as Moodle 2.3 ( or others)
Content/Content Rich Single Source Publishing + high level of linkage/integration + objects
Tutor/Tutor VLE Features+ SQA QA Processes
Tutor/Environment VLE Features+ Digital Work Book Dashboard
Content /Environment VLE Features+ CAPDM Enhancements
Environment/Environment VLE Audit trail.
Tutor/Content CAPDM Single Source Publishing System
DWB Examples – Source Page
DWB Example workbook
The DigitalWork Book: Benefits
– Learner reflections form a legacy• A physical recorded book for the learner• A set of behaviour records for the learning provider
– Learning content feedback – improvement of content
– A behaviour trail– A rich source for data mining– Holistic assessment, across courses and
programmes– Authentication Support
DWB Dashboard
Digital Work Book: Assessment Strategy
– Provides ‘longitudinal’ assessment to augment assignments, exams, quizzes, etc.
– Integrates assessment across courses and programmes
– Is part of the ‘dashboard’ for Opus assessment
Example of Assessment screen
21
Standard Templates
Standardised programme design – all modules have the same feature set
Concept Maps & Gateways
• The DWB can be used anywhere, but it is effective when contextually relevant– Study Guides can be useful Concept Maps– Key concepts can be thought of a ‘gateways’
through which a student must pass successfully– The DWB can be used to assess understanding of
these concepts• Contextually aware student input
Digital Work Book: Applications
• Audit Trail– Very useful to check on student progress– Relevant in compliance related training
• Personal portfolio– A reflective log– Augments and provides alternative to file stores
• Student support– Intervention assessment– Authentication – A navigational aid
Creating the Social Learner
• DWB is part of a social learner strategy– Rich interaction spaces– Personal interaction with the content (DWB)– Interaction on specific issues (traversing the web)– Social learner (Forums, Facebook, etc.)
• The DWB is interaction
The Future
• The DWB is sharable, including – with the Tutor – with other students,
• In the future it will– support groups– support many content types– integrate with other portfolio components
• The DWB will be our main assessment toolset• The DWB will be our main behaviour manager
References
• Veronica Thurmond, Karen Wambach “Understanding Interactions in Distance Education: A Review of the Literature”, International Journal of Instructional Technology and Distance Learning, 2004, http://www.itdl.org/journal/jan_04/article02.htm
• Su, Bonk, Magjuka, Liu and Lee; The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses; Journal of Interactive Online Learning, Volume 4, Number 1 Summer 2005. http://www.ncolr.org/jiol/issues/pdf/4.1.1.pdf
• Terry Anderson, Getting the Mix Right Again: An updated and theoretical rationale for interaction, The International Review of Research in Open and Distance Learning, Vol 4, No 2 (2003). http://www.irrodl.org/index.php/irrodl/article/view/149/230
• THANK YOU
• www.opuslearning.com