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Evidence of learning online: Assessment beyond the paper [Judith Boettcher]

On 02/24/2011, in assessment, blogs / blogging / vlogging, digital audio, digital learning, digital video, education technology, multimedia, online learning, pedagogy, teaching online, tools, by Daniel Christian

Evidence of learning online: Assessment beyond the paper — from CampusTechnology.com by Judith Boettcher
…learning designer Judith Boettcher examines online assessment strategies beyond the traditional end-of-term paper.

Excerpts:

Professional Work Products

  • Written and audio communications of all types, such as press announcements, white papers, briefs, summaries, memos, project management documentation
  • Creating and planning news events, such as announcements, interviews, or regular updates of interests, such as podcasts
  • Setting up personal or group blogs within different contexts of leadership, business, etc.
  • Setting up wikis for team projects, areas for monitoring developments
  • Many more listed…

Interviews
The interview medium is a very flexible communication tool and can be used by both faculty and students for demonstrating understanding and eliciting the state of concept development. Here are some possible strategies that can require research, critical thinking, and writing.

  • Learners identify an expert or a person of interest to them in a particular field germane to the course and then prepare the interview questions, do the interview, and then post the results
  • Learners identify and interview the author of a textbook or article closely related to the course, possibly updating information critical to the course
  • Many more listed…

Audio, Video, and Visual Projects
What about other media such as audio and video projects? Today’s learners live surrounded by audio and video and the tools that make it possible for everyone to create and produce audio and video products. Here are some of the possibilities with audio and video spaces.

  • Podcasting resources now are very common so learners are familiar enough with the format to embrace creating audio and video podcasts of their own
  • Video shorts and ad hoc documentaries engage learners and draw in their friends and families
  • Creating and posting short reports via VoiceThread is another “writing space” to consider as are Flickr, YouTube, and Slideshare

Blogs
Blogs are a very underutilized writing space. Blogs share many characteristics with journals and thus can capture snapshots of what learners are thinking, and when; plus they often can also capture the sources of some of their thinking. Blogs help learners understand the growth cycle of learning new concepts and how and why they think the way they do. Here are some ideas on how blogs, both personal and class, might be used.

  • Personal commentary and self-reflection
  • Capturing thought processes and generating new ideas
  • Assist learners in finding their “voice”
  • Many more…

Wikis

  • Collaborating on group and team projects of all kinds
  • Capturing and developing ideas for solving critical problems and case studies and simulations
  • Developing “featured” Bronze star Wikipedia articles on specific topics in particular disciplines
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The Higher Education Landscape — by Mel Netzhammer

On 02/15/2011, in accreditation, assessment, budgets, business side of he, change, curriculum, higher education, learning, legislatures / government / legal, policy, staying relevant, teaching & learning, trends, by Daniel Christian

The Higher Ed Landscape -- February 2011

From DSC:
As I was reviewing Mel’s presentation, I couldn’t help but think of the amazing amount of pressure colleges and universities will be under towards “standardization” — or at minimum, institutions may need to accept much of what has occurred at another school.  The costs are too high not to — and the expectations from parents, students, legislatures, and the general public may force this to occur.

Along these lines, I think that the dynamics of teaching and learning change when we talk about the cost of an education going from a few thousand to 150,000+ for 4 years. Expectations are one thing that change; Mel’s presentation points to this a bit. But I also wondered…how will institutions of higher education differentiate themselves if these pressures for portability continue to build? How will they keep from becoming a commodity?

Also noteworthy was Mel’s slide re: what students can ultimately DO as a result of their educations — this may become more of the Holy Grail of Assessment.


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Interesting post from Jon Bischke: Learning Graph + Reputation Graph = Massive Disruption in Higher Ed?

On 02/12/2011, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, assessment, career development, cloud-based computing / apps / other cloud-related, competency-based learning/education, disruption, higher education, K-12 related, learner profiles, learning agents, learning ecosystem, workplace, by Daniel Christian

Learning Graph + Reputation Graph = Massive Disruption in Higher Ed? — from Jon Bischke

From DSC:
Jon gets at something similar to my thoughts on cloud-based learner profiles. Jon links to — and also see — Kirsten Winkler’s posting from August 2010:

Also see:

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IEEE Transactions on Learning Technologies Journal

On 02/07/2011, in 21st century, 24x7x365 access, assessment, education technology, elearning, emerging technologies, learning agents, online learning, online tutoring, open courseware and systems, personalized/customized learning, research, simulations, by Daniel Christian

IEEE Transactions on Learning Technologies TLT is a scholarly archival journal published quarterly using a delayed open access publication model.

IEEE Transactions on Learning Technologies (TLT) is an archival journal published quarterly. TLT covers research on such topics as Innovative online learning systems, Intelligent tutors, Educational software applications and games, and Simulation systems for education and training.

The Web revolution, the popularity of on-line learning, and the broad availability of computers in schools, colleges, universities, workplaces and in other social settings has caused a qualitative change in the field of learning technologies. Both the variety and the complexity of e-learning tools have increased dramatically over the last 10 years. A number of new conferences emerged to provide a forum for researchers and practitioners in the field of learning technologies to discuss their work. Yet, there are very few journals, which embrace the field as a whole and provide a space to publish archival quality papers. The goal of IEEE Transactions on Learning Technologies (TLT) is to bridge this gap.TLT covers all advances in learning technologies, including but not limited to the following topics:

  • Innovative online learning systems
  • Intelligent tutors
  • Educational software applications and games
  • Simulation systems for education and training
  • Collaborative learning tools
  • Devices and interfaces for learning
  • Interactive techniques for learning
  • Personalized and adaptive learning systems
  • Tools for formative and summative assessment
  • Ontologies for learning systems
  • Standards and web services that support learning
  • Authoring tools for learning materials
  • Computer support for peer tutoring
  • Learning via discovery, field, and lab work
  • Learning with mobile devices
  • Social learning techniques
  • Social networks and infrastructures for learning and knowledge sharing
  • Creation and management of learning objects

IEEE Transactions on Learning Technologies
The IEEE Transactions on Learning Technologies will publish archival research papers and critical survey papers. Topics within the scope include technology advances in online learning systems; intelligent tutors; educational software applications and games; simulation systems for education and training; collaborative learning tools, devices and interfaces for learning; interactive techniques for learning; tools for formative and summative assessment; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring and learning via discovery or project work or field or lab work; and creation and management of learning objects. A paper must either describe original research or offer a critical review of the state of the art in a particular area. Papers concerned with evaluation of technology are only appropriate if the technology itself is novel or if significant technical insights are provided. In order to best serve the community, the TLT will be published online, using a delayed open-access policy under which paying subscribers and per-article purchasers have access to newly published content, and then 12 months after the publication of each issue, all readers will have access to the content, free of charge.

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Art 2.0 – The Importance of the Arts in Education

On 01/22/2011, in 21st century, art, assessment, K-12 related, by Daniel Christian

Art 2.0 – The Importance of the Arts in Education — from Angela Maiers

Art 2.0 -- 21st Century Art Education

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Art Assessment -- Angela Maiers

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Top 10 Ed Tech predictions for 2011 — via Christopher Dawson and Adam Garry

On 12/22/2010, in 21st century, 24x7x365 access, assessment, education technology, future, personalized/customized learning, by Daniel Christian

Top 10 Ed Tech predictions for 2011 –– from ZDNet.com by Christopher Dawson; featuring insights from Adam Garry, Dell’s manager of global professional learning

  • “1:1 should be a learning initiative instead of a tech initiative”
  • Personalized learning instead of differentiated instruction
  • Product-based assessments
  • Increased focus on conceptual learning
  • The evolution of 1:1 – Different access models
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Items from the 2010 Cambridge Assessment Conference

On 12/10/2010, in assessment, instructional design, pedagogy, teaching & learning, UK, by Daniel Christian

Professor Paul Black, King's College London - Keynote address: Problems with formative and summative assessment: can a theory of pedagogy help?

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Simon Lebus, Group Chief Executive, Cambridge Assessment
Welcome and introductory remarks
Video
Podcast

Professor Paul Black, King’s College London
Keynote address: Problems with formative and summative assessment: can a theory of pedagogy help?
Video
Podcast

Parallel discussion session A: ‘Governments come and go’
Educational reform and strategy in schools and colleges
Professor Jo-Anne Baird, University of Bristol
Video

Parallel discussion session A: ‘Governments come and go’
Educational reform and strategy in schools and colleges
Professor Jannette Elwood, Queen’s University Belfast
Video

Parallel discussion session A: ‘Governments come and go’
Educational reform and strategy in schools and colleges
Professor Jo-Anne Baird, University of Bristol
Professor Jannette Elwood, Queen’s University Belfast
Podcast

Parallel discussion session A: Qualifications, skills and employability: a peculiarly British obsession?
Dr. Geoff Hayward, University of Oxford
Video
Podcast

Parallel discussion session B: Why teacher assessment is not enough
Professor Peter Tymms, University of Durham
Podcast

Parallel discussion session B: Meeting the challenges of change in assessment systems: A Maltese perspective
Professor Frank Ventura, University of Malta
Podcast

Questions and discussion: Parallel session B
Podcast
Panel discussion chaired by Mike Baker, former BBC Education Editor.
Featuring: Dr Mary Bousted, Association of Teachers and Lecturers Professor Richard Daugherty, Cardiff University Isabel Nisbet, Ofqual Lord Sutherland of Houndwood Delegates are invited to submit questions prior to the conference and questions will also be taken on the day. To submit a question please email us: thenetwork@cambridgeassessment.org.uk.
Video
Podcast

Dr Philip Davies, Oxford Evidentia Limited
Hitting the target but missing the point
Video
Podcast

Tim Oates, Director, Assessment Research & Development, Cambridge Assessment
Closing remarks
Video
Podcast

Delegates’ reaction

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For another item related to assessment, see: Tests get high marks as a learning tool — from Anne McIlroy

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Report on education technology investments

On 12/07/2010, in assessment, change, education technology, future of higher education, game-changing environment, innovation, online learning, trends, virtual K-12 schools, by Daniel Christian

Report on education technology investments — from Education Stormfront

Student advancement will be determined by mastery of subject, not the time spent in class. Through real time and ongoing assessment, the ability to do on-the-fly prescription and “one-on-one” instruction is made possible. “Adaptive Technology” which is used with overwhelming success at companies like Amazon and Netflix, is being incorporated in learning technology that is getting smarter and more personalized with each click. Dreambox Learning is a window to the future showing remarkable results with kids playing math games and learning at an incredibly fast rate. Agilix/Brain Honey is in part a next generation learning management system (LMS) and in part a next generation learning platform that has great traction.

An exceprt from the report at:
http://www.nextupresearch.com/Site/NEXT_up!_files/neXtup%2012.5.10.pdf

The “quiet” growth has been impressive. Currently there are 1.5 million K-12 students online with either a virtual class or blended mode, up from zero students 10 years ago. 38 States have virtual Charter School laws and Alaska has a statewide online program. “Innovator Dilemma” guru Clayton Christensen estimates that 50% of all K-12 classes will be online by 2019.

Advanced Placement Exam Pass Rates -- virtual schools are kicking tail

From DSC:
Thanks crudbasher for publishing this posting. What I found interesting was the amount being invested in the Kno tablet — $46 million. Wow. Change is around the corner…again.

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The Pivot to Digital Learning: 40 Predictions

On 11/19/2010, in 21st century, 24x7x365 access, assessment, blended learning, budgets, change, digital learning, education technology, emerging technologies, game-changing environment, hybrid learning, K-12 related, learner profiles, learning agents, online learning, open courseware and systems, simulations, trends, Virtual Reality (VR) / worlds / learning, by Daniel Christian

The Pivot to Digital Learning: 40 Predictions — from Tom Vander Ark, Partner, Revolution Learning — via EdNet Insights

From DSC:
That posting includes predictions for changes that we’ll see in the next 1, 5 and 10 years…with some excerpts below:

3. Lingering budget woes will cause several districts and charter networks, particularly in California, to flip to a blended model, with a shift to online or computer-based instruction for a portion of the day to boost learning and operating productivity.

9. The instant feedback from content-embedded assessment, especially learning games, simulations, virtual environments, and MMOs (massively multiplayer online games), will be widely used in formal and informal learning and will build persistence and time on task.

10. Adaptive content will result in more time on task (in some cases, two times the productive learning time over the course of a year), and better targeted learning experiences will boost achievement, particularly among low-income and minority students.

11. Comprehensive learner profiles will gather keystroke data from learning platforms, content-embedded applications, as well as after-school, summer school, tutoring, and test prep providers. Students and families will manage privacy using Facebook-like profiles.

12. Most learning platforms will feature a smart recommendation engine, like iTunes Genius, that will build recommended learning playlists for students.

18. All U.S. students will have access to online courses for Advanced Placement, high-level STEM courses, and any foreign language (this should happen next year, but it will take us five years to get out of our own way).

23. Second-generation online learning will replace courseware with adaptive components in a digital content library (objects, lessons, units, and sequences).

27. Most high school students will do most of their learning online and will attend a blended school.

28. More than one-third of all learning professionals will be in roles that do not exist today; more than 10% will be in organizations that do not exist today.

29. The higher ed funding bubble will burst, and free and low-cost higher education alternatives will displace a significant portion of third tier higher education (emphasis DSC).

37. There will be several DIY High options—online high schools with an engaging and intuitive merit badge sequence that will allow students to take ownership of and direct their own learning. They will still benefit from adult assessment, guidance, and mentorship but in a more student-directed fashion.

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Some reflections re: web/cloud-based learner profiles

On 10/16/2010, in 21st century, 24x7x365 access, Artificial Intelligence/Agents/LLMs/and Related, assessment, cloud-based computing / apps / other cloud-related, CMS/LMS, colleges, community colleges, competency-based learning/education, Daniel S. Christian, data related items, digital learning, education technology, elearning, emerging technologies, human-computer interaction (HCI), innovation, instructional design, intelligent tutoring, internet, K-12 related, learning agents, learning ecosystem, learning preferences, lifelong learning, mobile learning, multimedia, online learning, online media, online tutoring, personalized/customized learning, training / L&D, ubiquitous learning, universities, workplace, by Daniel Christian

Reflections on web-based learner profiles -- by Daniel S. Christian

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Reflections on web-based learner profiles -- by Daniel S. Christian

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Reflections on web-based learner profiles -- by Daniel S. Christian

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Reflections on web-based learner profiles -- by Daniel S. Christian

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The test has been canceled

On 10/11/2010, in 21st century, assessment, digital storytelling, higher education, instructional design, memory, pedagogy, play, story, storytelling, by Daniel Christian

The test has been canceled — from Boston.com by Keith O’Brien
Final exams are quietly vanishing from college

The change, which was first reported in Harvard Magazine, is not a statement on the value of final exams one way or the other, Harris said. But the shrinking role of big, blockbuster tests at Harvard and colleges elsewhere is raising serious pedagogical questions about 21st century education: How best do students learn? And what’s the best way to assess that? Is the disappearance of high-stakes, high-pressure final exams a sign that universities are failing to challenge today’s students, or is it just a long overdue acknowledgment that such tests aren’t always the best indicator of actual knowledge?

From DSC:
Perhaps like many others, I don’t remember a lot from the final exams taken during my college days. My hope is that whatever methods we use, we can foster deeper, longer-lasting ROI’s from students’ studying time. We can create more “hooks” on which to hang things 5-10 years down the line (if that’s possible these days!). One thought along these lines, is to use the ideas of story, play, and promoting the creativity of our students.

The greatest teacher of all time used story — in the form of parables — all the time. I’ll bet that many of us can still recall to this day the parable of the sower, or the prodigal son…the good Samaritan or the lost coin. With enough repetition, we remember these stories and the deeper meaning behind them. They provide hooks to hang other things upon (i.e. scaffolding).



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How would you assess this?

On 10/09/2010, in assessment, creativity, engagement / engaging students, music, by Daniel Christian

How would you assess this? — from Education Stormfront

Excerpt:

The good news is that we are entering a golden age of learning.  A time where the Yeols of the world will be able to connect with people who will appreciate, encourage and foster their gifts.  It will be an explosion of personal expression, where everyone can  finally reach their full potential.  The resulting massive outburst of creativity will reshape the planet like nothing since the Renaissance.

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How the Gates Foundation will spend its education-technology dollars

On 10/04/2010, in assessment, budgets, education technology, online learning, by Daniel Christian

How the Gates Foundation will spend its education-technology dollars — from The Chronicle by Marc Parry

From DSC:
Mentioned in that article is the following site that I thought further addresses the need to come up with different kinds of assessments/assignments:

http://finalsclub.org/

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9-8-10 Presentation by Karen Cator (U.S. Dept. of Education)

On 09/13/2010, in assessment, digital learning, education, education reform, education technology, K-12 related, mobile learning, social learning / networks, by Daniel Christian

Learning Powered by Technology -- Karen Cator, U.S. Dept. of Education

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NMC’s 5 Minutes of Fame

On 07/01/2010, in 21st century, art, assessment, digital audio, digital learning, digital storytelling, digital video, e-readers, education, education technology, emerging technologies, engagement / engaging students, geography / geology, higher education, interactivity, IT in HE, learning ecosystem, online learning, by Daniel Christian

NMC's 5 Minutes of FameThis year’s presentations included:

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