peterson hastac p3 morning session (final)

Credentialing and Peer to Peer Learning

Nils S Peterson, Assistant DirectorOffice of Assessment and Innovation

Washington State UniversityJayme Jacobson & Theron DesRosier

Feedback

I encourage feedback in several channels:

• Online rating form http://bit.ly/9Gr8TB

• Backchannel

• Comment in my blog nilspeterson.com/2010/09/08/live-assessment/

• Share in Twitter or another social site

Assessment is a community effort. Its principle goal is learning, not classifying or sorting.

Online Rating Practice

• Visit http://bit.ly/9Gr8TB

• Complete the form

• Results at the end; discussion this afternoon

• Learner has chosen 4 dimensions for feedback

• Reviewers can suggest other perspectives

Assessment is a community effort. Its principle goal is learning, not classifying or sorting.

Park It

Focus now on learning and learners

Challenges to the Academy can be a topic this afternoon

Contexts

1. Clamor for more accountability in American Higher Education.

– See Measuring Stick series “The Quality Question” in the Sept 3,2010 Chronicle

2. Exploding demand for higher levels of learning to promote economic development in developing nations.

– Traditional models of higher education don’t scale well

3. Need to solve urgent interdisciplinary problems – climate, resources, population

Learning

Access to ContentAccess to ExpertiseLearning ActivityStudent WorkAssessment Criteria & FeedbackType of Credential

Institution- Based Learning Community-based Learning

Credentialing

For what purpose?

In what context?

By who’s authority?

Institution- Based Learning Community-based Learning

Content

Intellectual property is protected.

Information scarcity.

Intellectual property is shared.Information abundance.

Institution- Based Learning Community-based Learning

Content

“The Open Course Ware resources are not intended as supported open learning for students.”

From: The Forum on the Impact of Open Courseware for Higher Education in Developing Countries, convened in Paris by UNESCO 1-3 July 2002

Institution- Based Learning Community-based Learning

Expertise

• Students learn from faculty within a specific institution.

• Faculty are the interface between the students and the community of practice.

• Faculty retain the social and intellectual capital within both the classroom and the community of practice

• The learner is the central node; learners include all members of the Community of Practice.

• Students are anticipated to join communities of practice (faculty may introduce students to community).

• Learning is social and learners build social capital.

Institution- Based Learning Community-based Learning

Learning Activity

• The unit of analysis is the course, bounded in time, and brick or virtual (LMS) space.

• Problems for students to study are (artificially) constrained by the course and disciplinary boundaries.

• The unit of analysis is the problem; problems are not bound in time or content.

• Communities identify authentic problems that are inter-disciplinary and reach beyond the definition of the course.

Institution- Based Learning Community-based Learning

Learning Violin

• Beginning content

• ProfessorV’s expertise

• Jasach Heifitz learning activity– 1:20 – What are you learning

– 2:30 – Expert feedback

• Collaboration by Difference– Different instruments & players

– Different disciplines

Institution- Based Learning Community-based Learning

Student Work

• Students rarely share their work with, or receive feedback from, public audiences.

• Students contribute in communities

• ePortfolios built over multiple years are learner owned and used to communicate with, and get feedback from, wider communities.

• Long tail of public evidence.

Institution- Based Learning Community-based Learning

Assessment

• Feedback is private.

• Faculty members create and ratify the assessment criteria.

• Feedback to the students is communicated by (or with) a letter grade.

• Feedback is a public resource for other learners.

• Expert consensus from the community of practice validates the assessment instrument and criteria.

• Students merit direct and unfiltered feedback from the community using public criteria that the community has articulated.

Institution- Based Learning Community-based Learning

Credentialing

• The faculty member is responsible for assessing student work.

• Institution is the established credentialing authority.

• The community of practice holds the responsibility for assessment.

• The community of practice is the implicit credentialing authority (the university is the facilitator for building credentialing communities).

Institution- Based Learning Community-based Learning

Credentialing in Community

Tinkering Solutions

Solar Food Dryer

Solar Cooking

Pump water

Murder Madness MayhemThe assignment grade was determined by

Wikipedia’s collective, public, peer review.

Institution- Based Learning Community-based Learning

Credentialing

For what purpose?

In what context?

By who’s authority?

Institution- Based Learning Community-based Learning

American Higher Education

• Open content

• Real-world open-ended problems

• Interdisciplinary expertise (faculty+world)

• Feedback from public communities

• Student work contributes to the world

• Stakeholder experiences value of credential

Institution- enhanced Community-based Learning

Developing Nations

• Open content

• Urgent local problems

• World community expertise

• Feedback from communities of stakeholders

• Student work contributes to their community

• Community experiences value of credential

NGO facilitated Community-based Learning

Interdisciplinary Problems

• Open content

• Real-world urgent problems

• World expertise (collaboration by difference)

• Feedback from diverse communities

• Student work contributes to world

• Stakeholder experiences value of credential

Community-based Learning

Community Assessment

I have argued:• Content, learning goals and assessment criteria should be

public.• Community role verifying/improving goals/criteria.• Student work and feedback should be public and

contribute to the community.• From these, the community will implicitly be able to both

credential learning and reform the credential.

Please give feedback online http://bit.ly/9Gr8TBA peek at the results of your assessment.Let’s discuss Community Assessment this afternoon.

Assessment is a community effort. Its principle goal is learning, not classifying or sorting.