connected assessment for connected learning
TRANSCRIPT
Group Cognition, Associative Trailblazing, Creative Capacity, Tweets, Retweets, Posts, Mentions, Contribution, Transliteracy, Transactivity, Fluency Across Platforms, Multi-Media, Participation, Excel, TAGS, NodeXL
Laura Gogia December 2014
Connected Assessments for Connected Learning.
Connected Learning is inherently participatory.
Assessment Goals
Generate potentially comparable and generalizable metrics
Provide real-time data useful for instructor, peer, or self-assessment.
Offer a more sophisticated and elegant approach to assessing classroom participation
Formative
Evaluative
Summative
Defining Participation
Contributing
Connecting
Interpreting
Salomon, 1996
Qualities of Participation*
Group CognitionContributing
Connecting
Interpreting
*These qualities can be assessed.
Associative Trailblazing
Creative Capacity
Number of Posts; Content of Tweets Ratio of Tweets to Posts; Cross-Platform Fluency Across Digital Platforms & Media; Fluency Ratios
Group Cognition
Photo: “Map” by Flickr user Amber Case. https://www.flickr.com/photos/caseorganic/
Photo: “Google Map” by Flickr user C.Rondeau https://www.flickr.com/photos/crondeau/
Associative Trailblazing
“My Social Network” by Flickr user Eugene Kim. https://www.flickr.com/photos/eekim/
Number of Links & Mentions Replies Retweets; Network Betweeness Centrality; Content; Mentions
One of the greatest triumphs of learning (and of teaching) is to get things organised in your head in a way that permits you to know more than you “ought” to. And this takes reflection, brooding about what it is that you know. The enemy of reflection is the breakneck pace – the thousand pictures.
Creative Capacity
Connected Assessments*
Pedagogically Aligned(Meaningful)
Flexible
Scalable*Assessments should based in digital practice.
Operationalizing ParticipationExample Activities
Form of Participatio
nUnit of Assessment
Establishing and Maintaining a Personal Learning Network (PLN)
Contributor#Posts, Comments, Tweets
Ratio of Posts/ Comment/ TweetsNetwork Degree Centrality
Curating, Critiquing, Organize Data and Data Sources
Contributor TaggingContent
Connecting or coordinating people and concepts over space, time, and spheres of learning
Connector #Links, Retweets, Mentions, RepliesNetwork Betweeness Centrality
Connector Content
Transforming data into new products Interpreter Content
Sharing new product with PLN
Contributor #Posts, TweetsNetwork Degree Centrality
Connector #Mentions, Replies, LinksNetwork Betweeness Centrality
AnalysisUnit of Assessment Analysis
Instrument for Analysis
#Posts, Comments, Tweets Network Degree Centrality
Descriptive Statistics Social Network Analysis Excel
# LinksContent
Descriptive StatisticsContent &/or Discourse
AnalysesKBDexExcel
Ratio: Posts, Comments, Tweets Descriptive Statistics Excel
#Links, Retweets, Mentions, Replies
Network Betweeness Centrality
Descriptive StatisticsSocial Network Analysis Excel
Content Content &/or Discourse Analyses KBDex
Content Content &/or Discourse Analyses KBDex
#Posts, TweetsNetwork Degree Centrality
Descriptive StatisticsSocial Network Analysis Excel
#Mentions, Replies, LinksNetwork Betweeness
Centrality
Content &/or Discourse Social Network Analyses
Descriptive Statistics Excel
Next Steps
Logistics
Legitimacy
Streamlining
Contribution Connection & Interpretation; Group Cognition Associative Trailblazing & Creative Capacity; Descriptive Statistics Social Network Analysis & Discourse Analysis; Tweets Retweets Mentions Replies; Transliteracy Transactivity Knowledge Creation Content Acquisition & Participation;
Questions?
References
Bush, V. (1945). As we may think. Atlantic monthly, 176(1), 101-108.Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press Davies, S. (2010). Effective Assessment in a Digital Age. Retrieved from http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessment/digiassess.aspx
Dewey, J. (2001). Democracy and education. Retrieved from: http://library.um.ac.id/images/stories/ebooks/Juni10/democracy and education - john dewey.pdf (Originally published in 1916).
Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Bloomsbury Press.Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: MIT Press. Retrieved from: http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of educational research, 74(4), 557-576.
Mezirow, J. (1991). The transformations of adult learning. San Francisco, CA: Jossey Bass.Oshima, J., Oshima, R., & Matsuzawa, Y. (2012). Knowledge building discourse explorer: A social network analysis application for knowledge building discourse. Educational Technology Research and Development, 60(5), 903–921. doi: 10.1007/s11423-012-9265-2
Saloman, G. (1993). Distributed cognitions: Psychological and educational considerations. Cambridge, UK: Cambridge University Press.
Schon, D. (1987). Educating the reflective practitioner: Towards a design of teaching and learning in the professions. San Francisco, CA: Jossey Bass.