Transcript Web 2.0 Authoring Tools in Higher Education

The assessment of student use of
Web 2.0 tools – how sustainable is it?
Margaret Hamilton
Joan Richardson
Panel for College of Science, Engineering and Health Learning and Teaching
Forum 2010 - "Building a sustainable future" - 26th November 2010
ALTC Project Team
Jenny Waycott (project manager), Faculty of Medicine, Dentistry and Health Sciences,
University of Melbourne.
Celia Thompson, School of Languages and Linguistics, University of Melbourne.
Margaret Hamilton, School of Computer Science and IT, RMIT University.
Joan Richardson, School of Business Information Technology, RMIT University.
Kathleen Gray (project leader), Faculty of Medicine / Department of Information
Systems, University of Melbourne.
Rosemary Clerehan, Faculty of Medicine, Nursing and Health Sciences, Monash
University.
Judithe Sheard, Faculty of Information Technology, Monash University.
The future of assessing “academic writing”
Kakutani
(2010,
paras 13-14)
“jump to the summary, the video clip, the
sound bite — never mind if context and nuance are lost
in the process; never mind if it’s our emotions, more
than our sense of reason, that are engaged; never mind
if statements haven’t been properly vetted and
sourced”
“tweet and text one another during plays and
movies, forming judgments before seeing the arc of the
entire work”
“power-search for nuggets of information that
might support their theses, saving them the time of
wading through stacks of material that might prove
marginal but that might have also prompted them to
reconsider or refine their original thinking”
What do you think?
“The assessment of student web 2.0 authoring
is [.......................] for learning and teaching
in Australian universities”.
ALTC Project Aims
A collegial approach to addressing the challenges of university
assessment 2.0:
1. Survey and interview Australian teaching academics
(September 2009)
2. Convene a national roundtable (November 2009)
3. Field-test good practice guidelines (February to June 2010)
4. Produce and share resources (July 2010 ff)
What goes on in assessment 2.0?
The mechanics of the assignment :
• What Web 2.0 activities do students do in this assignment?
• How long are students given to complete the assignment?
• How long do students take to complete this assignment?
• Where do students complete the assignment?
The mechanics of the assignment
Type of Web 2.0 activity
Number of responses
wiki writing
32
blogging/microblogging
31
social networking
17
audio/video podcasting
16
virtual world activities
12
social bookmarking
11
What goes on in assessment 2.0?
The point of the assignment :
• What are the intended learning outcomes for this assignment?
• How much does this assignment contribute towards students’ overall
mark for this unit of study?
• Is it compulsory for students to do this assignment to pass the
subject/unit of study?
What goes on in assessment 2.0?
The marking process:
• Who marks the assignment?
• What techniques are used to mark the assignment?
• What kind of feedback do students receive?
The marking process
Who marks the assignment?
Number of
responses
Marked by one staff member
40
Marked by more than one staff member
17
Marked by other students
8
Self-marked by the student/s responsible
7
What would good practice look like?
When university students are asked to
demonstrate their learning using this form of
web 2.0 authoring, what academic standards,
and assessment and reporting practices are
essential or desirable?
Proceedings of national roundtable:
http://web2assessmentroundtable.pbworks.com/
What would good practice look like?
Affordances:
Ensuring an appropriate fit between
what Web 2.0 activities entail and
what assessment is trying to achieve
•
•
•
•
•
•
Open publishing
Communication styles and texts
Personal identity and experience
Co-creation, collaboration,
crowdsourcing
Content management
What would good practice look like?
Processes:
Supporting individual and
organisational learning
throughout the cycle of
assessment activities
Design
Review
Feedback
Implement
Mark
What would good practice look like?
Policy:
Assessment that is safe and
fair for students and staff
• disability
• access to IT services or
equipment
• appropriate conduct
• identity and privacy
• academic honesty and integrity
• special consideration
• moral rights and copyright
What works and doesn’t work in real subject teaching settings?
17 subjects @
5 universities
during
Semester 1,
2010:
Blogging
Social bookmarking
Social networking
Photo and video
sharing
Virtual worlds
Wiki writing
Combined Web 2.0
tools
Criminal Law
Cultural Studies
Media Studies
Education
Japanese
Communication Design
Economics
Work Integrated Learning
Business
Chinese
Accounting
Education
Science
Information Technology
Italian
Document Management
Information Technology
RMIT participants and panellists
• Michael Nott: Assessment of student use of
Web 2.0 online – rubric for discussion
• John Terrell: Assessment of student use of
Web 2.0 blended with traditional delivery
• Michele Ruyters: Assessment of student use of
Web 2.0 totally integrated into coursework
We acknowledge contributions by ...
Project Advisory Group
•
Matthew Allen, Bill Anderson, Greg Battye, Robyn Benson, Tracey Bretag, Jenny Buckworth,
Denise Chalmers, Geoffrey Crisp, Leitha Delves, Bobby Elliott, Jacqui Ewart, Glenn Finger, Tom
Franklin, Merrilyn Goos, Scott Grant, Ashley Holmes, Christopher Hughes, David Jones, Marj
Kibby, Adrian Kirkwood, Mark Lee, Catherine McLoughlin, Beverley Oliver, Kaz Ross, Alison
Ruth, Royce Sadler, Mary Simpson, Arthur Winzenried, Katina Zammit, Lynette Zeeng.
Project Reference Group
•
Michael Abulencia, Robyn Benson, John Benwell, Marsha Berry, Marilys Guillemin, Laura
Harris, Deborah Jones, Gregor Kennedy, Shaun Khoo, George Kotsanas, Lauren O’Dwyer,
Jason Patten, Emma Read, Julianne Reid, Gordon Sanson, Cristina Varsavsky.
Project Field-testing Group
•
Matthew Absolom, Anne Davies, Cathy Farrell, Scott Grant, Terry Hallahan, Michael
Henderson, John Hurst, Ramon Laboto, Warren McKeown, Michael Nott, Kerry Pantzopoulos,
Michele Ruyters, Sukunesan Sinnappan, Michael Smith, Sandra Smith, Robyn Spence-Brown,
Elizabeth Stewart, John Terrell, Jenny Weight, Lynette Zeeng
ALTC
Support for this project has been provided by the Australian Learning and Teaching Council Ltd.
(www.altc.edu.au), an initiative of the Australian Government Department of Education,
Employment and Workplace Relations.
The views expressed in this presentation do not necessarily reflect the views of the Australian Learning
and Teaching Council, or the views of individual contributors apart from the project team.
We invite you to join in and extend the discussion
• Moodle: www.groups.edna.edu.au/course/view.php?id=2146
• Blog: http://web2assessment.blogspot.com
• Bookmarks: http://www.citeulike.org/tag/assessment20
• Workshops 2010-2011
@ HERDSA, ATN Assessment, ASCILITE, ALTC
• Feedback: http://www.zoomerang.com/Survey/WEB22APCVU3JP7