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CREATING MEDIA AS LEARNING: THE CHARMS AND CHALLENGES OF DIGITAL MEDIA-BASED ASSESSMENT
Louise Thorpe
Educause Learning Initiative
Web Seminar – 2 March 2009
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30,000 students and 3,000 faculty
Over 600 programmes of study – largely vocational and liberal art
Graduate employability – 89% within 6 months
One third of students from local community
3,500 international students from 120 countries
www.shu.ac.uk
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AIMS OF THE SESSION
Why consider digital media-based assessment?
What are “charms” of assessing students in this
way?
What practical considerations need to be
considered?
What are the “challenges” of this approach?
What might the future hold? 3
DIGITAL MEDIA-BASED ASSESSMENT
Students are asked to produce, individually or in groups, a piece of assessed coursework where the output is required to be in a single or mixed media format (eg audio, video, still image).
This assessment may be summative, formative or diagnostic….or a combination thereof.
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WHY CONSIDER DIGITAL MEDIA-BASED ASSESSMENT?
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Authenticity
Assessment as learning
Creativity
Engaging and interesting
WHY CONSIDER DIGITAL MEDIA-BASED ASSESSMENT? - AUTHENTICITY
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10 characteristics of authentic activities (Reeves, Herrington and Oliver, 2002)
1. Real-world relevance2. Ill-defined, requiring students to define the
tasks and sub-tasks needed to complete the activity
3. Comprise complex tasks to be investigated by students over a sustained period of time
4. Provide the opportunity for students to examine the task from different perspectives, using a variety of resources
5. Provide the opportunity to collaborate
WHY CONSIDER DIGITAL MEDIA-BASED ASSESSMENT? - AUTHENTICITY
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10 characteristics of authentic activities (Reeves, Herrington and Oliver, 2002)
6. Provide the opportunity to reflect7. Can be integrated and applied across
different subject areas and lead beyond domain-specific outcomes
8. Are seamlessly integrated with assessment9. Create polished products valuable in their
own right rather than as preparation for something else
10.Allow competing solutions and diversity of outcomes
WHY CONSIDER DIGITAL MEDIA-BASED ASSESSMENT? ASSESSMENT AS LEARNING
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Constructive alignment (Biggs 1999)
Technology enhanced learning is often followed by traditional assessment
Higher order skills – analysis, synthesis and critical evaluation
WHY CONSIDER DIGITAL MEDIA-BASED ASSESSMENT? - CREATIVITY
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oAssessment as creative expression
oThe output frequently exceeds the initial expectation
oNew interpretations of the topic can be enriching for all
oContributing to the collective resources
oCommunal constructivism (Holmes 2001)
"in this model, students will not simply pass through a course like water through a sieve but instead leave their own imprint in the learning process.“
Bryn Holmes on Communal constructivism
WHY CONSIDER DIGITAL MEDIA-BASED ASSESSMENT? ENGAGEMENT AND INTEREST
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different
challenging
modern
like real life
fun to do
learn new skills
think differently
work with others
PRACTICAL CONSIDERATIONS
Access to equipment
File sharing and collaboration
Submission and storage
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PRACTICAL CONSIDERATIONS
Skills and fluencies
Supporting faculty and students
Assessment criteria
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CHALLENGES OF MEDIA-BASED ASSESSMENT
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Is the balance right?
Are we replacing one affordance with another?
How many simultaneous media-based assessments can someone handle?
CHALLENGES OF MEDIA-BASED ASSESSMENT
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What happens when the novelty wears off?
What assumptions can we really make about students’ skills?
What support do we need to (can we) offer?
WHAT MIGHT THE FUTURE LOOK LIKE?
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Easier and easier
Choosing the media
Mashing the media
New opportunities
REFERENCESBiggs, J. (1999): Teaching for Quality Learning at University, (SRHE and Open
University Press, Buckingham)
Holmes, B., Tangney, B. FitzGibbon, A., Savage, T Mehan, S. (2001)Communal Constructivism: Students Constructing Learning for as well as with others https://www.cs.tcd.ie/publications/tech-reports/reports.01/TCD-CS-2001-04.pdf
Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. Quality Conversations. Proceedings of the 2002 Annual International Conference of the Higher Education Research and Development Society of Australasia (HERDSA). pp.562-567, http://www.ecu.edu.au/conferences/herdsa/main/papers/ref/pdf/Reeves.pdf
Rule, A. (2006). Editorial: The components of authentic learning, Journal of Authentic Learning, 3(1), 1-10. http://www.oswego.edu/academics/colleges_and_departments/education/jal/vol3no1/editorial_rule.pdf
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