Reframing Assessment Ed Media08

  • 652 views
Uploaded on

EdMedia presentation …

EdMedia presentation
Vienna July2008

More in: Technology , Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
652
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Reframing Assessment: Using social software to collect and organise learning Anne Bartlett-Bragg University of Technology, Sydney July, 2008
  • 2. Current assessment practices: * Learners’ attention directed to content * Limits how and what is learned and the process of learning itself
  • 3. Do I have to read ALL of this? What for? Is this part of the assignment? If this is important, how come it’s not in the assignment?
  • 4. How can social software be used to reframe assessment? Self-publishing Collect artefacts Critical reflection Shared resources Weblogs wikis Social bookmarking Collaborate Network Peer feedback
  • 5.  
  • 6. I really had to think! It’s the first time I’ve reviewed my final assignments, based on the feedback I received
  • 7. Underpinning frameworks: A pedagogical framework for self-publishing with social software Bartlett-Bragg, 2006 2: INTERPRETATION & ADAPTATION 3: REFLECTIVE MONOLOGUES 4: REFLECTIVE DIALOGUES 5: DISTRIBUTED KNOWLEDGE ARTEFACTS 1:ESTABLISHMENT Identity Writing Publishing Concepts Context-examples Set-up Writing Socialising Networking Collaborating Distributing Networking Structure Personalisation
  • 8. Underpinning frameworks: Modes of Teaching Baumgartner, 2004
    • Complex simulations
    • To co-operate, to support
    • Realization of adequate action strategies
    • To cope, to master
    • Action in real situations (complex and social)
    • Problem solving
    • To observe, to help, to demonstrate
    • Selection of methods and its use
    • To do, to practice
    • Presentation of pre-determined problems
    • Programmed instruction
    • To teach, to explain
    • Production of correct answers
    • To know, to remember
    • Transfer of knowledge
    Mode 3: Coach (Informal Guide) Mode 2: Tutor (Facilitated Learning) Mode 1: Transfer (Directed Teaching)
  • 9. Underpinning frameworks: Scheme for developing informed judgement Boud & Falchikov (2007) Identifying as active learner From known to need Testing and judging Developing skills Over time Embodying reflexivity and commitment
  • 10. Ssshhh - prepping for an exam