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Reflection Logs as Dashboard

Reflection Logs as Dashboard

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    Presentation at eAssessment Tomorrow Presentation at eAssessment Tomorrow Presentation Transcript

    • Reflection Logs as a Dashboard John Gordon Ken Currie Opus Learning 22nd November 2012
    • The problem• Opus Learning provides online education, so the usual problems – Tracking learning – Authentication – Identifying problems in learning – Recognising need for intervention
    • The Solution Student interacts with contentLearnerinteractingwith content, Makes notes, responds toleaving traces quiz, send messages, etc Store in MLE Capture notes Print off record of learning
    • Digital Work Book: Challenge• To develop tools for: – Teachers as authors – Audit trails from the learning process – Identify and understand behaviours – Authenticate candidates – Identify intervention requirements – Develop scalable assessment
    • What we wanted• Interactive content• Student to Content Interaction• Recording interactions, and reflection• Embedded activity and Assessment• Multi-user activity• Logging and monitoring of learning
    • What we made• A portfolio embedded in the content• A dashboard for learning, from all user points of view• Recording of legacy from learning• Rich seam of data and behaviours for mining• Ongoing formative assessment, and potential summative assessment
    • Digital Workbook
    • Digital Work Book: Features– Content based, an integral part of the learning materials– Context based, a support mechanism for testing concept understanding– Supporting Reflective Thinking– A longitudinal form of assessment
    • The Digital Workbook
    • Learners interactions• Classical view - four types of interaction – learner-content – learner-learner – learner-tutor – learner-interface• The Opus view – there’s more! – the sum of interactions leads to meaningful learning
    • ∑ Interactions = Meaningful Learning Student/Student Student Student/Tutor Student/Content Student/Environment Content Tutor Tutor/Content Tutor/TutorContent/Content Content/Environment Tutor/Environment EnvironmentBased on diagram in Environment/EnvironmentAnderson 2003
    • Interaction TableInteraction MethodologyStudent/Content Digital Work BookStudent/Tutor Environment + Digital Work BookStudent/Student Environment + Multiuser Digital WorkbookStudent/Environment Standard VLE such as Moodle 2.3 ( or others)Content/Content Rich Single Source Publishing + high level of linkage/integration + objectsTutor/Tutor VLE Features+ SQA QA ProcessesTutor/Environment VLE Features+ Digital Work Book DashboardContent /Environment VLE Features+ CAPDM EnhancementsEnvironment/Environment VLE Audit trail.Tutor/Content CAPDM Single Source Publishing System
    • DWB Examples – Source Page
    • DWB Example workbook
    • The DigitalWork Book: Benefits– Learner reflections form a legacy • A physical recorded book for the learner • A set of behaviour records for the learning provider– Learning content feedback – improvement of content– A behaviour trail– A rich source for data mining– Holistic assessment, across courses and programmes– Authentication Support
    • DWB Dashboard
    • Digital Work Book: Assessment Strategy– Provides ‘longitudinal’ assessment to augment assignments, exams, quizzes, etc.– Integrates assessment across courses and programmes– Is part of the ‘dashboard’ for Opus assessment
    • Example of Assessment screen
    • Standard TemplatesStandardised programme design – all modules have the same feature set 21
    • Concept Maps & Gateways• The DWB can be used anywhere, but it is effective when contextually relevant – Study Guides can be useful Concept Maps – Key concepts can be thought of a ‘gateways’ through which a student must pass successfully – The DWB can be used to assess understanding of these concepts • Contextually aware student input
    • Digital Work Book: Applications• Audit Trail – Very useful to check on student progress – Relevant in compliance related training• Personal portfolio – A reflective log – Augments and provides alternative to file stores• Student support – Intervention assessment – Authentication – A navigational aid
    • Creating the Social Learner• DWB is part of a social learner strategy – Rich interaction spaces – Personal interaction with the content (DWB) – Interaction on specific issues (traversing the web) – Social learner (Forums, Facebook, etc.)• The DWB is interaction
    • The Future• The DWB is sharable, including – with the Tutor – with other students,• In the future it will – support groups – support many content types – integrate with other portfolio components• The DWB will be our main assessment toolset• The DWB will be our main behaviour manager
    • References• Veronica Thurmond, Karen Wambach “Understanding Interactions in Distance Education: A Review of the Literature”, International Journal of Instructional Technology and Distance Learning, 2004, http://www.itdl.org/journal/jan_04/article02.htm• Su, Bonk, Magjuka, Liu and Lee; The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses; Journal of Interactive Online Learning, Volume 4, Number 1 Summer 2005. http://www.ncolr.org/jiol/issues/pdf/4.1.1.pdf• Terry Anderson, Getting the Mix Right Again: An updated and theoretical rationale for interaction, The International Review of Research in Open and Distance Learning, Vol 4, No 2 (2003). http://www.irrodl.org/index.php/irrodl/article/view/149/230• THANK YOU• www.opuslearning.com