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Reflection Logs as Dashboard

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Presentation at eAssessment Tomorrow

  1. 1. Reflection Logs as a Dashboard John Gordon Ken Currie Opus Learning 22nd November 2012
  2. 2. The problem• Opus Learning provides online education, so the usual problems – Tracking learning – Authentication – Identifying problems in learning – Recognising need for intervention
  3. 3. 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
  4. 4. 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
  5. 5. 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
  6. 6. 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
  7. 7. Digital Workbook
  8. 8. 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
  9. 9. The Digital Workbook
  10. 10. 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
  11. 11. ∑ 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
  12. 12. 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
  13. 13. DWB Examples – Source Page
  14. 14. DWB Example workbook
  15. 15. 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
  16. 16. DWB Dashboard
  17. 17. 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
  18. 18. Example of Assessment screen
  19. 19. Standard TemplatesStandardised programme design – all modules have the same feature set 21
  20. 20. 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
  21. 21. 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
  22. 22. 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
  23. 23. 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
  24. 24. 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
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