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Cooperative Online Evaluation

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A 25-minutes keynote presentation at Universidade do Minho, May 20011.

A 25-minutes keynote presentation at Universidade do Minho, May 20011.

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  • 1. Cooperative Online Evaluation Morten Flate Paulsen Professor of Online Education Director of Innovation and Development at NKI Nettstudier A 25-minutes keynote presentation at Challenges 2011 13.05.2011, Universidade do Minho, Portugal Slides and video available at: www.slideshare.net/MortenFP
  • 2. Something about me
    • Thought my first online, distance education course in 1987
    • Doctor of Education from the Pennsylvania State University, worked for the American Center for the Study of Distance Education
    • Has been Adjunct Professor at the Athabasca University in Canada and professor associado at Universidade Aberta in Portugal
    • Fallen in love with Portugal
    • President of EDEN
  • 3.
    • EDEN members from 400 institutions in 56 countries
      • 20th anniversary
      • 200 institutional members
      • 2000 potential members of NAP - Network of Academics and Professionals
    • Portuguese members:
      • Antonio Teixeira is Vice President
      • Universidade do Minho www.tecminho.uminho.pt
      • Universidade Aberta http://www.univ-ab.pt
      • University of Porto http://sigarra.up.pt/up/web_page.inicial
      • Centro de Filosofia da Universidade de Lisboa www.centrodefilosofia.com
      • Centro Naval de Ensino A Distancia – CNED http://www.cned.edu.pt/
      • Instituto Politecnico de Santarem www.ipsantarem.pt
      • The Portuguese Bank Training Institute – IFB www.ifb.pt
    • Conferences
      • Annual conference, Dublin June 2011
      • Open Classroom conference Athens October 2011
      • Open Classroom conference Porto 2009
      • Annual conference in Lisboa 2008
    www.eden-online.org
  • 4. NKI Nettstudier was established as a correspondence school in 1910
    • One of Europe’s largest providers of online distance education
    • More than 130 000 enrolments in online courses since 1987
    • Broad range of subjects from secondary to master level
    • About 400 distance education courses online (all in Norwegian)
    • About 13 000 online students in about 40 countries
    • About 70 % women
    • Individual progress plans/individual follow-up
    • Thousands of potential learning partners
    • Global student catalogue with 1650 profiles
    • Always room for more students
    • Exams at local schools and embassies
    October 2010 www.nki.no
  • 5. The book’s website: www.studymentor.com The Theory of Cooperative Freedom is described in my book, which you can download from the Internet. Online Education and Learning Management Systems: Global E-learning in a Scandinavian Perspective The chapter on Evaluation of Online Students is available at http://issuu.com/mfpaulsen/docs/onlineeducation/66
  • 6. One may say that:
    • Individual learning is conducted alone
    Collaborative learning depends on groups Cooperative learning takes place in networks
  • 7. Six Dimensions of Freedom It is difficult to combine individual flexibility and cooperation http://ppel4.pbworks.com/
  • 8. Cooperative learning
    • Cooperative learning seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities.
    • Cooperative learning is based on voluntary participation in a learning community
    • Cooperative learning benefits from transparency
    • NKI’s Philosophy: We facilitate individual freedom within a learning community in which online students serve as mutual resources without being dependent on each other.
  • 9. Cooperative evaluation
    • Cooperative evaluation seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities.
    • Cooperative evaluation is based on voluntary participation in a learning community
    • Cooperative evaluation benefits from transparency
    • NKI’s Philosophy: We facilitate individual freedom within a learning community in which online students serve as mutual resources without being dependent on each other.
  • 10. Transparency or privacy in evaluation ?
  • 11.
  • 12. Transparency promotes cooperation Dalsgaard, C. and Paulsen, M.F. (2009) Transparency in Cooperative Online Education. IRRODL, Vol 10, No 3.
  • 13. Transparency improves quality … in evaluation…
  • 14. Three degrees of transparency in evaluation
    • Low: Private e-mail
    • Medium: Class forum
    • High: Global web2.0 services
    • Cooperative learning communities must balance transparency and privacy.
    • Students should be able to influence their privacy level
    • Which transparency level do you choose for evaluation?
    • Which transparency level do you choose for evaluation statistics and summaries?
  • 15. Assessment could be transparent and cooperative
    • Computer-based assessment : If students have access to statistics and information derived from other students taking the same test
    • Self-assessment : If students may access statistics or information from other students who have completed the self-assessment
    • Peer assessment : If students are encouraged to voluntary assess each other’s work
    • Teacher assessment : If students have access to some of the information the tutor provides or derives from assessing other students
  • 16. Could exams be cooperative?
    • What if:
    • all resources were allowed?
    • networking was allowed?
    • students could decide where to take exams?
    • students could decide when to take exams?
    • exam assignments, papers, grades and statistics were more transparent?
  • 17. Cooperative Gating (COG)
    • Students must meet a condition to access a cooperative resource. Here is an example using In Text Question (ITQ):
    After attending Morten Flate Paulsen’s presentation, I perceive that Gating means conditional access to cooperative resources. Paulsen elaborates on this in the article Cooperative Freedom on page 45 in his book Online Education and Learning Management Systems . Submit your answer When you have answered the question above and pressed the submit button, you will have access to answers submitted by other students. How would you explain gating?
  • 18. Rank 1: Kari Iversen : Gate er engelsk og betyr port. Tanken er at porten i utgangspunktet er lukket slik at man ikke får tilgang til en ønsket tjeneste før man har gjort seg fortjent til det. Assess this answer Rank 2: Ole Olsen : Gating kan stimulere studenter til å bidra med nyttig informasjon fordi de selv ønsker å få tilgang til informasjon fra andre. Assess this answer Rank 3: Ola Nordmann : Etter å ha hørt Morten Flate Paulsens foredrag oppfatter jeg det slik at Gating betyr betinget tilgang til kooperative ressurser. Paulsen skriver for øvrig mer om dette i artikkelen Cooperative Freedom på side 45 i boken Online Education and Learning Management Systems. Assess this answer Readers may like or dislike the answers:
  • 19. Processos Pedagógicos em Elearning Each Study Unit had 4 Week-long Activities
    • Find, study and share materials related to the theme and organizing it together with ideas and thoughts in an annotated bibliography in your blog
    • Produce a learning object related to the theme, publish it somewhere
    • Write reviews in the forum on one annotated bibliography and one learning object published by colleagues
    • Take part in a structured discussion on issues related to the theme
    http://nettstudier.blogspot.com/2010/04/online-teaching-techniques.html
  • 20. The unit structure is adopted by the EU-project e-teacher 2.0 | E-teacher 2.0 | www.e-teacher-2.eu | Portuguese partner: www.esepf.pt
  • 21. Example of transparency : http://finalreport.ensinoinf.net/
    • Cooperative evaluation in the PPEL course
    • Peer evaluation
      • Propose grades for peers
      • Reviews of annotated bibliographies and learning objects
      • Forum discussions and blog posts
    • Some shared their self-evaluation
      • Propose and justify your own grade
      • Write personal reflection paper
    • Teacher evaluation
      • Personal feedback
      • General feedback
  • 22. Teacher cooperation and evaluation
    • Courses thought are automatically listed
    • Many teachers provide advice to students in their presentations
    • The advice is valuable also for prospective students
    Google translation of http://www.nki.no/pp/teixeira_dulce
  • 23.
  • 24. Continuous tracking of response time
    • Introduced in May 2004
    • Resulted in much discussion in the teachers’ online forum
    • A few teachers voiced strong criticism, doubts and reservations
    The average response time for all 150 teachers in 2010 was 1.77 days . In 2008 NKI introduced an automatic e-mail reminder to the tutors who had one ore more assignments waiting for 7 days or more.
  • 25. Quality goal: XX % of students positive or neutral My results last quarter/year: 93/84 % Average teacher results last quarter/year: YY/ZZ % Frequent, anonymous evaluation by students Automatic e-mail reminder if quality is under threshold value Quality Barometer 22
  • 26. Obrigado I care, so I share: http://home.nki.no/morten https://twitter.com/MFPaulsen www.slideshare.net/MortenFP www.facebook.com/mfpaulsen www.eden-online.org/blog