New social and participatory media are changing assessment practices by enabling sharing, communicating, and interacting in new ways. Assessments need to move beyond individual knowledge recall to evaluate collaboration, reflections, problem-solving and digital literacy skills. A learning design approach can help translate new pedagogies enabled by technologies into tailored pathways and resources, while tools like Cloudworks support sharing and discussion. Overall, the boundaries between formal and informal learning are blurring and new approaches are needed to navigate this complex digital landscape.

1. What are the implications of new social and participatory media on assessment practices?Gráinne Conole,The Open University, UKE-Assessment Scotland conference, Dundee3rd September 2010

2. OrientationFocusReview of the technology landscape Current landmarks Future trajectoriesFocus on learningPedagogies of e-learningCase study examplesThe gap between promise and realityImplications for assessmentA new approach: learning design

3. Changing context of educationChanging technologiesAbundance of free online content and toolsUbiquitous, networked accessIncrease in mobile and smart devicesNeed new approaches to understanding, designing and supporting learningChanging learnersGrown up ‘digital’ Technologically immersedTask-orientated, group-based, ‘just in time’Comfortable with multiple representations

4. Web 2.0 landscape of practices

5. New social and participatory mediaNew tools/practices need new forms of assessmentSharingMedia sharingWeb 2.0CommunicatingBlogs & wikisNetworkingSocial networkingInteractingVirtual worldsShift from:Web 1.0 – content repository and static informationWeb 2.0 – user generated content and social mediation

6. A typology of new technologies(Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Educationhttp://cloudworks.ac.uk/cloudscape/view/1895

7. Open and participatory learningDesignCourses design & shared openlyDeliveryUse of free tools & resourcesOpen practicesEvaluationCritical reflectionAssessmentShared; learner controlled

8. The learner experienceGuidance & supportCollaboration & communicationContent & activitiesLearningAssessment

9. Pedagogies of e-learningMayes & De Freitas, 2004Dyke et. al, 2007AE-assessmentDrill & practiceInquiry learningResource-basedAssociativeFocus on individualLearning through association and reinforcementConstructivistBuilding on prior knowledgeTask-orientatedSituativeLearning through social interactionLearning in contextConnectivistLearning in a networked environmentExperiential, Problem-based Role playReflective & dialogic learning, Personalised learning

10. Some case study examplesInteractive materials, E-assessmentE-assessment, drill and practice Virtual worlds, Location aware devices, Online games Inquiry learning, resource-based learningGoogle, Media sharing repositories, User-generated contentExperiential, problem-based, role playBlogs, RSS feeds, E-portfolios, Wikis,Social networksReflective and dialogic learning, Personalised learning

11. E-assessment

12. Going mobile

13. Inquiry-based learningMy communityThe Personal Inquiry projectInquiry-based learning across formal and informal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/

14. Resource-based learningGLO MakerLearning ObjectsPodcasts - iTunes UOpen Educational Resources

15. Situated learning – virtual exhibitionsWhat can avatars do? Virtual realities in collaborative learningLi et al., 2010, Edmedia conferenceAims to develop proficient technical writing and design skillsCohort of 82 students created a movie poster of the film, AvatarVirtual exhibition in SecondLifeOther examples:Archeological digsMedical wardsArt exhibitionsCyber-lawVirtual language exchangeBeyond formal schooling

16. Role-based learningWills et al., 2010Pheny and Shun, 2009, Ascilite conference

17. Reflective and dialogic learningUsesBlogs and E-portfolios for personal reflection Wikis/social bookmarking for aggregationWikis for project-based workCohort blogs for shared understandingWeb 2.0 tool to connect beyond the courseE-portfolios for aggregation and evidenceTwitter for just-in-time learning Joyes, 2009, Ascilite conference

18. Connectivism and Connective knowledge Personalised learningCritical literacies online

19. Co-evolution of tools and practiceCharacteristics of usersAffordances of technologiesAffordances (Gibson)‘All"action possibilities" latent in an environmentt…but always in relation to the actor and therefore dependent on their capabilities.’For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep.PreferencesReflectionInterestsDialogueEvolvingpracticesAggregationSkillsContextInteractivityBasic communications & gesturesSymbolic representations (words, numbers)1st wave technologies (phone, radio, fax, TV, CD/DVDs)2nd wave technologies networks, mobiles, the Internet)

20. A Tweet is simply 140 characters…Examples of usePosting queriesCommentingBackchannelCrowdsourcingGathering opinionsSharing ideasBrainstormingSocial presenceIssuesYour ‘a-ha’ momentThe right networkYour digital voiceInappropriateness Personal/privateToo much!Use with other toolsA passing fad?

21. Communication+A redefining of what ICT meansAudio & video conferencingMedia sharingForumsGoogle waveEmailWikisBlogsInstant messagingTwitterInteractivityVirtual worlds, online games & immersive environments Web pagesSocial networkingMash ups

22. Digital skills (Jenkins, et al., 2008)PlayPerformanceVisualisationAppropriationNegotiationMulti-taskingSimulationNetworkingDistributed cognitionCollective intelligenceTransmedia navigationJudgment

23. Implications for assessmentTraditional knowledge recall no longer a valid form of assessmentIssues with assessing collaborative learningBlurring of boundaries between ‘teacher’ and ‘learner’Learning no longer ‘bounded’ within the institution

24. Locating assessment practicesActivity-basedGroup-based assessmentDialogic and reflective assessmentProblem-based or role play learningInformal web-based learningNeed new approaches to designTeacher-centredStudent-centredFormal, ‘traditionalcoursesLearner-definedlearningEvidence-based assessmentEssays, examsContent-based

25. Learning Design/Designing for learningShift from belief-based, implicit approaches to design-based, explicit approachesA design-based approach to creation and support of coursesEncourages reflective, scholarly practicesPromotes sharing and discussionAndrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin

26. The learning design concept wheelToolsActivitiesResourcesResourcesTheoryDialogueRepresentationActivitiesToolsToolsActivitiesResources

27. The learning design wheelToolsActivitiesLearning design theoryCloudworksResourcesResources’DesignChallenge’FoundationsCollaborationCourse viewsRepresentationActivitiesToolsToolsActivitiesResourcesExcel templateCompendiumLD

28. Translates into…Tailored guided pathways of different levels of intensity and lengthAwareness sessions‘LD-lite’ workshopsDesign challengesMaster’s level OERFree format

29. Learning design course viewsCourse mapPedagogy profileLearning outcomesCourse dimensionsTask swimlane

30. CloudworksA space for sharing and discussing learning and teaching ideasApplication ofweb 2.0 practiceExamplesfor teachers & learners to share/discussA space for collaboration & communication Helps develop skills needed for engaging with new technologies’

31. Final thoughtsLearning and the context of learning have changedWe need new assessment practices How can we harness increasingly sophisticated e-assessment tools?There will be an ongoing co-evolution of tools and useNew digital literacies are needed for both teachers and learnersHow do we assess beyond the individual (others plus tools)?We need to devise pathways for navigating an increasingly complex digital landscapeThe boundaries between formal and informal learning are blurringChanging learning, teaching and assessment

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