A new approach to assessing online intercultural exchange eurocall5
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Presentation for Eurocall 2015 with Mirjam Haulk.
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A new approach to assessing online intercultural exchange eurocall5
- 1. A new approach to assessing Online Intercultural Exchange: soft certification of participant engagement Mirjam Hauck, The Open University/UK and SUNY/US Teresa MacKinnon, University of Warwick/UK
- 2. ● Challenges of Online Intercultural Exchange (OIE) well documented (e.g. Guth, Helm & O’Dowd, 2012; MacKinnon, 2013) ● Complexity of shared accreditation explained (Aguirre & Quemada, 2012) ● Added value of participation in OIE accepted ● Potential of OIE to serve goal of virtual mobility in HE acknowledged
- 3. How do we support motivation that leads to sustained participation and interaction? → Learning from MOOCs and NOOCs! ● network-, task-, content-based approaches (Lane, 2012) ● task-based MOOCs comparable to OIE → Badging as a way of ● recognising achievement ● driving engagement
- 5. 5 Cross and Galley (2012) Typology of badges
- 6. Role of Badge Benefit of the badge Creator (awarder) 1. As a motivator / 2. To promote engagement / A solution to the 'motivation issue' for open courses that have no formal assessment (or at least teacher marked qualification-related assessment). The drop-out rate for such courses is much higher than for traditional courses (even up to 90-95% of registrations). 4. As a meaning maker / 5. Signifier of learning objectives Badges can help describe what is important and can be constructively aligned with learning outcomes. Achievement of a badge may be seen as evidence that an outcome has also been achieved 8. As a valuer Both the existence of a badge and uptake of it by learners, can help confer value to something that is clearly import to the awarder (otherwise why create the badge) 9. As a symbol of identity / 10. As a means of association Helps tie the learner to the awarder and in so doing deepens the association between them and others holding the badge. For social or political groups for whom the goal of a qualification/award is not the primary purpose, badges can provide shared goals (or other foci) around which badge-seekers and badge-achievers can associate.
- 7. O’Dowd and Ware (2009) Taxonomy of Tasks: ● Information Exchange Tasks where participants provide their partners with information for example about their personal backgrounds and their home cultures. ● Comparison and Analysis Tasks requiring learners to exchange information but also to go a step further and carry out comparisons or critical analyses of cultural products (e.g. books, surveys, films and newspaper articles). ● Collaborative Tasks requiring participants not only to exchange and compare information but also to work together to produce a joint artefact or reach a joint conclusion.
- 8. Badges to address pitfalls in OIE: Challenges: Task design often complex Multiple factors impact upon success of OIE Gaps in tutors’ OIE-related competences How badges can help: Positioning of badges can make learning design choices and intended learning outcomes explicit Badge award can reflect facets of success Badge pathways help tutors identify professional development needs
- 9. The motivation question • Badges can be “a clear way of expressing what is valued by a community”. Halavais 2011, p. 269 • Tasks which provide constructive alignment with desired learning outcomes and are situated within the relevant learning context can offer “a powerful new way to motivate learning” (Hickey & Zuiker, 2010). • Using badges to recognise the incremental acquisition of sub skills needed to carry out OIE tasks can help to gradually build essential digital literacies to combat the “new digital divide” Brandtzæg et al., 2010 • The psychology of collection is a powerful force, use responsibly!
- 10. large scale virtual exchange Warwick/Clermont Ferrand, France used to pilot open badges and OIE OIE tasks available in uni-collaboration.eu
- 11. “...the future belongs to those who learn to work together with other groups without regard to location, heritage, and national and cultural difference” (Grandin & Hedderich, 2009)
- 12. postingprebadges
- 13. Towards a framework: ● based on an incentive-centered approach ● starts with task categories (O’Dowd & Ware, 2009) ● suggests positioning for badge types in order to optimise engagement ● Emphasises meaningful activity ● most badges are types 1 and 2
- 14. A proposed framework for open badges in OIE
- 15. Insights gained from implementation: ● Learning design ● Technical
- 16. Learning design Importance of establishing the purpose of the OIE and embedding in curriculum Constructive alignment: Align task sequences with learning outcomes in order to position badges appropriately Allow time for support, guidance and dissemination
- 17. Technical Badge schema needs central place on platform Award notifications should be immediate, establishing a clear link between activity and award Robust technology to provide reliable, sustainable award Always pilot in your context
- 18. Preliminary conclusions: Badges provide a route to the acquisition of complex skills, confidence builds competence. Badge collection should not become the means and the end, but remain the means to an end, namely enhanced learner motivation. Badges can help to balance extrinsic and intrinsic motivation. Badge selection and positioning must be informed by learning design and not the other way round. Badges can gamify learning but should be chosen and placed with care to support learner ownership of learning progress.
- 19. Thank you! Hauck, M. & MacKinnon, T. (in press). A new approach to assessing Online Intercultural Exchange: soft certification of participant engagement and task execution. In: R. O’Dowd and T. Lewis (Eds.) Online Intercultural Exchange. Routledge. @warwicklanguage@OULanguages
Editor's Notes
- Mirjam: Teresa has brought me to the world of Badges and Badging for the purpose of accreditation in our work (OIE), has authored a book chapter with me based on the content of what we are going to talk about today.
- Mirjam: There is a substantial body of literature that documents quite well the many challenges that we face as faculty when we embark on telecollaborative exchanges, also known as virtual exchange, Collaborative Online International Learning (COIL) or Online Intercultural Exchange (OIE). And our discipline is known for our willingness to review how effective our work actually really is. One focus has been shared assessment and accreditation and again, the challenges and the complexity of the task at hand are well documented in the literature Still, despite the hurdles, we remain deeply convinced that what we are doing is worthwhile, and not only that, we all feel very passionate about the fact that we are opening the doors of our classrooms to the world through the ether and have managed to establish that Online Intercultural Exchange is a pedagogical model that extends the intercultural experiences for all involved serves the goals of virtual mobility and helps us to achieve the internationalization of the curricula at our institutions.
- Mirjam: But, as I said, we are well aware that what we are doing is a very complex activity and requires significant motivational support and boosts for both the learners and the educators involved. So one of the key questions we continue to battle with is how we can motivate our students so that they participate, interact and collaborate all the way through an Online Intercultural Exchange.
- Teresa: offer a flexible mechanism for recognising achievements on the journey to more substantial goals in both formal and informal learning contexts tools and infrastructure required for badging have attracted growing interest an informal alternative to more traditional accreditation or enhance the recognition of learning efforts in areas where development of accreditation is slow, like ours “an online record of achievements, tracking the recipient’s communities of interaction that issued the badge and the work completed to get it Open badges: owners can migrate badges earned from different badge awarders and share them using backpack in own channels, open standard so that issuers can create own ecosystem, set expiry if wanted. Image file+hard coded information which tracks back to issuer and information. Free tools for design (badge.me) and community (badge alliance). Use of open badges in HE/eportfolios http://www.learningfutures.eu/2014/07/eportfolios-open-badges-maturity-matrix/ Serge Ravet (leading badge Europe and europortfolio (EU initiatives)
- Mirjam: To develop our framework for Badging in the context of OIEs we have taken an existing typology of badges which has been developed by two colleagues at the Institute of Educational Technology at the Open University, Rebeccas Galley and Simon Cross, and have mapped this typology onto an existing taxonomy of tasks for Online Intercultural Exchange developed by Robert O’Dowd and Page Ware. Cross and Galley’s typology of badges is inspired by the idea that course develops like a “learning arc” or a journey with a beginning and an end. This definitely also applies to OIEs which are actually often compared in the literature to joint learning journeys for the participants. Now, Cross and Galley’s argument is that we need to systematically seek out opportunities to acknowledge achievement in the following way: rewarding the attainment of a way point such as passing a quiz or a test, completing a single activity rewarding effort (cumulative; hours of time committed or number of activities completed) rewarding deviation from the main “learning arc” and encouraging “exploration, deeper learning, and independence”. Badges can intersect with the learning arc or journey at various points and fulfill a slightly different role depending on where and when they come into play.
- Teresa This selection of badge roles from Cross and Galley’s work was chosen as suitable for our purposes. Incentive-centred approach, emphasis on meaningful learning for both student and teacher. Badge placement is the main challenge. Important to uncover whether the intended role of a badge was perceived in the same way by recipients.
- Mirjam: For our framework we have mapped Cross and Galley’s Badge Typology onto O’Dowd and Ware’s Taxonomy of Tasks for Online Interultural Exchange. Back in 2008/2009 O’Dowd and Ware have carried out an extensive review of the literature on OIE and have found 3 broad categories of tasks which are popular among educators and students: Information Exchange Tasks where participants provide their partners with information for about their personal backgrounds and their home cultures. Comparison and Analysis Tasks that requiring learners to exchange information but also to go a step further and carry out comparisons or critical analyses of cultural products (e.g. books, surveys, films and newspaper articles). Collaborative Tasks requiring participants not only to exchange and compare information but also to work together to produce a joint artifact or reach a joint conclusion.
- Mirjam: 1. Task design in OIE is often complex: Positioning of badges can make learning design choices and intended learning outcomes explicit to both the faculty who are team teaching and both cohorts of learners involved. 2. Multiple factors have an impact on success of OIE: Badge award can reflect facets of success and acknowledge small achievements. 3. Badges can also be used for pre- and inservice professional development in teacher education.
- Teresa Incentivising learning activity is controversial, long debated in psychology. For Downes (2011, n.p.) motivating participants to remain engaged in MOOCs is not an issue: “One big difference between a MOOC and a traditional course is that a MOOC is completely voluntary. You decide that you want to participate, you decide how to participate, then you participate. If you're not motivated, then you're not in the MOOC.” Deci and Ryan’s (2001) Self-Determination theory: “…people are motivated from within, by interests, curiosity, care or abiding values. These intrinsic motivations are not necessarily externally rewarded or supported, but nonetheless they can sustain passions, creativity, and sustained efforts.” (http://www.selfdeterminationtheory.org/theory , n.d.) Halavais stresses that badge systems carry a set of ethical expectations which should be “consistent, cohesive and appropriate to the context” (p. 371).
- Teresa Clavier was the test bed for piloting open badges, established over 5 years, large scale. Tasks available in unicollaboration.eu, case study in INTENT report.
- Teresa: A brief opportunity to remember why we are doing this – tweeted photo of current visit to Clermont (20 degrees) by Warwick students. Context: preparing young people for a world where change is a constant, and technology use is ubiquitous, shift to emphasis on competence, employability agenda, importance of having secure space to find out more about managing your professional identity online and exploring intercultural relationship building. Awareness of transversal skills – making the learning explicit. OIE takes place in the overlaps of the venn diagram here which comes from OECD report on skills DeSeCo project http://www.oecd.org/education/skills-beyond-school/definitionandselectionofcompetenciesdeseco.htm MFL graduates have failed in the past to communicate the insights they have into international collaboration, virtual mobility as a means to extend the intercultural experience, has led to increased physical mobility.
- Mixed methods approach to investigating the deployment. More detail available in the book chapter. Quantitative: Likert scale: 75% survey respondents (60 students) scored 3 or more out of 5 for satisfaction with experience (1= low 5 = high) Qualitative: One set of results from research into effect of deployment on Clavier EWC interaction, positive feedback loop supporting posting over lurking Also qualitative feedback e.g. from forum discussions – French students discussed in English how to get a badge.
- Mirjam
- Teresa to demo, quick tour (will autotweet links)
- Teresa Findings from implementation. Clavier pilot allowed us to question our findings arising from the literature in relation to real implementation of open badges in a large scale, successful OIE. Badges were awarded to both staff and students and follow up interviews gave detail of how they were perceived. Overview - Challenges presented in implementing OIE are as significant for educators as they are for learners 82 badges earned by end of term 1 (less than 8 week period) Follow up interviews revealed lack of awareness of badging Specific recommendations grouped in 2 areas
- Teresa The purpose of Clavier was to connect two student cohorts and facilitate the establishment of trust based relationships, it supports both formal and informal learning opportunities. The agreed series of tasks, some of which are optional, take place largely outside the classroom and mobilise the affordances of social media using hashtags which we then use to aggregate exchanges back into the online shared space (EWC). Task sequences are available on unicollaboration.eu http://www.uni-collaboration.eu/ Badge award presents an opportunity for recipients to reflect upon the nature of the skill/s they have acquired if the badge placement is appropriate, must be aligned with OIE learning outcomes. More time needed to build understanding of the badging concept and support embedding – face to face sessions and opportunities to discuss.
- Teresa Communication of schema – level of visibility important, problematic for us (diverse communication channels) Immediacy – award should result in instant push notification, messaging settings should reflect this so that recipient cannot miss the notification which ideally also contains information about the schema and badge export possibilities. Badge trackbacks require a URL that will be maintained/managed for the life of the award. Only as good as the infrastructure. Practice makes perfect!
- Mirjam Including badges as part of course design offers an opportunity to the learning designer to reflect upon the assumptions that underpin their approach and to make explicit their intended learning outcomes Can foster an increased awareness of digitally mediated forms of communication and Open Badges can be aligned with this desired outcome. Ideally learners as co-designers should be part of the course design process.
- both