Youenn Leborgne's Library tagged peer →  View Popular

Notions:
video games, social, interactivity, violence, collaboration, transfer (context), creativity, challenge, peer, motivation

Evidence that games in themselves aren't necessarily addictive nor expensive
Their popularity mainly comes from visual action (not necessarily violent action) and interactivity

Violence:
- all media present some violent content
- evidence that violent games breed violent behaviour but the same goes for other media
- two-player aggressive video games, whether competitive or cooperative, reduce the level of aggress in children's play
- attracts boys but is a turn-off for girls (critical issue since video games are the entry point of children to computers)

Skills (depending on games):
- eye-hand coordination
- rules and patterns induction from observation (Pacman example) may generate in much of the games' excitement
- quickness
- parallel processing (more accessible to children whose main media was tv)
- interacting dynamic variables
- visual-spatial skills (Rubik's cubes may do that too)
- coordinate visual information coming from multiple perspectives (same as parallel processing?)
- creative thinking
- character development
- reflection
- construction, programming or other specific skill
- curiosity
- peer-teaching

Fantasy role-playing games are particularly interesting

Multiple levels: constant challenge, tangible progress, scaffolding create a long-term appeal. Provides guidelines to incorporate in all learning situations

** Interesting chemistry game example **

Transfer from medium to skill depends on how the medium is used: often seems to require verbal formulation (need to bring games to the classroom?)

www.hup.harvard.edu/...GREMIN.html - Preview

e-learning design IDGBL_MSc collaboration social peer context game

Notions:
evaluation, course feedback, research methods, colleagues, students, external, peer

Looks at broadly based approaches that can be tailored to specific contexts and needs

Kinds of feedback which are sought depends on both motives and focus
These considerations are influential in determining not only *how* and *from whom* feedback is to be sought be also *when* it is to be elicited - a dimension that's often overlooked

Sources of feedback, each of which has its strengths and weaknesses:
- students
- teaching colleagues and professional peers
- self-generated
- incidental

The more sources feedback draws on, the more robust

It's also important to consider the methods of feedback (see also Hounsell et al 1997)

Questionnaires are very useful but can generate 'fatigue' and happily, there are alternative approaches, including 'instant' questionnaires, 'one-minute' papers, proformas, focus groups, student panels, structured group discussions, discussion boards.

Techniques used for gathering feedback from colleagues can be adapted for self-generated feedback

Teachers are in a unique position to analyse data gathered but equally crucial is the need to acknowledge that it can benefit from the involvement of others

In many situations, there is no ideal or obvious response to feedback, but rather, an array of options from which a choice has to be made. Sometimes, we may benefit:
- consulting with colleagues because of resource implications
- further probing to pinpoint more precisely the nature of concerns expressed
- getting students' views on the various options under considerations

www.routledgeeducation.com/...er-Education-isbn9780415434645 - Preview

e-learning ECDEL_MSc evaluation research peer feedback design

Notions:
evaluation, course feedback, research methods, colleagues, students, external, peer

** A must read **

Draw from several sources and methods (so as to avoid 'questionnaire fatigue' for example) of feedback, depending on its aim, focus, constraints, etc.

1. Course team colleagues:

- course team interaction
- previewing

2. Students

** Many forms of feedback collection are examined and examples of such tools are given **

- structured discussion
- the pyramid approach
- nominal group technique (NGT)
- student panels
- post-it displays
- email comments and variants
- staff-student consultative committees
- assignment, placement and project logs
- conventional questionnaires
- pro formas
- on-line questionnaires
- one-minute questionnaires

3. External academic colleagues and and professional or industrial peers:

- comment on course materials
- external examiners and assessors
- quality assessment and accreditation

4. Incidental feedback

eric.ed.gov/...detailmini.jsp - Preview

e-learning ECDEL_MSc evaluation research peer feedback design

Notions:
science inquiry, World of Warcraft, virtual world, social, peer, community, society

A MUST READ

Research on game-based learning indicate that such technology and communities may be one alternative - not as a substitute for teachers and classrooms, to textbooks and science labs.

"Science is built up of facts, as a house is built of stone; but an accumulation of facts is no more science than a heap of stones is a house"
This paper presents empirical evidence about the potential of games for fostering scientific practices which is different from content knowledge per se:

1. scientific discoursive practices
2. systems- and models-based reasoning
3. tacit epistemology

See paper for more details about findings

** Read implications and discussions section **

- An overwhelming majority of conversation is dedicated to productive forms of discussion and problem solving
- The predominant epistemology is evaluative (appropriate to science reasoning) which differs significantly from that of other cultural norms, including that of the typical American classroom.
- Solutions developed by one person are referenced, debated, and built upon by masses of other participants, not merely a handful of designated experts
- In a school system sometimes side-tracked by testing regimes that pressure teachers and students to focus on only a narrow range of topics, popular culture contexts such as these might be a nice complement to classrooms
- Demonstrating that game communities such as those in WoW engage in important forms of science literacy again raises the specter of a new form of digital divide — one not between the have and have-nots, but between the do and do-nots
- We should actively seek out ways to build bridging third spaces between school and home that incubate forms of academic play such as those studied here. In so doing, we might address both growing digital divides at once

209.85.229.132/search - Preview

e-learning IDBGL_MSc social peer community virtual_world society

Notes:
e-learning design, induction, development, collaboration, social, peer, activities, tasks

1. The 5 stage framework and e-tivities

I HAVEN'T READ THAT CHAPTER ENTIRELY YET BUT I WOULD CERTAINLY BENEFIT FROM DOING SO

Her model makes an argument for increasing the skills and comfort of online learners through the use of appropriately scaffolded learning activities over five stages
(very effectively applied on IDEL, which first few weeks were like an introduction to the whole Masters)

** Figure 2.1 (p. 11) an the text in front are crucial as it sums it all up nicely **


2. Resources for practitioners: 5 spark ideas for e-tivities

** Fantastic and inspiring list of e-tivities that can be applied (sometimes needs adaptation) at the various stages of the model **

Stage 1: Access and motivation
Quick e-tivities; giving practice with technology; offer 1-1 support for anyone in need; provide rationale

Stage 2: Online socialization
Getting to know each other; understanding the approach the group will take; impatience means that some e-tivities will need to be disguised a little; watch for issues of equality when using humour (netiquette?)

Stage 3: Information exchange
Suggest and model strategies for active online learning; help participants to deal with mass of messages; help them personalise and prioritise learning tasks and social interactions

Stage 4: Knowledge construction

Stage 5: Development
Try to allow maximum choice; make summaries and archives accessible; focus on self-reflection and evaluation of the learning (often assessable to ensure alignment)

www.atimod.com/...intro.shtml - Preview

e-learning design IDEL_MSc ECDEL_MSc collaboration social peer resource reference

Notions:
online learning, approach, conception, experience, interactivity, computer conferencing, simulation, game, social, reflection

The environment makes some activities possible and constrains others but it doesn't change the fundamental processes of human learning.

Given the nature of online learning, it is particularly productive to view it as examples of students' learning from experience.

Much of the early use of internet in teaching has been to reproduce existing practices (and often ineffective practices)

It is critical for learning designers to provide activities to facilitate students' engaging with and making sense of (reflection, active construction and social construction) the content delivered.

Earlier study identified 5 propositions about learning from experience:
- experience is the foundation of and the stimulus for learning
- learners actively construct their own experience
- learning is a holistic process
- learning is socially and culturally constructed
- learning is influenced by the socio-emotional context in which it occurs

Potential of interactivity and communications.

Affordances: analogue of what skilled and experienced teachers do to engage learners in those aspects of the curriculum that will have the most impact on their learning.

Crucial role of the moderator in designing and facilitating learning activities that assist learners to learn from experience. Key features include:
- establishment of a climate for learning that values the learner
- active engagement with problems and challenges
- interactivity and responsiveness
- simulation of rich environments
- peer discussion

Examples of online debate and role-play/simulation.
List of the ideas included by the design features of an online debate, role-plays and simulations to afford learning from experience

Need to test what is regarded as affordances to see if it works.

Learning doesn't occur in isolation and isn't a purely intellectual enterprise: a function of the emotional and personal support we gain from others.

books.google.fr/books - Preview

e-learning social peer reflection ULOE_MSc ECDEL_MSc multimedia

Notions:
e-learning, assessment, design, control, power, authority, peer, social, participation, hierarchy

Assessment is a primary location for power relations

Development of less hierarchical approaches to learning and teaching.
Corresponding changes in the practice of assessment are harder to find

** Sharing the procedures of assessment doesn't necessarily result in more democratic processes: **

- may cause anxiety and frustration
- ambiguity resulting from the redefinition of the tutor's role
- make reasonable expectations as to what the students will be able to do
- if students know that the tutors will intervene if the marking is unsatisfactory, then the marking can't be said to participative or empowering
- fear of receiving a bad mark if a bad one is given
- differences present in learning groups: granting of freedoms by the teacher can result in that control being taken by another agency
Individuals' status and influence informed by who they are in the wider society, in relation to age, gender, sex and race.
Perceived ability may also play a role

Operating assessment methods which encourage learners to be supportive to fellow learners while developing their skills in critically evaluating the work of others, is a challenging, complex process

Putting into practice participative assessment requires tutors to be prepared and able to work with the complex social processes which are generated. If not, traditional practice may be preferable.

Empowering pedagogy doesn't dissolve the authority or power of the instructor. It does move (if previously mentionned barriers successfully addressed) from power as domination to power as creative energy.
Classrooms needn't always reflect an equality of power, but they must reflect movement in that direction.

www.ingentaconnect.com/...art00003 - Preview

e-learning design ECDEL_MSc peer social assessment

Notions:
scaffolding, feedback, social, context, collaborative, peer, constructivism

** Characteristics of constructivism **

Three-stage process proposed by the authors that can be used in many settings (including diagram):

1. Designing learning tasks

open-ended learning environments

- authentic context
- authentic activities (give meaning and structure but little directed content) such as task-based, problem-based learning and case study
- authentic assessment seamlessly integrated in the activity, able to provide criteria for marking varied products

According to Toohey, designing activities around outcome results in a performance-based approach though (but authors explanations make sense)

2. Designing learning supports (elements used to provide scaffolding)

usefulness of peer work

- creating collaborative learning activities
- coaching and scaffolding of learning by the teacher and other students
- providing opportunities and support for reflective learning
- encouraging articulation and expression of understanding

3. Designing learning resources

suggestions that content should assume a far lesser role in the design process
use of a variety of resources to provide perspective and leave freedom as far as learning trajectory is concerned

- access to expert performances and the modelling of processes
- multiple roles and perspectives

Examples of programs designed using that framework

www.ingentaconnect.com/...jsessionid=f07iri3afemkt.alice - Preview

e-learning design ECDEL_MSc feedback social collaborative context peer

Notions:
online, design, constructivism, collaboration, peer, social, community, context, reflection, feedback
References to course evaluation survey

Curricula customised to learners' prior knowledge, teaching strategies tailored to background and responses, open-ended questions that promote extensive dialogue among learners
Authentic tasks, reflective practice, collaborative construction of knowledge through negotiation

Extensive course planning is needed

Students use technology to articulate knowledge, reflect on learning, support meaning making, construct personal representations and mindful thinking

Distance education can be as effective as traditional education when appropriate methods, peer-interaction, timely teacher feedback

Elements that need careful consideration:

1. Presentation of content
Variety of multimedia resources, supportive course overview or welcome page

2. Interactions
Instruction should be design-driven and planned. Topic-based discussions, peer-critique and role-playing. Immediate communication behaviours. Role of instructor varies from content authority to facilitator.
Graded discussions result in stronger participation and sense of community. Socialising.

3. Individual and group activities
Balance between individual work, class discussions (skillfully facilitated so as to trigger self-directed learning and collaboration) and group work.
Group work:
- positive interdependence among learners
- regular group self-evaluation
- behaviours promoting each member's learning
- individual accountability and personal responsibility
- frequent use of social skills
Role of instructor

4. Assessment
Multiple forms of assessment (with some negotiation): discussions, tests, portfolios, individual and group projects
Peer-evaluation, timely feedback
Course evaluation to improve it (references given)

www.sciencedirect.com/science - Preview

e-learning design ECDEL_MSc peer collaboration social community context reflection feedback

Notions and references:
formative assessment, feedback, self-regulation , self-assessment, autonomy, reflection, peer instruction, vote, confidence testing, time on task

References about the 7 principles of good feedback practice in relation to learner self-regulation.
References about 11 conditions under which assessment supports student learning.

The concepts of self-regulated learning and academic success are central to this paper.

Starting assumption is that students are already engaged in self-regulation but that some students are better at self-regulation than others.

Two case studies showing how ICT can support the development of learner self-regulation. Also provided are some illustrative examples of how learner self-regulation might be supported using multiple-choice tests.

For each case study, outline of mapping between the new settings and the 7 principles.

Example 1: psychology

Task questions are progressively more difficult, responses move from individual to group response and a model answer for comparison at each stage.
Opportunities for constructive formative assessment (scaffolding) linked to supportive peer discussion.

Students positive about experience (collaboration, self-confidence, understanding)

Findings have given them the confidence to propose a radical redesign of the 1st-year class

Example 2: mechanical engineering

Active-learning sessions

Peer-instruction: a form of Socratic Dialogue or ‘teaching by questioning'
Typically:
- teacher briefly explains concept
- MCQ by EVS
- "convince your neighbour that you have the right answer"
- retest or class-wide discussion
- teacher clarifies correct answer

Alternatives:
1: "just-in-time-teaching"
- MCQ: show areas of weakness
- focus of the EVS session is based on these areas of weakness
2
- confidence testing (CBM): students engage in metacognitive thinking

Huge success

More power when assessment principles underpin implementation (as in EVS) and when the implementation blends online/offline interactions (as with just-in-time-teach

eric.ed.gov/...detailmini.jsp - Preview

e-learning OA_MSc self peer collaboration assessment reflection feedback tool

Notions:
emotions, mental models, self-reflection, context, identity, peer assessment, negotiation, collaboration

"learning to learn" involves a far deeper and more personal self-reflexive process
Questionning of givens and perceptions and the mutual influence of the one on the other are essential

1. Development, engagement and exploration of the whole person

2. Assessment offers the potential leverage on learning to learn but is also inextricably linked with it

HE carries the belief that participants can develop the rational power necessary for mastery of a given discipline, but the assessment process seems not to admit this rationality
An authoritarian and summative approach to assessment reinforces the power differences between staff and students, measures a limited range of abilities and encourages surface approches to learning
Assessment is central to the development of autonomy
Shift from traditional mode of control of educator to a more facilitative role
How can the process of knowledge acquisition and assessment achieve the transfer of knowledge and not stifle creativity? Reconciling "public" and personal knowledge
The acquisition of personal knowledge is for the individual at one level an attempt at meaning making, and at the level of learning, to learn an attempt at understanding that process of meaning making
The "accuracy" of collaborative, peer, and self-assessment (underrepresented in HE) provides the possibility of greater formative value, for students and educators
There are reservations to both ends of Heron’s continuum (unilateral <-> self assessment strategies): more collaboration but institutions still have a role to play
The pitfalls of non-involvement of the learner are much more serious than those of involvement
The curriculum needs to be negociated between learner and educator
The learning process is more fundamental than its results
** List of a number of principles of assessment practices **
We may need to turn the process of learning to learn upon ourselves

www.informaworld.com/...tent~content=a713696137~db=all - Preview

e-learning ULOE_MSc idea self reflection context peer assessment collaboration design

Notions:
EVS, MCQs, self-regulation, peer

A key message is that the power of MCQs (to enhance learning) is not increased merely by better test construction. Power is also achieved by manipulating the context within which these tests are used.

List of limitations to MCQs: better for lower-order skills (?) limited feedback, recognition rather than construction of answer, no role for students setting the goals and standards

The 7 principles of good feedback practice framework provide a clear lens through which to design and evaluate practice

Applying the 7 principles in relation to MCQs:
1. Clarifying goals, criteria and standards
Having students construct the tests themselves
2. Self-assessment and reflection
Administering MCQ in an open-book situation (quality of the questions particularly important). CBM can be used to increase reflection
3. Delivers high-quality feedback
Enhacing MCQ feedback by relating it to other classroom activities
4. Encourages dialogue around learning
Having students work in small groups to construct tests or to comments on tests. Having students to discuss their answer as they're taking the test or to initiate a class discussion of answers to tests
5. Feedback and motivation
Repeating opportunities to take MCQ tests (highly motivating). Motivation further enhanced when this formative procedure is linked to later summative tests of a similar format
6. Closing the gap
Repeating MCQ tests until a satisfactory performance is reached
6. Feedback shaping teaching
MCQs might be presented before students come to a lecture and even linked to homework assignments. The teacher then use the results of tests to identify areas of learning difficulty and to decide where to focus teaching effort in class or in further online tasks (form of "just-in-time teaching")

** Highly interesting list of case studies discussed against those 7 principles **

Increased power can be leveraged from MCQs when they are linked to a clear pedagogical goal and implemented in relation to a coherent set of principles

www.informaworld.com/...a772826527~db=all~jumptype=rss - Preview

e-learning assessment self peer collaboration OA_MSc feedback tool

Notions:
sustainable assessment, lifelong, long-term, participation, community of practice, constructive alignment, feedback, peer, collaboration, formal, informal, context

HE must equip students to learn beyond the academy once it's no longer available

A few limitations of both summative and formative assessment are identified
Ability to be an effective assessor of learning is central to sustainable assessment

Assessment tasks often emphasise problem solutions rather than problem formulation
Students are discouraged from working collaboratively
A few negative influences of assessment on students' behaviours are identified
Need for learners to identify for themselves what they need to learn

Formal features can be identified in what is otherwise taken as informal learning and vice-versa
Sustainable assessment is a way of building on summative and formative assessment to foster longer-term goals

Participating in communities of practice can be a helpful way of viewing students as learners
Learning in educational settings tends to be decontextualised (stark contrast to learning in work and life)

Points to be taken into account for making assessment practices more sustainable:
- importance of a standards-based framework to enabled students to view their own work in the light of acceptable practice
- belief by teachers that all students can succeed
- belief to foster confidence about students' capacity as learners because their beliefs about this affect achievement
- need to consider seperating comments from grades because grades distract from engaging with feedback
- need to focus assessment on learning rather than performance
- vital role of the development of self-assessment abilities
- encouragement of reflective assessment with peers
- ensuring that comments on assessment tasks are actually used to influence further learning

** List of illustrations of thinking about everyday practices that emphasise preparation for learning that is socially constructed, participative, embedded, contextualised **

www.informaworld.com/...tent~content=a747644284~db=all - Preview

e-learning OA_MSc assessment peer community collaboration social context feedback

www.language-exchanges.org - Preview

e-learning language social community peer

Notions:
assessment, feedback, collaboration, constructivism

3 main dichotomies/classifications of assessment:
- positivist and interepretivist approaches
- formative and summative assessment ("feedback" and "feedout")
- process and product

Characteristics of constructivist teaching and learning are given.

** Characteristics of the on-line Masters programme in primary health care are detailed **

1. Integrating assessment and online collaborative learning processes

The emphasis in "third generation" distance education is on learning as a social process, involving active construction of new knowledge and understandings through group interaction and peer discussion.

** List of theoretical assumptions and perspectives on collaborative learning**

The course design places the collaborative learning experience at the heart of each study unit:
- At first, students study individually
- They then take part in a virtual seminar, including some peer assessment
- They finally take the assignment

The involvement in peer assessment is an important component of the online discussion:
- by looking at some other's attempt at a task, students learn from their own attempts
- they develop lifelong learning skills
- it helps them understand how assessment work

To prompt students into exchanging, discussions are allocated 10% of the assessment.

2. Feedback in the online environment

Feedback has an ‘extraordinarily large and consistently positive’ effect on student learning.

Partly occurs through the online discussions. Also opportunities for personalised one-to-one student/tutor, students/students and tutors/tutors communication.

** List of conditions under which feedback supports learning **

Dangers of overload

www.informaworld.com/...t=a747644280~db=all~order=page - Preview

e-learning assessment peer social collaboration OA_MSc feedback

Notions:
summative, formative, assessment, forward-looking feedback, peer learning

Assessment in Hong Kong has generally been characterized as examination-oriented.

Part 1: a framework for "learning-oriented assessment"

Learning-oriented assessment applicable to both summative and formative assessment.
Learning-oriented assessment is about putting learning at the centre of assessment and reconfiguring assessment design so that the learning function is emphasized.

Its components are:
- assessment tasks as learning tasks
- student involvement in assessment processes
- forward-looking feedback

Part 2: implementation of this framework on a multimedia and web authoring module

The module focused on learning about multimedia and how to develop a web site for educational purposes.

The module was taught using blended learning (i.e., a combination of face-to-face learning with online learning) and emphasized peer learning and project-based learning.

4 assessments to distribute students' efforts evenly:
- online discussion (15%)
- reflective journal (15%)
- group project (40%)
- exam (30%)
Multiple assessment strategies to cater to the individual differences of the students.

Emphasis on forward-looking feedback (from tutor and peers)

Evaluation:

Positive responses to peer learning
Potential of project-based learning well understood

we believe it more worthwhile to emphasize the learning potential of peer feedback processes rather than whether peer grading is involved or not.

Assessment load was too heavy.

eric.ed.gov/...detailmini.jsp - Preview

e-learning assessment peer OA_MSc feedback

Notions:
conceptions, approaches, context, experience

Aim:
This research study investigates the strength of associations between key aspects of the face-to-face and online student experiences, and the extent to which the students experienced associations between these contexts and their learning outcomes

Key aspects of the student learning experience in HE include: students' conceptions and approaches to learning (...)

Good online discussions foster effective collaborative learning

A cohesive conception of discussions as a way of learning is
strongly associated with a deep face-to-face approach to discussions and a deep online approach to discussions

If the students did not understand how discussions could help them interrogate, reflect on and revise their ideas, they tended not to approach either the face-to-face or online discussions in ways likely to improve their understanding

For the teacher/designer, this insignt is critical. It should be one of the main foundations informing the shape and design of such "distributed" discussions.

There are already clear implications that students need to be helped to a better understanding of what they can gain through mindful engagement in productive discussions (whether online, face-to-face or both) and that such an understanding needs to be reflected in the design of discursive learning tasks

www.informaworld.com/...content~db=all - Preview

e-learning design context peer social collaboration reflection ULOE_MSc

Notions:
assessment, self-regulation, feedback
References to research showing that effective feedback leads to learning gains

In this model, students are assumed to occupy a central and active role in all feedback processes

Students already possess some of the same evaluative skills as their teacher

Designing environments that make learning processes explicit.

Good feedback practice that strengthens students' self-regulation capacity:

1. helps clarify what good performance is (goals, criteria, expected standards);
=> exemplars, better definitions, discussion and reflection, peer assessment, workshps where students design assessment criteria
2. facilitates the development of self-assessment (reflection) in learning;
=> peer assessment, reflection, identifying strenghts/weaknesses, compile a portfolio
3. delivers high quality information to students about their learning;
=> regular feedback, linked to pre-defined criteria, timely feedback, corrective advice, prioritarising and limiting amount of feedback, online tests
4. encourages teacher and peer dialogue around learning;
=> teacher/student dialogue, peers dialogue, feedback discussion, peer feedback (esp. before submission), group projects about criteria before assessment begins.
5. encourages positive motivational beliefs and self-esteem;
=> praise effort and strategic behaviours, many low-stakes assessment, marks after response to feedback, re-writing of work, automated testing with feedback, drafts and resubmissions
6. provides opportunities to close the gap between current and desired performance;
=> feedback on work in progress, resubmissions, 2 stage assignments with stage 1 feedback helping stage 2, provide "action point" or model strategies, involve students in identifying own action points in class
7. provides information to teachers that can be used to help shape the teaching.
=> one-minute papers, students requesting feedback they'd like, identifying where're they're having difficulties, identifying (in groups), "a question worth asking"

www.informaworld.com/...t=a743789423~db=all~order=page - Preview

e-learning self peer assessment feedback reflection OA_MSc

Notions:
formative assessment, e-portfolios, peer, self, stories, connections

An educational portfolio contains work that a learner has collected, reflected, selected, and presented to show growth and change over time

Portfolios can have multiple purposes (accountability, learning, marketing), which paradigms are at odds, philosophically, with each other.

Need to specify which type of portfolio we're talking about.

The conflict is especially detrimental when one seeks to use the portfolio for learning purposes, yet tells portfolio authors that their portfolios will also be used for high-stakes assessment or as a device for obtaining a job.

Formative assessment is key to learning. Peer-assessment helps students develop skills required by the self-assessment, while both are crucial to formative assessment.

List of the 10 principles of assessment for learning

Features of the software used for authoring electronic portfolios can determine whether the portfolio will be primarily summative or formative

List of differences betwen e-portfolio and online assessment systems

Harmful influence of high-stakes summative testing on teaching and learning

Design of a new taxonomy that balances the needs of the institution for
an assessment management system while meeting the needs of learners for a reflective portfolio that supports deep learning. 3 parts:
- A digital archive of learners' work
- A learner-centered electronic portfolio "using the learner's authentic voice"
- An institution-centered database to collect faculty-generated assessment data based on tasks and rubrics

List of factors requiring that portfolios be maintained separately from an institution's assessment system.

Hyperlinking leads to metacognition, which leads to deeper learning. Learners should have the opportunity to actively connect elements of their knowledge, consider how artifacts of learning reflect their values and goals, assess their own learning, receive feedback from members of a learning community, and formulate new learning goals.

ictlogy.net/...projects.php - Preview

personal e-learning assessment peer self reflection showcase tool IDEL_MSc

Notions:
feedback, self-regulation, peer, time-on-task, involvement

Feedback as it's delivered in mass higher education is a monologue trying to do the work of a dialogue
Improving feedback comments on its own doesn't necessarily improve learning: this is usually done by improving feedback AND other measures (self-assessment, etc.)

A project driven by the idea of assessment for learner self-regulation

Although the best quality feedback may come from the teachers, there are many sources of feedback that can help learners to improve and self-regulate:
particularly, we should try to use more peer-feedback in assisting that from the teacher
We must also look at the whole cycle such as the fact that the learning criteria are understood (otherwise, feedback is useless), etc.


Nicol was influenced by 2 body of research:
1. Idea of time on task: students should be set a series of regular activities throughout the year (so they generate their own feedback, discuss activities with their peers, etc.)
2. A review of case studies which led Nicol to work out 7 principles

A case study showed that after redesign (at the core of which was peer-work), students:
- used model essays from the group to self-assess and self-regulate
- were encouraged to work collaboratively on all the tasks of their activities and provide feedback to one another to improve the group's work
- worked exceptionally hard on the collaborative activities (high motivation) and produced the best results the institution had seen even though they were not given a mark
- formed spontaneous communities and the social aspect had a positive backwash effect on the academic aspect

The more students are involved in the activities/the more responsability they're given, then the more likely they are to develop their ability to self-regulate and manage their own learning
A very interesting idea is the introduction of confidence tests where the tests themselves would be written by the students

www.tla.ed.ac.uk/...Colloquium2008.htm - Preview

e-learning self peer feedback collaboration OA_MSc