Youenn Leborgne's Library tagged self →  View Popular

Notions:
identity, game, context

A MUST

Gee's tripartite play of identities defines (in the game setting but Gee shows that the same applies to learning) something similar to Lave and Wenger's peripheral legitimate participation:
- real-world identity: the *player* as character
- virtual identity: the player as *character*
- projective identity: the player *as* character

The projective identity represents the active engagement and investment by the player (or learner) in the development trajectory of the game (or learning) context
Many examples explaning projective identities are given.
For instance, our projective identity can fail when we (real-world identity - i.e. player) make our virtual identity (character) do something that the character we want our virtual identity to be would not or should not do (e.g. score an ugly goal in PES with Arsenal - I want my Arsenal team in PES to win by playing slick passing football). When this happens, users often restart the game.

Good instruction must accomplish three goals:
- entice the learner to try (create bridges to their real-world identities and create a psychosocial moratorium)
- entice them to put in lots of efforts (make the virtual world and virtual identity at stake in the learning compelling to the learner in their own terms - they need to be sucked in)
- this effort must generate an appropriate level of success and the learner needs to be aware there will be yet greater success for greater effort. Design amplification of input into the process and ideally, the virtual world needs to be built so that learners discover new powers and feel the dawning of new valued identities

Learning principles that video-games teach us (MUCH MORE INSIGHTS ARE AVAILABLE IN THE ARTICLE):
6. "Psychosocial Moratorium" Principle
7. Commited learning Principle
8. Identity Principle
9. Self-Knowledge Principle
10. Amplification of Input Principle
11. Achievement Principle
12. Practice Principle
13. Ongoing Learning Principle
14. "Regime of Competence" Principle

209.85.129.132/search - Preview

e-learning design ULOE_MSc IDEL_MSc IDGBL_MSc game context tool self

Notions:
motivation, game, learning, design-based, social, participation, collaboration, context, brand

Division playing-learning in elementary school

List of principles of design-based research

1. Quest Atlantis as an example of design-based research

3D virtual world where children perform educational activities (Quests) through their avatar (powerful motivator contributing to their sense of self)
Though connected to academic standards, Quests are rooted in our social commitments and framed by children's interests

2. The design evolves

The importance of the backstory in relation to the defined practices of community members and the attributes that create a product identity and culture
In addition to mandatory acitivites, students voluntarily completed additionoal ones.
Thanks to the game, students began to have an appreciation for the subject areas relation to their own lives (unlike before the game). Participation in the game increased their academic efficacy.

3. Learning Engagement Theory

The 3 dimensions of Learning Engagement Theory: learning, playing and helping (motivation is at their intersection)

QA shows evidence that academic learning was occuring alongside or in the process of playing and helping.
Hard work should and can occur in the context of an activity to which the student is already engaged.
Joy and meaning: integral elements of the framing of curricular activities

4. Motivation as a complex process

Consensus regarding the belief that extrinsic incentives (rewards) undermine intrinsic motivation
Both extrinsic and intrinsic motivation steadily decline over grades 3 through 9
By over-valuing product and under-valuing the rich processes of learning, the joy, fun, challenge and meaning have in part been stripped out of educational activity

Motivational elements: game challenge, stimulating curiosity, sense of control, fantasy of the game, identity presentation, social relations, playing, learning, achievement, helping, reward, immersion, uniqueness and creativity

Importance of context

dialnet.unirioja.es/...articulo - Preview

e-learning tool design social community virtual_world context ULOE_MSc self

Notions and references:
isolation, community, 'insider', 'outsider'
References about sense of isolation
References about synchronous and asynchronous communications

Isolation or the feeling of aloneness that many students may feel is the hardest symptom for educators to combat

This issue of isolation is ‘an important criterion for student satisfaction’ with the web-based online course

It is important that educational bodies and educators appreciate that effective support may be given to distant online learners by the implementation of, and adherence to, appropriate communication protocols

The level of trust between all involved in the educational process has to be high if a sense of community is to develop.

With the text-based communication that occurs in the online learning community, it can be easy for that text to be misinterpreted (Curtis & Lawson, 1999) due to the lack of visual expressiveness by the participants involved.

The use of synchronous chat rooms as a means of fostering communication and interaction between lecturers and the students in the online course

www.ifets.info/index.php - Preview

e-learning IDEL_MSc social community self

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:
social theory, learning, social participation, identity, communities of practice, community, meaning

NOT WELL UNDERSTOOD

The author proposes social theory as a new learning theory based on a few assumptions:
- we are social beings
- knowledge is a matter of competence with respects to valued enterprises
- knowing is a matter of participating in the pursuit of such enterprises (active engagement in the world)
- meaning is what learning is to produce

The focus of this theory is on learning as social participation (active participants in practices of social communities and constructing identities in relation to them)

Components integrated in such theory: meaning, practice, community, identiy

Communities of practice are everywhere (formal, informal, ...): this concept is a thinking tool.

Placing the focus on participation has broad implications for what it takes to understand and support learning

Learning happens all the time, as part of our participation through communities of practice.

The concepts we use to make sense of the world direct both our perceptions and our actions

Modern societies have come to see learning as a topic of concern: we want to do something about it

A key implication of our attempts to organise learning is that we must become reflective with regards to our own discourses of learning and to their effects on the way we design for learning

A perspective is a guide about what to pay attention to, what difficulties to expect and how to approach problems

Ex: if we believe that knowing involves primarily participation in social communities, then the traditional format of learning (lectures) doesn't look productive
The design of our institutions dont't fit our social theory of learning.

A social theory is also relevant to our daily actions, ... and the educational systems we design

books.google.fr/books - Preview

e-learning social community ULOE_MSc self design

Notions:
situated learning, context, identity, legitimate peripheral participation

Learning viewed as situated has as its central defining characteristic a process that we call "legitimate peripheral participation"

http://en.wikipedia.org/wiki/Legitimate_peripheral_participation

1. From apprenticeship to situated learning

The concept of situated activity they were developing took on the proportions of a general theoretical perspective.
That perspective meant that there is no activity that is not situated: what is called general knowledge, can only be gained in specific circumstances and must be brought into play in specific circumstances

2. From situated learning to legitimate peripheral participation

(situated learning appearing as a transitory concept)

In their view, learning is not merely situtated in practice. Learning is an integral part of generative social practice in the lived-in-world
Legitimate peripheral participation is proposed as a descriptor of engagement in social practice that entails learning as an integral constituent

(discussion of the terms used in the expression "legitimate peripheral participation")

3. An analytic perspective on learning

4. With legitimate peripheral participation

Several reasons led the authors to stay clear of the problem of school
LPT isn't itself a pedagogical form, much less a pedagogical strategy or a teaching practice. It's an analytical viewpoint on learning, a way of understanding learning
Indeed, this viewpoint makes a fundamental distinction between learning and intentional instruction

Undoubtedly, the analytical perspective of LPT could inform educational endeavours by shedding a new light on learning processes, and by drawing attention to key aspects of learning experience that may be overlooked

books.google.fr/books - Preview

e-learning social community context ULOE_MSc self design

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:
inclusivity, accessibility, engagement, connections, identity, conceptions of and approaches to teaching, design

Students value teaching that recognises their individual academic and social identities and that addresses their particular learning needs.
=>
University teachers need to develop inclusive pedagogic practices and curricula that takeaccount of the diverse interests and needs of students in each class.

The dominant notion of traditional and non-traditional students creates over-simplistic understandings which limit the development of inclusive, engaging teaching.
=>
Academic developers should help create a more sophisticated understanding of diversity that reflects students’ range of social, culturaland educational backgrounds.

University systems designed to assure quality and maximise the economic efficiency of teaching constrain teachers’ capacity to create inclusive pedagogies.
=>
University leaders need to ensure that systems do not limit the learning of students from diverse cultural, social and educational backgrounds.

www.tlrp.org/...Hockings%20RB%2041%20FINAL.pdf - Preview

e-learning design OA_MSc accessibility connections self

Vehicle for people's joy and celebration of new form of community, people connecting in forms that weren't possible before

Very expensive commercial videos being less popular than personal/community videos

Media mediates human relationships

The most commonly uploaded videos are home videos

Examples of someone starting videos about dances and after uploading it to Youtube, it gets remixed, new versions get created by all sorts of different people, all over the world and sometimes by very unexpected people (prisoners, ...)

Why?

Sense of loss of community.
Now,paradoxal: we're express individualism, independence, commercialisation and yet, we increasingly value community, relationships and authenticity highly

Youtube is at the mix of all this

He and his student participated in Youtube as part of an experiment

When you talk, you don't know the context, who you're talking to (first vlogs are hard)

Posting on Youtube is a great way to reflect and to learn about self and identity. New form of self-awareness.

Anonymity + physical distance + rare & ephemeral dialogue = hatred as public performance AND freedom to experience humanity without fear or anxiety

Paradox mentionned earlier makes us seek connection without constraint, which Youtube makes possible

You can stare at people without making them feel uncomfortable and therefore, you can see them as they really are (the person inside). People are really overwhelmed by the beauty of others in front of them

Sometimes, distance allows us to connect even more deeply than ever before

"Free hugs"

Youtube drama

Authenticity crisis: people can get fooled
Producing ourselves, re-taking identity

Using sex to game the system and prompt people into watching your videos

Many things we're doing are illegal

Tremendous conclusion

uk.youtube.com/watch - Preview

e-learning social reflection community video platform tool self

Notions:
identity, kind, "combination", Discourse, recognition

A specific perspective on identity built around 4 perspectives on what it means to be recognised as a "certain kind of person":
1. Nature-identity: a state developed from forces in nature
2. Institution-identity: a position authorized by authorities within institutions
3. Discourse-identity: an individual trait recognized in the discourse/dialogue of/with "rational" individuals
4. Affinity-identity: experiences shared in the practice of "affinity groups"

Different societies and historical periods have tended to foreground one or the other perspectives (eg. Wester society)
The're not separate from each other but are ways to focus our attention on different aspects of how identities are formed and sustained

Many examples given

One can't have an identity without an interpretive system: almost any identity trait can be understood in terms of any of these interpretative systems

Any combination (word, ways of interacting, values, beliefs, ...) that can get one recognised as a certain "kind of person" is part of a Discourse.
Discourses are ways of being "certain kinds of people".
Some insitutions or groups must work accross time and space to underwrite the ways in which certain combinations get recognised in certain ways and not others.

(Some historical and theoretical ramifications of identity discussed)

** A school scenario further illustrates identity as built around the 4 previous perspectives **

Interesting considerations about educational research and how it can be viewed in terms of our 4 perspectives:

A few words about the work of Emily Martin:
- how people who are open to be categorised as, say, AHDH come, through work of social interactions, institutions and affiliations to be reorganised and proactively create more positive identities for themselves and others
- behaviours that have typically been seen as negative may be reevaluated more positively due to the changes of the new capitalism

www.jstor.org/1167322 - Preview

e-learning ULOE_MSc self

Notions:
self, identity, communication, participation, moderator, phatic signs, meta-communication, contextualising, monitoring, weaving, community, absorption

Communication seems most complete and successful where the person is physically present ‘in’ the message.

Many unfamiliar problems and possibilities:
communication anxiety, management of identity, relationship to discourse, absorption, the moderator, meta-communication and weaving.

The paucity of phatic expression in CMC amplifies certain social insecurities.

Speeding up and improving asynchronous exchanges causes unexpected distress.

When writing, it is easier to choose a tone and attitude.

Communication by computer enhances the sense of personal freedom and individualism by reducing the ‘existential’ engagement of the self in its communications

A group which exists through an exchange of written texts has the peculiar ability to recall and inspect its entire past.

Today the difference between retrieval and repetition no longer correlates neatly with the distinction between writing and speech.

** Powerful hypothesis about modern individualism holds that it grew with the emergence of printing and literacy **

The social cohesion of conferences depends not only upon the extrinsic motives participants bring from their off- line lives, but also the intrinsic motives that emerge in the course of the on-line interaction.

Absorption: sharing of purpose among people who do not form a community but have accepted a common work or play as the context for an intense, temporary relationship

CMC is a privileged technological scene where we may observe the 'atomisation of society into flexible networks of language games’.

The moderator has to work very hard at both the ‘social host’ and the ‘meeting chairperson’ roles.

Contextualising (defining the communication model) and monitoring (monitoring conformity with the communication model) roles of the moderator.

Explicit meta-communication is needed online. Weaving comments are meta-comments about the content

www-rohan.sdsu.edu/...Writworl.htm - Preview

e-learning context IDEL_MSc social community self

Notions:
identity, embodiment, virtual world, context, simulation

Through avatars, users embody themselves and make real their engagement with a virtual world
It's through the dynamic performance of identity and social life that users come to be "made real" - that they come to experience immersion. This grounding of presence not only consists of embodied practice, but of embodied social practice

People report having a sense of personal space and body boundaries get expressed through the proximity of avatars. Avatars position and face expressions can convey fighting, friendship, etc.

Poor design often conspire to disrupt presence

Avatars can become a way to opt-in or opt-out of a group

People make judgements based on how users present and represent themselves

Use of avatars to gather for social events, playful activities, experimentation and sexual practices (requires creativity)

Identity is one of the most evocative uses of an avatar

The actual form of embodiment can influence particular kinds of personal or social engagement

Avatars can be reflective material to explore both one's inner self and the social world

Some users have identified their avatar as more like them than their corporeal body

Embodiment can be used for experimentations

A feeling that there is something about employing an avatar that lies outside of our control. "The ultimate learning experience": the "understanding" and social context of the digital body may turn out to be quite different from that intended by the user

Experiences in virtual worlds can reshape users' sense of their bodies and selves

Questions about what our bodies are, who we are and what we can be "virtually"

Avatar systems also limit and constrain interesting and progressive possibilities (structural as well as social limitations - i.e. what is seen as appropriate - e.g. anxiety around sexual orientation)

209.85.135.104/search - Preview

e-learning IDEL_MSc social context virtual_world tool design self

Notions:
identity, embodiment

The danger of missing out on the potential educational benefits of new technologies (exaggerated fear, etc.) would be as damaging as their wholesale uncritical adoption

The Internet is a zone of enormous creativity and experimentation: exploration of identites, perspectives and modes of interaction that aren't constrained by their actual "selves": these can be tremendously liberating environments
We don't lose our bodily identities when we act anonymously or pretend to be other but the relative anonymity of online interaction can suppress the effects of prejudice or discrimination

Educationally, the distance and impersonality that online interactions afford can be quite useful: students seem to speak more, more time to reflect, independent motivation and alternate sources of feedback are encouraged
The Internet may support modes of pedagogy that are more engaging, more intellectually stimulating and foster more teacher-student interaction than the actual experience in many existing educational institutions

For many students and subjects matters, why is competence not adequate?

Education is always about both initiation into familiar cultural practices and knowledge and bringing into being something new

The online world is not a lack of context but a different context

Active users of the Internet don't agree with a loss of meaning and authentic human contact
Many people report finding it much easier to trust others in online interactions

Important to consider what qualities can virtual engagements have that ordinary embodied ones lack?

The disembodied space that's the Internet as a *supplement* to our "real" lives

People appreciate what's different about online interactions: specific advantages to such interactions, for particular purposes

Dreyfus deliberately minimises and denigrates the powerful human capacity for "as if" thinking, itself a crucial dimension of human identities and one with particular relevance for opportunities to learn, grow and change as a human being

www3.interscience.wiley.com/...abstract - Preview

e-learning IDEL_MSc self

Findings:

1. Remoteness affects quality of education
2. Educational technology should be introduced into remote areas first
3. Values are acquired. Doctrine and dogmas are imposed
4. Learning is a self-organising system

This gives us a goal for educational technology:

An educational technology and pedagogy that is digital, automatic, fault-tolerant, minimally invasive, connected and self-organised

Outdoctrination

www.ted.com/...how_kids_teach_themselves.html - Preview

self collaboration e-learning children tool

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:
formative, summative, MCQs, self-assessment, connections

** Gives very interesting practical information **

More students, higher diversity, less resources, more support needed for students having higher expectations about formative feedback, especially because of other commitments (job, ...)

Changes implemented in a first year Biology course:

- summative and formative weekly quizzes
Commercial product has saved time and money
Benefits: instant feedback, control over order of questions, preference towards questions including diagrams, photo or graphs, multiple choice format, quick to complete

- mock exam to clarify what good performance is
Paper-based, marked by students in their own time from paper-based or web-based info, enter their answers in the web-based version which gives them feedback (helps them identify their understanding, which in turn might indicate the need for some remedial action). Depending on mark, they might be encouraged to use web-based revision materials

- self-assessment modules (SAMs) designed to draw together related parts of a course to help students make connections between topics and to promote a deeper learning strategy through feedback and reinforcement
Each SAM tests on 4 level of understanding of increasing difficulty, with students comparing their work with sample answers.
At the beginning of each SAM, students are directed to a statement of educational rationale (value of self-assessment mainly) and are informed of what each level is testing. They're encouraged to reflect on their experience.
Benefits: being able to choose the level of difficulty, receiving formative feedback even if they quit the module before the end, helps in revising, in understanding the material (especially for level 1 and 2 more concerned with content itself), in indicating areas of improvement, offering diagrams of ideas and being a different approach than the textbook, *relating concepts*

Mix of formative and summative assessment is recommended

(Most materials mentionned are accessible

www3.interscience.wiley.com/...abstract - Preview

e-learning self assessment connections tool OA_MSc feedback

Notions:
Metaphors, connections

Pedagogy is the art of teaching but there's no word about the art of learning. Let's introduce "mathetics" as this word.

Any kind of "playing with problems" will enhance the abilities that lie behind their solution.
Anyone who is not mentally defective can solve any problem if they are willing to take the time.
Many examples of why school in general don't follow the right principles.
Importance of talking about the problem and taboo associated with our own difficulties in understanding.
Making connections between "the thing to learn" and one of our personal interests as an essential steps towards learning.
The deeper I got into my "affair" with flowers, the more connections were made; and more connections meant that I was driven in all more strongly, that the new connections supported one another more effectively, and that they were more and more likely to be long lasting. Morevoer, the content of my learning spread in many directions".
Learning explodes when you stay with it. Some domains of knowledge are especially rich in connections and particularly prone to give rise to explosions of learning.
"It affected my stream of consciousness as I moved about the world. The world is more beautiful".
"Recently, I have surprised myself by enjoying systematic books on botany and having no trouble remembering what I read".
Metaphors such as the one of "constructing" one's own knowledge.
All this suggest a strategy to facilitate learning by improving the connectivity in the learning environments by actions on cultures rather than on individuals.

books.google.fr/books - Preview

e-learning self connections 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