Ian Woods's List: reciprocity

• Learning is recognized, not measured
• Recognition is global, not particular
• Thus, experts recognize performance in the discipline-wide community, rather  than performance in specially designed tests and evaluations
• 'Experts' are defined as being already qualified in the field and making  performance observations and testimony based on their qualifications. 
• 'specially designed tests and evaluations' (that test competency and components)  were used by the 'experts' to gain internship inclusion into the  'discipline-wide community'

  • agree but doesn't apply in my hypothesis
• One is naturally good a math and wrote down all the right answers. The other put  in some extra work, wrote down mostly right answers, and got some special  dispensation from the teacher (extensions, hints, offers of extra credit, etc.)  30 years later, I'll bet the student who was less good at math will be the more  successful one.

  • I agree. It's important then that the particular qualities of the individual are recognised in the assessment. That we do not just judge understanding of content but instead value the qualities of citizenship and work ethic that an individual applies to their work.
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• I have continued to develop these levels. Would love the discussions to  continue. Especially looking for examples of level 3, thoughts as to whether  descriptions are in the correct levels, other things to add/consider?
• Level 1: Uses technology as a means of identifying “what is out  there” and takes on the role of “lurker” (observer). Minimal interactions with  individuals and groups and does not actively attempt to grow his/her network.  For example, uses Google to search for information on the Internet, emails and  skypes friends and colleagues to ask questions, reads blogs, stores files online  (e.g., GoogleDocs), shares photos online, has social networking account (e.g.,  facebook, twitter) but uses it mainly for connecting with friends/leisure rather  than learning

• Level 2: Manages own learning through a PLE to ensure  connectedness to learning opportunities without becoming overwhelmed by options.  Draws upon networks and resources as tools for discovery in an effort to expand  his/her learning experiences. Shares his/her own work to stimulate discussion  and critical thinking and promote the social construction of knowledge. For  example, writes own blog that synthesises information garnered from multiple  locations on the Internet; tags/bookmarks useful resources and shares them;  contributes to wikis; has a video blog; creates and shares mindmaps, animations,  presentations etc; creates and edits documents online with others (e.g.,  GoogleDocs).
• Level 3: Actively considers and reflects on tools and resources  within PLE that lead to deeper engagement and help him/her learn best. Creates  and modifies tools to meet learning needs. PLE supports innovation in learning  and streamlines learning practices. PLE supports the acquisition and  dissemination of information and collaboration with others on the use of the  information. Authentic learning is promoted as expert feedback is incorporated  into learning activities. PLE includes the work and voice of others as readily  as the individual’s own. Uses PLE to create partnerships and projects, build  membership, and develop new networks.

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