Assessment t&lquality blearning_m_joao_loureiro
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Apresentação feita na Universidade de Aveiro no âmbito do projeto SPEAQ (Sharing Practice in Enhancing and Assuring Quality)
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Assessment t&lquality blearning_m_joao_loureiro
- 1. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro assessment as a strategy to promote teaching and learning quality in blended contexts project SPEAQ@UA seminar 17 May 2013
- 2. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro objective interaction case 1 case 2 case 3 case 4 case 5 final thoughts topicstopics
- 3. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro share experiences/ reflections objective blended learning http://edbuzz.org/sroner/2009/07/blended-learning-boosts-achievement/ http://cronicasparamaistarderecordar.blogspot.pt/2009/08/redes-sociais-era-da-partilha-digital_04.html objective
- 4. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro creating, managing and sustaining interaction critical aspect interaction http://www.userlike.com/article/online-customer-interaction http://www.dren.org/online_learning.65.php
- 5. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveirointeraction learners interact blended learning contexts
- 6. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveirointeraction “ba - shared context in which knowledge is (…) created and utilised” (Nonaka et al., 2000) Source: Rai (2011), adapted from Nonaka et al., (2000)
- 7. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveirointeraction Quality interaction involves critical thinking and reflection (assessment) http://theunboundedspirit.com/how-to-improve-critical-thinking-and-decision-making-in-discussions/ CRITICAL H I N K I N G
- 8. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro should provide opportunities to learn and cultivate community sense • continuous participation (posting) introductory biographical posts (personal pages – Web 2.0) familiarization sessions with the technology (face to face) ! no posting doesn’t imply no learning (lurkers interact with content) • social presence/community sense (belonging, respect, …) integration of stories (personal episodes) use smiles, affective expressions, humor … • cognitive involvement task should meet students needs, authentic learning -> flexibility, negotiation thread discussions • mix synchronous and asynchronous tech. • feedback interaction
- 9. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro educacional tech. (initial teachers’ education) thread discussions (teachers-led) ICT integration Internet security … case 1
- 10. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro assessment criteria • quantity as well as quality relevance, correctness, deepness, critical thinking, reference to peers posts, participation teacher assessment • helped students to auto-assess their contributions • increased the: participation quality of the interaction case 1 added-value
- 11. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro professional education social network - thread discussions (students-led) share problems/ questions “I had problems to install software X, can you help me?” - blogs (reflection) case 2
- 12. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro assessment categories questions teacher assessment improved participation relevance of the questions peer feedback improved problems specification: “… explain the situation …” Questions Open Closed Professional relevant 9 16 Academic 1 5 case 2 some students felt uncomfortable students’ lack of written communication competencies added-value constraint
- 13. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro MsD post-graduation (EvalEducSoftware) 5 weeks, 2 face-to-face sessions (12h each) and group work at a distance blogs http://ase07.blogspot.com/ auto, peer and teacher assessment case 3
- 14. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveirocase 3 students’ perceptions students’ reflections 1 students’ reflections 2 auto + hetero - assessment hetero - assessment
- 15. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro Activities and explored tools 0 4 8 12 16 Activities' framework Organization of the face-to-face sessions Suitability of the activities Suitability of the theoretical framework Intra-group interaction Inter-group interaction Relevance of the communication tools Relevance of the discussions Suitability of the assessment strategies Duration of the module Topics Number of students completely disagree disagree agree completely agree don't know case 3 N=19
- 16. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveirocase 3 The relevance and dificulties of the tasks 0 4 8 12 16 Survey of perceptions Reading of bibliography Discussion and synthesis of reading Self-assessment Group work Presentation and discussion of group work Self- and hetero-assessment Concept maps Hetero-assessment of collaboration competences Proposedtasks Number of students dificulty relevance N=19
- 17. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro post-graduation (EAD) wiki http://ead0809.wetpaint.com/ assessment strategies (similar to the previous case) peer-assessment of the progress (1th version work) compulsory some students felt uncomfortable assessment activities are not valued case 4 constraint
- 18. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro post-graduation (Evaluation and quality in education) LMS forums auto and group assessment (learning strategies/online com) assessment activities valued increased interaction and reflection level case 5 0 5 10 15 20 a1 a3 a5 a7 a9 a11 a13 Níveis de participação passiva e activa % mensagens % acesso added-value
- 19. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro have we promoted learning (online interaction) quality? teachers and/or peers assessment is essential cases 1, 2, and 5 students perceptions about evaluation and assessment cases 3 and 4 time consuming if teacher centered compatibility with diversity of task both of students (part time) and HE teachers shouldn’t be explored in a single module/discipline final thoughts
- 20. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro thank you for your attention mjoao@ua.pt
- 21. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveirocase 2 Voltar
- 22. Maria João Loureiro assessment as a strategy to promote online interaction CIDTFF, DE, Universidade de Aveiro assessment categories Interação – referencia a outro(s) participante(s) ou a mensagens de outros participantes. Existe ainda algum nível de interação quando numa mensagem se solicita o contributo de outros participantes (“Aceitam-se contributos (…)”). Partilha de informação – mensagens em que se emite uma opinião, se faz uma afirmação, se avança uma proposta (“(…) uma forma de ultrapassar a dificuldade que acabaram de relatar, poderá passar por (…)”) se partilha leituras ou experiências. Nesta categoria incluíram-se também as mensagens em que se partilhava informação de forma sintetizada (embora não envolvendo avaliação e reflexão). Discussão – mensagens em que existe identificação de problemas ou dissonâncias (“penso que será necessário em primeiro lugar refletir (…)”) ou questionamento (formulação de questões), distingue-se da categoria “interação_incentivo”, dado haver solicitação com questões concretas. Reflexão – agruparam-se nesta categoria as mensagens em que existe análise do percurso (“Senti uma necessidade imediata de repartir, comunicar e refletir (…)”) ou avaliação. Case 5