Activity 1: MET and positive PBA
The MET program is definitely centred on PBA in that students are heavily involved in creating a product, which forms the basis of assessment, versus the use of a tool to show learning. This is one of the positives of the MET program in that, being product centred, the program creates skills and tools that can be used directly within the teaching and learning process. The process allows for creativity, innovation, authorship and independence. Also, the type of assessment becomes more real world as the actual products are tools to be used in classes et al. This has been my particular experience in which courses and activities have/can be tailored to be utilised in class: courses/module development, digital media/story, cms/lms using Moodle, creating blogs, wikis and portfolios. The ETEC 522 adds yet another element which expands the education sector beyond the teaching and learning to product development for entrepreneurship.
The reflection element in all courses is pervasive. In creating portfolios insights and experience gained through creating products are explored.
The experience and type of learning, while creating the product, were very interactive and hands on in many instances which not only enriched my learning (Constructivism) but increased my skill set and toolbox. I have used almost every product I have created which makes the MET program for me a very worthwhile, fulfilling, and practical.
Kerry-Ann
Posted in: Week 10: Product-Based Assessments
hall 1:34 am on November 9, 2011 Permalink | Log in to Reply
Hi Kerry-Ann,
I have never completed so many projects in all of my studies prior to this MET. But I must admit that this program allows me to clearly understand the concepts on technology and helps to develop creativity. Thus I support your point that PBA allows for creativity, innovation, authorship and independence.
I think this journey I have embarked on to complete this degree in educational technology (MET) has proven so far to be a very good choice. I have learnt a lot from the products I have created. The created products have allowed me to become competent in the use of technology. Hence, I also support your point that this MET program is worthwhile, fulfilling, and practical.
khenry 7:51 pm on November 11, 2011 Permalink | Log in to Reply
Hi Conroy,
Same here. My experience has also sold me on including more PBA in my course design, delivery and content.
Kristopher 6:18 am on November 9, 2011 Permalink | Log in to Reply
Hi Kerry-Ann,
You noted that reflection is pervasive in all courses in the MET. I think that the encouragement of reflection is directly connected to PBA. As others have mentioned, PBA is authentic and (can be) frustratingly engaging. We invest so much into these assignments that it’s hard not to reflect on them as we walk away from them at the end of the day. This could become a strong selling point as one of the huge benefits of PBA as a venture.
Thanks for the post!
Kristopher
khenry 7:56 pm on November 11, 2011 Permalink | Log in to Reply
Hi Kristopher,
Hmmm….Can PBA exist without reflection? Is reflection rather at the insistence of and within the course design/instructor focus? Can future ventures therefore somehow integrate these two features seamlessly and within a larger structure of design and assessment?
Kerry-Ann
Doug Smith 5:46 pm on November 9, 2011 Permalink | Log in to Reply
I agree in the importance of reflection. This is one of the cornerstones of e-Portfolios, and at this time we may consider e-Portfolios to be arguably the most marketable venture in PBA. It also stands to reason that I’m guessing that reflection will be the most significant portion of our ETEC 590 e-Portfolio project (for those of us that take that course).
The irony is that I’m not yet sure how reflection works out when assessing a PBA assignment! In many cases the reflection will be a small part in terms of size, but a large part in terms of learning power. I guess I’m getting a bit off-topic now, but it’s an interesting thought.
cheers
Doug
khenry 8:01 pm on November 11, 2011 Permalink | Log in to Reply
Hi Doug,
I totally agree with you and I don’t think you are off topic at all. I have similar questions as to how reflection and PBA are linked and whether or not reflection is inherent in PBA. As I said to Kristopher, can such important elements within reflection and PBA be seamlessly integrated within a larger structure of design and assessment?
Kerry-Ann
Doug Smith 9:26 am on November 12, 2011 Permalink | Log in to Reply
I think it can be integrated, yes. I can see things like this eventually becoming part of a larger SIS (student information system), or part of a LMS. There are definitely opportunities out there!