Most of my online or mixed-mode course experience has been a bit generous on the assessment and knowledge, and a bit lean on the community and learner.
Anderson (2008) outlines tools that would help facilitate knowledge-centred experience need to connect the big-picture with the fire-hose abundance of information in a way where students can personalize and “grow their own knowledge and discipline-centred discoveries” (p. 49). These would draw on the specific knowledge of the discipline as well as that of the community members. Examples of this in our Connect course these have looked like:
- Articles, chapters, and excerpts in the library course reserve list;
- Extensive course outlines detailing objectives, scope and sequence;
- Static pages of how-to-set-up WordPress, and other accounts.
Assessment-centred attributes are characterized as being “project and workplace-based, constructed collaboratively, benefit from peer and expert review and which are infused with opportunity and requirement for self-assessment” (p. 50). In our Connect course, assessment examples have looked like:
- Reflection assignments in the form of case studies and interpretations;
- Collaborative assignments (evaluation rubric);
- ePortfolio;
- Creation of LMS.
Community-centred attributes, according to Wilson (1997) are those where participants have a “shared sense of belonging, trust, expectation of learning and a commitment to participate in and contribute to community.” It also needs to be flexible to reflect the members of the community and reflexive, meaning: continuously able to recalibrate to the changes in that community. In our Connect course these have looked like:
- Evaluation rubric;
- Pros and Cons piece;
- Discussion forums (“Saying Hello,” queries about the course (etc.), and reflections on posts);
- RSS feed.
Finally learner-centred (or “learning-centred” Anderson, 2008, p. 47) must start with an understanding of the learner as having understandings, culture, and uniqueness, and be able to provide means and occasion for that to be shared. It must continue with an understanding that the community of learners and how that community interfaces with the subject matter will also have understandings, culture, and uniqueness. In our Connect course these have looked like:
- Discussion forum (“Saying Hello”);
- Reflection posts such as this one where the learner is asked to apply reading to own situation;
As far as using creating meaningful interactions within the LMS course we are to create, the learning technologies tools used will need to match the objectives sought within the structure of relationships created. There are so many web-based tools available now compared to those outlined in the Anderson article. Knowing which to use would need to be a reflexive enterprise in a live course, as each of those four will interact and have varying influence with each other given different situations. Prensky’s list (2001, p. 14) will be one I will be consulting as I continue to refine the work I’m doing in Moodle.
References
Anderson, T. (2008a). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning. Edmonton AB: Athabasca University. Retrieved from http://www.aupress.ca/books/120146/ebook/02_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31. Retrieved from http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Ch3-Digital%20Game-Based%20Learning.pdf
Hello Keri. It is interesting how there is often overlap between attributes from one example. You listed online discussion forums for example under the attributes; learner and community. Depending on how they are used, I would suggest that discussion forums could fall under all the categories. Using tools that can be broadly applied to address multiple attributes would likely lead to greater overall participation and learning. While other tools such as rubrics, would address typically one attribute. Does this make it any less valuable?
You said that your online experiences were light on the learner and community attributes, how do you feel that has affected your learning? Did you feel that you were missing out on opportunities?
Hi Kim,
I am not sure how discussion forums would fit under assessment, unless they were the means to dialogue about assessment . . . so, I guess that would work, all four I mean.
When I wrote light on community and learner, I don’t think it was so much the “missing out on opportunities” whereby “opportunities” are occasions. Without “people” and the accompanying sense of “community, learning just “feels” like information transfer/download. I learn a lot through the course work, but often I learn so much more through the people I take the course with.
Thanks for the reply,
Keri
Hi Keri,
thanks for looking into attributes of learning through the course itself. It was interesting for me to see it laid out as you did. I would add just one thing to your last attribute, i.e. learner-centred, and that is your LMS design. It will be something that is relevant to you, from your own context, bringing your own culture (way of behaviour, communication, engagement) into it and constantly building on your own knowledge and understanding. I hope all the tasks you have done so far will help you with the Intro module and that into module will help you design the Content module – with my feedback and the comments from your peers. The LMS assignment is completely driven by the learners and for the learners.
I also agree with Kim that some aspects of the course could fall under multiple attributes.
Natasha
Very thorough outline, Keri.
It is very interesting to see it laid out that way.
Often whenever I start a new MET course, I also feel that it is very knowledge and assessment centred The community of learning takes time to develop as each group is unique and has different experiences to share. In terms of being learner centred, I always appreciate when we are encouraged to create assignments which are reflective of our own individual education practice. It is frustrating to me when we are required to do assignments for a particular audience, such as K-6, because I feel out of my element and will have difficulty apply the knowledge to my our career.
Kind regards,
Tanya
Hi Tanya,
I agree with you about the frustration that accompanies learning that seems disconnected to ourselves. Reminded me a little of that snip out of Gibbs?Simpson (2005),
“Where institutional learning and teaching strategies focus on assessment they are nearly always about aligning learning outcomes with assessment and about specifying assessment criteria. All of this
focus, of the media, of quality assurance and of institutions, is on assessment as measurement … The most reliable, rigorous and cheat-proof assessment systems are often accompanied by dull and lifeless
learning.”
I think your comments resonate with these, that whether we are talking about assessment or learning – if that is disconnected from real purpose – it is dull and lifeless.
Always enjoy reading your posts,
Keri