I recently hosted a webinar with Tim Riches, CEO of DigitalMe on the open badging system they are developing for their project based learning programme Supporter2Reporter. It was a fascinating session exploring behavioural design and developing habits of learning.
My colleagues and I have re-developed our online course on e-Assessment. Called e-Assessment for Learning, it introduces a number of e-Assessment approaches, effective practice and emerging trends. The course takes place over 3 weeks and will make use of a number of online tools, as well as encouraging dialogue and collaboration.
Article considering how to design effective assessment in GBL programs..."Assessment in game-based learning (GBL) programs can be far superior to your typical weekly multiple-choice test.... Games are all about constant assessment."
Practical examples and pedagogical approaches for mobile learning and assessment. Case studies are taken from UK education and the publication, edited by John Traxler and Jocelyn Wishart, includes a practitioners checklist for mobile learning.
This weekend, I attended MozFest at Ravensbourne College in London. It was one of those intense event experiences, where you chat with inspiring people and have your mind stretched with new and exciting ideas.
We discussed areas where badges could add value and then developed the criteria for a specific badge idea. The group I was working with focused on rewarding contribution in an online community and we covered concepts like how to surface that contribution in large communities such as MOOCs or HASTAC, peer voting, data visualisation...
Another useful blog post by Rowin Young from JISC CETIS about an evaluation project at University of Glamorgan that is part of the JISC Assessment and Feedback Programme Strand B.
The project will evaluate variation of adoption of assessment diaries, which were introducted for scheduling and planning assessment, and to deal with assessment bunching. The use of GradeMark will also be reviewed regarding how it might address student dissatisfactions with feedback. The blog post covers some of the benefits the University has already identified through using the approaches and systems mentioned above.
Article by Steve Wheeler on assessing product or process and the impact of a purely summative (assessing the production of knowledge) based approach. Wheeler argues the importance of assessment approaches that support the process of learning such as feed forward as well as feedback...
Some fresh ideas on integrating the concept of self-imposed challenges, that are often developed when playing a game, into the assessment process within education and thoughts on how this could help support more self-guided learning and student involvement in assessment design... (Cross-posted from Aaron's blog) For all the talk about games-based learning and gamification of the classroom, I'm surprised the question of assessment hasn't come up as often as it should have.
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