e-Assessment in Further and Higher Education
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e-Assessment in Further and Higher Education
Articles on creative, innovative and possibly contentious ideas and topics relating to e-Assessment and assessment for learning.
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Webmaker badges are GO! | Doug Belshaw's blog

Webmaker badges are GO! | Doug Belshaw's blog | e-Assessment in Further and Higher Education | Scoop.it

I’m absolutely delighted that this weekend that we at Mozilla have launched the first iteration of Webmaker badges. You can get started earning them right now by going to thimble.webmaker.org. More here: https://blog.mozilla.org/blog/2012/11/10/webmaker-badges/

Webmaker badges, in part, are based upon the work I’m doing around Web Literacies...


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Thomas Salmon's curator insight, October 15, 2013 7:23 AM

The original webmaker badges and early version of web-literacy standard

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Richard Wyles: Open Badges and Moodle/Mahara

"The "Moodle as Issuer, Mahara as Displayer" project will integrate Mozilla's "Open Badges" software to issue, manage and display digital badges in Moodle and 3rd party sites such as social media and also eportfolio systems - we'll develop a solutions for Mahara."

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Examining assessment terms via Nathan Hall | JISC RSC Scotland e-Assessment

Examining assessment terms via Nathan Hall | JISC RSC Scotland e-Assessment | e-Assessment in Further and Higher Education | Scoop.it

Brief list of assessment terms and their definitions...

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Rescooped by grainnehamilton from e-Assessment
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Brain Research: Adolescents Learn More in Cooperative Groups | MiddleWeb

Brain Research: Adolescents Learn More in Cooperative Groups | MiddleWeb | e-Assessment in Further and Higher Education | Scoop.it

Fascinating article which, although it focuses on adolescent learners, I think has resonances for all kinds of group led, social learning.

 

'Judy Willis, a neurologist & middle grades teacher, says adolescent brains learn more through interactive, interdependent group work.'


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Open Learning Badges and Higher Education - Threats and Opportunities

I think this sums up well a range of the opportunities and threats open badges present, providing key areas for consideration as a more robust and individualised approach to assessment and credentialising knowledge, skills and achievement moves ahead.


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Half an Hour: New Forms of Assessment: measuring what you contribute rather than what you collect

Half an Hour: New Forms of Assessment: measuring what you contribute rather than what you collect | e-Assessment in Further and Higher Education | Scoop.it

Fascinating article flipping concepts of assessment and what we assess. Downes explores the reasons for plagiarism and cheating in exams and considers the over-arching societal changes that may be required to create the kind of environment that would reduce these behaviours. 

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grainnehamilton's curator insight, April 11, 2013 7:45 AM

This post is not about Open Badges but it articulates ideas around rewarding contribution that chime with what we are trying to do with the peer awarded Influencer Open Badges that we issue in our Jisc RSC Scotland online courses. These badges are an attempt to recognise the peer support provided by some participants on our courses that enhance the learning of the group as a whole. 

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Badge System Design: Validity, Credibility, and Reliability

Badge System Design: Validity, Credibility, and Reliability | e-Assessment in Further and Higher Education | Scoop.it

The validity of open badges is perhaps one of the key concerns raised when I discuss them. I think this article proposes some useful ways for considering this, focusing on how notions of credibility and reliability inform our perception of what is, or is not valid...

 

'The question of validity is posed fairly commonly.* It goes something like this, “How can we ensure that the badges have a sense of validity?” or “Who will vet them?” or “How will we know that they’re worthwhile badges issued from reputable sources?”

 

There is a good deal of subtext embedded in these seemingly simple questions. And bound into that subtext is an unwitting/unacknowledged acceptance of the sociocultural status quo. That tacit acceptance should be unpacked and considered. How does any organization achieve validity? How do standards become standards? When the landscape is unknown, how do you learn to trust anything?'


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Law and ICT for Vulnerable Learners in FE > JISC Legal > View Detail

Law and ICT for Vulnerable Learners in FE > JISC Legal > View Detail | e-Assessment in Further and Higher Education | Scoop.it

An overview of some key areas to consider in relation to the law and vulnerable learners in further education including data protection, accessibility, e-safety etc. The article provides scenarios and suggested solutions, as well as links to more in-depth guidance on various topics which are pertinent to teaching, learning and assessment and the kinds of tools and materials which might be used for them.

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Insurgent Credentials: A Challenge to Established Institutions of Higher Education? | Michael Olneck on HASTAC

Review of a paper by Professor Michael Olneck...

 

'Michael frames badges as a disruptive force within higher education, provoking his readers (initially directed towards sociologists) to evaluate the assumptions and norms of traditional institutions to legitimize and certify knowledge and skills. As Michael writes, his paper "establishes the need to develop sociological explanations for recent developments of certification of skill and knowledge mastery as possible substitutes for, or supplements to, conventional college and university degrees."'


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RSC e-Assessment: Why #openbadges are awesome by Doug Belshaw

Quick overview of open badges by Doug Belshaw, Mozilla Lead on Skills and Open Badges ...

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Badges and Education Curriculum: They Can’t Not Be Together

Badges and Education Curriculum: They Can’t Not Be Together | e-Assessment in Further and Higher Education | Scoop.it

Some insightful points on how using a badge framework for the curriculum would force us to really analyse the teaching and consider what learners will get out of it...

 

'A quick preface: Although I’m a huge supporter of badges, the system at large is still very much under development.  These thoughts stem from my own understanding and experience with badges, ...'

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Badges for Lifelong Learning Competition | What Do We Know Now? | Volume 1 | HASTAC

Badges for Lifelong Learning Competition | What Do We Know Now? | Volume 1 | HASTAC | e-Assessment in Further and Higher Education | Scoop.it

A few months back, we rolled out the Badges Competition Project Roadmap during our first grantee townhall webinar, a virtual opportunity for all 30 projects to share knowledge about designing and building their badge systems.

 

Why a project roadmap for grantee badge system design? No one-size-fits-all approach exists for building badge systems, but a roadmap offers useful guideposts to help thread knowledge and provide jumping-off points to spark ideas. Collaboration by difference -- especially the innovative type -- needs a blueprint that can then be adapted, tweaked, revisited, transformed, and yes -- even ignored.


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7 Things You Should Know About Badges | EDUCAUSE.edu

Briefing paper giving a quick insight into badges including what they are, who's using them, why they might be significant, potential downsides and implications for teaching and learning.

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Story of the RSCtv webinar on skills accreditation with open badges | JISC RSC Scotland e-Assessment

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.

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OpenAttribute - give credit where credit is due

OpenAttribute - give credit where credit is due | e-Assessment in Further and Higher Education | Scoop.it

Open Attribute is a suite of tools that simplifies creating a properly formatted citation for any CC licensed work. These can be copied and pasted wherever required.


Via Lyn Parker
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Authentic assessment: what does it mean for students, staff and sector?

Authentic assessment: what does it mean for students, staff and sector? | e-Assessment in Further and Higher Education | Scoop.it
Sponsored Q&A: Is university assessment in need of tranformation?

 

Provides a number of links to articles and tools focusing on assessment for learning and authentic assessment. 

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(Open) Badging courses created by the community | JISC RSC Scotland e-Assessment

(Open) Badging courses created by the community | JISC RSC Scotland e-Assessment | e-Assessment in Further and Higher Education | Scoop.it

This post covers work I have been doing recently on developing a badging system for the online courses we run at the JISC RSC Scotland, using the Mozilla Open Badges Infrastructure (OBI). The courses are not formally assessed or accredited so we only issue a Certificate of Completion for successful completion. Much of the course content is created by the learners and the courses also incorporate peer review so we do also issue a peer award.

 

We wanted to investigate ways to give the certificate and peer award more impact than just a piece of paper stuck in a drawer...

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Pauline Farrell's curator insight, June 19, 2013 9:00 AM

anther one worth tracking over the next 6 to 12 months

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The Problems with Peer Grading in Coursera | Inside Higher Ed

The Problems with Peer Grading in Coursera | Inside Higher Ed | e-Assessment in Further and Higher Education | Scoop.it

This post highlights the challenges associated with assessment in the new xMOOCs. It investigates some of the experiences around peer grading in courses currently underway in Coursera and questions the effectiveness of some of the peer feedback models being employed.

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Mozilla Open Badges: building trust networks, creating value

Mozilla Open Badges: building trust networks, creating value | e-Assessment in Further and Higher Education | Scoop.it

A post investigating the issue of value and open badges. The author considers degrees of trust and how this develops... 

 

“…the value of a unit of currency is not the measure of the value of an object, but the measure of one’s trust in other human beings.” (Graeber, 2011)

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MOOC Pedagogy: Promise or Peril?

MOOC Pedagogy: Promise or Peril? | e-Assessment in Further and Higher Education | Scoop.it
Excerpt: MOOC pedagogy: the challenges of developing for Coursera In the summer of 2012 the team of teachers and researchers associated with the MSc in E-learning programme at the University of Edi...

Via Dr. Susan Bainbridge
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RSC e-Assessment: Beating the game by changing the game

RSC e-Assessment: Beating the game by changing the game | e-Assessment in Further and Higher Education | Scoop.it

I'm no gamer and am certainly no programmer but I am intrigued by what I've been reading about a new game, Code Hero... The game teaches people how to code. It is based on the first-person shooter (FPS) style of game but instead of shooting with bullets, gamers use a console and code to interact with the environment. People move onto new levels as they achieve certain things but the game also includes stealth assessment...

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RSC e-Assessment: #MOOCs: will losing the live be a loss?

RSC e-Assessment: #MOOCs: will losing the live be a loss? | e-Assessment in Further and Higher Education | Scoop.it

I've been thinking about the implications for teaching, learning and assessment if the live element of teaching is no longer there. There do not appear to be any synchronous activities in the xMOOC I will be taking next year with Coursera and if this trend towards teaching via MOOCs and asynchronous activities continues, I wonder what, if anything, will be lost? 

 

'I am currently doing some re-designing of the JISC RSC Scotland's online courses, and with all the discussion around MOOCs at the moment, this has prompted some questions for me about the synchronous, live aspect of teaching and how / if it needs to feature in online courses.'...

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RSC e-Assessment: Question creation, peer review and rating using Peerwise

RSC e-Assessment: Question creation, peer review and rating using Peerwise | e-Assessment in Further and Higher Education | Scoop.it

Blog post on student generated questions, peer review and rating, enabled through Peerwise.

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Google opens code for building interactive experiences in physical spaces

Google opens code for building interactive experiences in physical spaces | e-Assessment in Further and Higher Education | Scoop.it

The following article highlighting the latest open source development by Google, could provide some intriguing possibilities for assessment...

 

The framework provides a high-level architecture for building "activities" that respond to events in a room..

 

KF:  I suppose looking over the horizon that these developments will likely lead to new ways of thinking about training environments and simulations. 


Via Gary Hayes, Kim Flintoff, grainnehamilton
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RSC e-Assessment: Scottish Mobile Learning Day #rscmob

The Scottish Mobile Learning Day was a chance for staff from further and higher education in Scotland to get together and discuss mobile learning and assessment. This post pulls together tweets from the day.

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