1. What are the implications of new social and participatory media on assessment practices? Gráinne Conole, The Open University, UK E-Assessment Scotland conference, Dundee 3rd September 2010

2. Orientation Focus Review of the technology landscape Current landmarks Future trajectories Focus on learning Pedagogies of e-learning Case study examples The gap between promise and reality Implications for assessment A new approach: learning design

3. Changing context of education Changing technologies Abundance of free online content and tools Ubiquitous, networked access Increase in mobile and smart devices Need new approaches to understanding, designing and supporting learning Changing learners Grown up ‘digital’ Technologically immersed Task-orientated, group-based, ‘just in time’ Comfortable with multiple representations

4. Web 2.0 landscape of practices

5. New social and participatory media New tools/practices need new forms of assessment Sharing Media sharing Web 2.0 Communicating Blogs & wikis Networking Social networking Interacting Virtual worlds Shift from: Web 1.0 – content repository and static information Web 2.0 – user generated content and social mediation

6. A typology of new technologies (Conole and Alevizou, 2010), Review of Web 2.0 tools in Higher Education http://cloudworks.ac.uk/cloudscape/view/1895

7. Open and participatory learning Design Courses design & shared openly Delivery Use of free tools & resources Open practices Evaluation Critical reflection Assessment Shared; learner controlled

8. The learner experience Guidance & support Collaboration & communication Content & activities Learning Assessment

9. Pedagogies of e-learning Mayes & De Freitas, 2004 Dyke et. al, 2007 A E-assessment Drill & practice Inquiry learning Resource-based Associative Focus on individual Learning through association and reinforcement Constructivist Building on prior knowledge Task-orientated Situative Learning through social interaction Learning in context Connectivist Learning in a networked environment Experiential, Problem-based Role play Reflective & dialogic learning, Personalised learning

10. Some case study examples Interactive materials, E-assessment E-assessment, drill and practice Virtual worlds, Location aware devices, Online games Inquiry learning, resource-based learning Google, Media sharing repositories, User-generated content Experiential, problem-based, role play Blogs, RSS feeds, E-portfolios, Wikis, Social networks Reflective and dialogic learning, Personalised learning

11. E-assessment

12. Going mobile

13. Inquiry-based learning My community The Personal Inquiry project Inquiry-based learning across formal and informal settings Sharples, Scanlon et al. http://www.pi-project.ac.uk/

14. Resource-based learning GLO Maker Learning Objects Podcasts - iTunes U Open Educational Resources

15. Situated learning – virtual exhibitions What can avatars do? Virtual realities in collaborative learning Li et al., 2010, Edmedia conference Aims to develop proficient technical writing and design skills Cohort of 82 students created a movie poster of the film, Avatar Virtual exhibition in SecondLife Other examples: Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling

16. Role-based learning Wills et al., 2010 Pheny and Shun, 2009, Ascilite conference

17. Reflective and dialogic learning Uses Blogs and E-portfolios for personal reflection Wikis/social bookmarking for aggregation Wikis for project-based work Cohort blogs for shared understanding Web 2.0 tool to connect beyond the course E-portfolios for aggregation and evidence Twitter for just-in-time learning Joyes, 2009, Ascilite conference

18. Connectivism and Connective knowledge Personalised learning Critical literacies online

19. Co-evolution of tools and practice Characteristics of users Affordances of technologies Affordances (Gibson) ‘All"action possibilities" latent in an environmentt… but always in relation to the actor and therefore dependent on their capabilities.’ For instance, a tall tree offers the affordances of food for a Giraffe but not a sheep. Preferences Reflection Interests Dialogue Evolving practices Aggregation Skills Context Interactivity Basic communications & gestures Symbolic representations (words, numbers) 1st wave technologies (phone, radio, fax, TV, CD/DVDs) 2nd wave technologies networks, mobiles, the Internet)

20. A Tweet is simply 140 characters… Examples of use Posting queries Commenting Backchannel Crowdsourcing Gathering opinions Sharing ideas Brainstorming Social presence Issues Your ‘a-ha’ moment The right network Your digital voice Inappropriateness Personal/private Too much! Use with other tools A passing fad?

21. Communication+ A redefining of what ICT means Audio & video conferencing Media sharing Forums Google wave Email Wikis Blogs Instant messaging Twitter Interactivity Virtual worlds, online games & immersive environments Web pages Social networking Mash ups

22. Digital skills (Jenkins, et al., 2008) Play Performance Visualisation Appropriation Negotiation Multi-tasking Simulation Networking Distributed cognition Collective intelligence Transmedia navigation Judgment

23. Implications for assessment Traditional knowledge recall no longer a valid form of assessment Issues with assessing collaborative learning Blurring of boundaries between ‘teacher’ and ‘learner’ Learning no longer ‘bounded’ within the institution

24. Locating assessment practices Activity-based Group-based assessment Dialogic and reflective assessment Problem-based or role play learning Informal web-based learning Need new approaches to design Teacher-centred Student- centred Formal, ‘traditional courses Learner-defined learning Evidence-based assessment Essays, exams Content-based

25. Learning Design/Designing for learning Shift from belief-based, implicit approaches to design-based, explicit approaches A design-based approach to creation and support of courses Encourages reflective, scholarly practices Promotes sharing and discussion Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin

26. The learning design concept wheel Tools Activities Resources Resources Theory Dialogue Representation Activities Tools Tools Activities Resources

27. The learning design wheel Tools Activities Learning design theory Cloudworks Resources Resources ’Design Challenge’ Foundations Collaboration Course views Representation Activities Tools Tools Activities Resources Excel template CompendiumLD

28. Translates into… Tailored guided pathways of different levels of intensity and length Awareness sessions ‘LD-lite’ workshops Design challenges Master’s level OER Free format

29. Learning design course views Course map Pedagogy profile Learning outcomes Course dimensions Task swimlane

30. Cloudworks A space for sharing and discussing learning and teaching ideas Application ofweb 2.0 practice Examplesfor teachers & learners to share/discuss A space for collaboration & communication Helps develop skills needed for engaging with new technologies’

31. Final thoughts Learning and the context of learning have changed We need new assessment practices How can we harness increasingly sophisticated e-assessment tools? There will be an ongoing co-evolution of tools and use New digital literacies are needed for both teachers and learners How do we assess beyond the individual (others plus tools)? We need to devise pathways for navigating an increasingly complex digital landscape The boundaries between formal and informal learning are blurring Changing learning, teaching and assessment

32. Sources Mash ups http://www.flickr.com/photos/richardellard/4524139966/ Molecule http://www.flickr.com/photos/8272941@N07/498827420/ Periodic table http://www.flickr.com/photos/chemheritage/3984920162/ Music sheet http://www.flickr.com/photos/anyaka/21848267/ One world http://www.flickr.com/photos/psd/2731067095/ World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/ Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/ http://suifaijohnmak.files.wordpress.com/2009/11/communication-sep08_leskovec_tdef_page_03_480.jpg Yin-Yang image http://learn4kicks.files.wordpress.com/2009/09/yinyangconceptmap.gif Imperial collage second life island http://knowledgecast.wordpress.com/2009/07/10/icl-tour2/ Personal Inquiry project http://www.pi-project.ac.uk/resources/ E-Portfolios http://www.jiscinfonet.ac.uk/infokits/e-portfolios

33. Sources http://www.geeky-gadgets.com/samsung-galaxy-s2-android-3-0-and-a-2ghz-processor-06-07-2010/ http://thehottestgadgets.com/2008/05/samsung-to-debut-3m-mini-projectors-with-new-phones-00280 http://www.dontwasteyourtime.co.uk/elearning/ipad-is-it-any-good-for-the-classroom-or-learning/ http://www.erwinvanlun.com/images/uploads/SmartGlasses.jpg OpenLearningInitiative http://distancelearn.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn=distancelearn&cdn=education&tm=6&f=00&su=p897.9.336.ip_&tt=11&bt=1&bts=1&zu=http://www.cmu.edu/oli/ Molecule http://www.flickr.com/photos/8272941@N07/498827420/ Periodic table http://www.flickr.com/photos/chemheritage/3984920162/ Music sheet http://www.flickr.com/photos/anyaka/21848267/ One world http://www.flickr.com/photos/psd/2731067095/ World of warcraft http://www.flickr.com/photos/shardsofblue/3981216281/ Questionmarkhttp://www.flickr.com/photos/crystaljingsr/3914729343/ Crystal ball http://mashable.com/2009/08/20/ted-future/

34. Sources iPhonehttp://virulentwordofmouse.files.wordpress.com/2009/12/iphone.jpg eBook readers http://wowio.files.wordpress.com/2007/07/reader-options2.jpg