This week we look at different aspects of assessing collaborative online learning communities.
Historically, educators have assessed student learning from a single model perspective, which evaluates students learning individually. Unfortunately, this academic approach to assessment is outdated and incompatible with the needs of our digital world. According to Seimen (2008), a paradigm shift to a more participatory pedagogy that encourages collaboration and teamwork activities is what is needed because of the nature of online learning communities. That being said, a participatory model would require a shift in the way we think and approach assessing student learning. For example, faculty can offer students the opportunity to perform self-assessments or peer-reviews. This would give students the opportunity to critique the members of their community. Additionally, technology management systems allow faculty the ability to track student participation. Regardless, of the assessment approach faculty need to ensure that collaborative learning communities are assessed with fair, direct, and equitable learning outcomes (Seimen, 2008). Moreover, in order for faculty to assess the varying levels of skills and knowledge a student brings to the class they need to broaden their definition for assessment. For instance, if a student with lower levels of understanding shows significant growth while another students that may have a higher level of skill only show marginal improvements the instructor needs to use fair and equitable assessment of learning to determine the final grade.
Many students are not equipped or have life issues that can impact their role in an online learning community. Therefore, it is important for groups to define and negotiate their roles in the early stages (forming) of group development. If a student does not want to network or collaborate in a learning community for an online course the team members need to try and communicate with the student that doesn't want to participate. According to Seimen (2008) many students don't know how to participate in learning communities because of their lack of experience and/or they are afraid to participate. Moreover, faculty can build activities into the curriculum that fosters the connection and development of a sense of community among students. According to Palloff & Pratt (2005) faculty can provide questions that stimulate critical thinking and conversation, provide learning projects that support both individual and collaborative engagement such as blogging or virtual teams, respectively.
This blog Learner Web Blog has videos and other interesting information on assessments, project based learning and active learning. Great resource!
http://suifaijohnmak.wordpress.com/2012/01/04/change11-assessment-active-learning-and-project-based-learning/
References:
Laureate Education, Inc. (2008).Learning communities. Baltimore: Author.
Laureate Education, Inc. (2008). Assessment of collaboration. Baltimore: Author.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning Together in Community. San Francisco: Jossey-Bass.
I posted to the blogs below:
KASEY LANGSTON
Laureate Education, Inc. (2008). Assessment of collaboration. Baltimore: Author.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning Together in Community. San Francisco: Jossey-Bass.
I posted to the blogs below:
KASEY LANGSTON
Kasey,
Hi,
Great post! Very thoughtful!
In many ways, I agree with Siemen regarding peer reviews; however, there may be times that peers don't jive with one another and the assessment ends up negatively biased. It seems fair practice would be to utilize multiple assessment strategies in order to obtain a comprehensive overview of individual students' work.
Moreover, because our world really requires that we learn how to work together it is important, in my view, that students that are uncomfortable with group interactions (a student with Asperger’s syndrome comes to mind)could be eased into the group work. Consequently, this could be a teachable moment for all involved.
JULIE KAPLAN
Julie,
Hi,
I really like the idea of role playing because it gives students, that have limited experiences in groups, the opportunity to actively participate and learn how to be a team member. There are many people that are introverted that push themselves to engaged with group work; however, when the issue is that a student doesn't know how to be a team member then role playing can be beneficial in developing these skills.
Cynthia
Julie,
Hi,
I really like the idea of role playing because it gives students, that have limited experiences in groups, the opportunity to actively participate and learn how to be a team member. There are many people that are introverted that push themselves to engaged with group work; however, when the issue is that a student doesn't know how to be a team member then role playing can be beneficial in developing these skills.
Cynthia
7 comments:
Hello,
The post have stated two interesting points concerning online collaboration and assessments. Traditional assessments that are used in online courses do not work out very well primarily because the traditional assessments are designed for kinestic and visual learner. While online learners usually have these two learning styles, they are not in the same arena.
The other point is how students participate in their disucssions and projects. I think that some students tend to feel overwhelmed when other students seem to have more skills. I agree that it is a good idea to try to bring them out by responding to their posts and projects.
Michelle
I like that you outline that there needs to be a shift in both how students do work in the classroom as well as how they are accessed on this work. My question is, since it seems apparent that these shifts need to happen, how is it most effective for this shift to happen? Education is one of the hardest places for change to occur. Also, have you read Siemens book Knowing Knowledge? It is fascinating and on this subject.
So, do you think the responsibility for encouraging recalcitrant group members to do their fair share lies just on the rest of the group, or do you think the instructor has a role to play there as well?
Very good post. It is very true that communication is very important, especially to ensure that students are successful in the online community.
Often it is not that a student refuses to participate in discussion. There can be several contributors. Unless a student feels comfortable within a learning community they may not articulate the problems they are having or ask for help. I believe that in a online learning community so many students do what is required focusing only on their individual work that those who do not participate get over lookded.
I agree that faculty can offer students the opportunity to perform self-assessments or peer-reviews. As a PE teacher I let my students do self-assessments and peer-reviews all the time. I teach the students the new skills and I let them work in groups so they can help each other learn the skills even better.
very good and i agree with you after read this post. Online learning is a very good and important part of education field for the students.
Thank's for this post.
Online Education in india
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