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Assessment

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Edited by Jonathan Vernon, Thursday, 11 Dec 2014, 12:09

The MOOC model for assessment is that the students do this.

The cohort of 'writers' on the Start Writing Fiction MOOC in its 7th week is probably around the 1400 mark. Of these, let's say 1000 submit their 1000 word piece for assessment. Each of these takes between 1/2 and 1 hour to read, re-read and assess across three criteria. I find a well-written piece with some flaws takes half an hour, an excellent pieces takes ten minutes while a piece that is a difficult read, misses most points taught over the last 7 weeks or simply fails to answer the brief can take an hour. Am i getting that wrong? Am I trying too hard to make up for a student's failure to grasp much or anything at all over the preceding weeks? Perhaps the answer is to seek out some positives: getting this far, the idea behind the writing, a line or phrase ... and leave off either picking through all the problems or offering a summary of all the points they have clearly not got, or simply skipped over the previous weeks.

Not a tutor or AL, though I've had a dozen, this is quite an eye-opener. Good feedback takes time to think through and then to deliver.

The tips on how to give feedback on FutureLearn are succinct. I learnt a technique in sports coaching: sandwiching praise with constructive feedback. This is all well and good. The problem is where it is a huge struggle to find something to praise. Not possible on the FutureLearn platform, my preference I see now, with a couple of the 36+ reviews I've now done of fellow students, is to leave the toughest ones for 24 even for 48 hours. At least then you may get a sense of where the person was coming from and how you speak to them if you had them over for a coffee rather than writing in the quasi-anonymous tone of randomly selected fellow reviewer.

Not easy, but from a student's point of view you have to learn how to take feedback. Occasionally you have have to stand you ground. A couple of times, not ever with The OU, I have taken issue with feedback and a grade and on review it is found that the reader/tutor could not have taken adequate care: posting a set of generic responses on a point missed or references, or saying the essay needed X and Y when, in my case X and Y were introduced in the introduction, covered in the main body of the assignment and mentioned in the conclusion - something I had to do when I was a point off a distinction. 

It will be a new skill for students to become assessor, and a new world for academics to allow students to so boldly enter their domain, but a necessary one if we are to 'educate the world'.

 

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Universities value research over teaching

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Edited by Jonathan Vernon, Friday, 4 Jul 2014, 09:29

Fig. 1 Grabbed from The Times earlier this week

This may be the case but it has not been my experience with the Open University. What about you? Of the seven modules I have done five of my tutors, several professors, otherwise with doctorates in education, have all had a healthy and current record of research. I like to think that they make the time for the stimulation it brings to their practice; that content with students adds something. Those Associate Lecturer's who did not have a background in research made up for it with their attentiveness and love for 'their' module - hard to say which makes the 'better' AL, to be indulged, or to have a sharp mind strategically offering you their insights.

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H810 : Activity 30.1 E-learning - key roles for implementation

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Edited by Jonathan Vernon, Sunday, 9 Dec 2012, 08:15

Review and discussion

Thinking back to Topics 25 (academic perspectives) to Topic 29 (management perspectives), what role or roles do you recognise from your experience?

  • What roles do you have in common?
  • To what extent do your roles and perspectives overlap?
  • Are any differences because your organisations are of different types or are they because people in the organisations have different priorities?

_________________________________________________________________________________________________

Over the last decade I have come full circle, from the belief that the future lay in self-directed gamified e-learning where everything is managed and monitored by the system - even if an avatar is thrown in to make it appear human. (There is current activity doing exactly this - creating avatars to play the role of tutor - perhaps to serve millions of new learners this will serve a purpose!)

The goal I feel should be recreation, where students want it, of the Oxbridge model of tutorial - at least at graduate and post-graduate levels - where the tutor plays a key role as intermediary. 'Where the students want it' implies choice - so in truth a smorgasbord at every step, not just the way a module is presented, but how material is tackled topic by topic. I've reviewed platforms that have the look and feel of a games arcade - resplendent with hyper-gamified activities at every stage - this for me does more than simply exclude the disabled student, it also presumes in error that all learners have or desire this mindset. They do not. Where we have choice I think we do incline to the verbal, auditory or kinaesthetic - I also believe that our moods and inclinations, and especially experience, tip us to one model over another. All this spells out 'C H O I C E' not constraints in the conduits of a gamified series of funnels and tunnels.

The OU may not get the attention of the e-learning awards panel, but they have a more important responsibility to hundreds of thousands of students, tens of thousands of ALs ... and a few thousand staff.

  • A champion - whomsoever this may be someone needs to make accessibility a cause
  • A leader - perhaps an innovator and entrepreneur, someone who can galvanise others into action, raise the funds, assemble a team and get the most out of them.
  • Disabled student representatives - not a token person in a wheelchair, but genuine engagement and involvement from various disabled group communities i.e. involving in particular a student or former student with experience of learning as a disabled person from the 'communities' that include hearing, sight, mobile and cognitive impairments.
  • Legal advice - much e-learning is now offered on a global platform. Laws differ, but it will reach the point where disabled students wise-up to their rights and how to press for them. This isn't about interpreting the law to reduce risk and get away with doing as little as possible, it is about ensuring that the 'bar' where it is currently placed, is reached.
  • Professional Managers - team players. Some educational practices have to change - the lone educator devising their own content for a prescribed curriculum greatly reduces both the greater use of readily available resources and their creation and management on accessible platforms. Even entrepreneurs and those with marketing and communications skills in order to compete in a global market for education provision.
  • E-learning design - experienced and qualified people who have a good understanding of how to construct e-learning, if necessary with people who have a theoretical and/or a technical background and awareness. Personally I would have a minimum of FOUR people representing the following skills: learning theory, e-learning technologies (programmer), visualisation (design in its broadest meaning in relation to functionality as well as look) and the subject matter expert - not necessarily to write original content, but certainly to curate resources where they are readily available and to tailor them to a specific audience's learning needs.
  • Research - it helps to have someone dedicated to knowing where we are with the technology and resources, in this instance with a specialism relating to assistive technology (software and hardware).

To be continued ...

Please add to this mix. If we could or had to create an e-learning platform from scratch who would you want on your team. Put this in your context - say creative writing, or civil engineering, language learning or health care. In the IDEAL e-learning world who would be in it and how would the mix work?

  • IT - there need to be people, a department even, that knows how to make IT sing and keeping it robust, up to date, compliant, reliable and secure.
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Our memory of how to do things is often tied to the situation in which it was learnt.

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What does this mean for distance learning?

Is this why the odd residential school becomes such a focus and a vital memory? On the MAODE modules there are no tutor groups, nor any residential schools.

Does this make the Tutor Group Forum and the Elluminate sessions all the more important to get right?

The tutorial system of the Oxbridge Colleges does two things: it ties the learning to the personality of a tutor and it socialises learning within a small tutor group from (usually) a single college where the annual cohort may be as low as 30 and generally not far over 100.

How can this be replicated online?

The tutor relationship matters. Better and immediate tools engender the possibility of a closer relationship but the OU isn't geared up for it.

Are Associate Lecturers chosen for the e-moderating skills?

 

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