Assessment and a Manifesto for Teaching Online

Transcription

1 Assessment and a Manifesto for Teaching Online Student writing: innovative online strategies for assessment and feedback The University of Edinburgh clara.oshea@ed.ac.uk

2 The MSc in E Learning

3 The MSc in E Learning

4 The MSc in E Learning

5 The MSc in E Learning

6 The MSc in E Learning

7 The MSc in E Learning

8 The MSc in E Learning

9 The MSc in E Learning

10 The MSc in E Learning

11 The MSc in E Learning

12 The MSc in E Learning

13 The MSc in E Learning

14 Digital assessments aplenty Various works from the MSc in E Learning student gallery at gallery/

15 Digital assessments aplenty Various works from the MSc in E Learning student gallery at gallery/

16 Digital assessments aplenty Various works from the MSc in E Learning student gallery at gallery/

17 Digital assessments aplenty Various works from the MSc in E Learning student gallery at gallery/

18 Digital assessments aplenty Various works from the MSc in E Learning student gallery at gallery/

19 Digital assessments aplenty Various works from the MSc in E Learning student gallery at gallery/

20 Digital assessments aplenty Various works from the MSc in E Learning student gallery at gallery/

21 Digital assessments aplenty Various works from the MSc in E Learning student gallery at gallery/

22 A little context h"p://

23 What does digitality do to assessment and feedback practices? Student led ethnographies Assessment stories wiki Multimodal roundtables with colleagues and students Team conversations Jeremy Keith (adac-o), 2006,h"p:// /sizes/m/in/photostream/

24 Manifesto for Teaching Online

25 h"p://upload.wikimedia.org/wikipedia/commons/7/75/duck_of_vaucanson.jpg Feedback can be digested, worked with, created from. In the absence of this, it is just response.

26 Eneas McNulty, , h"p://maps.secondlife.com/secondlife/edinburgh%20uplands/189/53/28 (Screenshot by Sian Bayne) Text is being toppled as the only mode that matters in academic writing.

27 Visual and hypertextual representations allow arguments to emerge, rather than be stated. Ania Rolinska, 2011, h"p://elearningblogs.educa-on.ed.ac.uk/ oldelgg/elgg/anzbau/weblog/5449.html New forms of writing make assessors work harder: they remind us that assessment is an act of interpretation.

28 Assessment is a creative crisis as much as it is a statement of knowledge. Jeremy Knox, 2012, from h"p://edinspace.weebly.com/images.html

29 Tim Dalton, , h"p://online.educa-on.ed.ac.uk/2012/02/link -m dalton has the readwrite web made academicdefini-ons of authorship and originality irrelevant/ Assessment strategies can be designed to allow for the possibility of resistance.

30 James Lamb, 2012, h"p://onlineteachingmanifesto.wordpress.com/the video/ A routine of plagiarism detection structures in a relation of distrust.

31 Text is being toppled as the only mode that matters in academic writing. Visual and hypertextual representations allow arguments to emerge, rather than be stated. New forms of writing make assessors work harder: they remind us that assessment is an act of interpretation. Feedback can be digested, worked with, created from. In the absence of this, it is just response. Assessment strategies can be designed to allow for the possibility of resistance. A routine of plagiarism detection structures in a relation of distrust. Assessment is a creative crisis as much as it is a statement of knowledge.

32 For more The SWOP project: The manifesto page: Clara O Shea, 2012, h"p://claraoshea.wordpress.com/ 2012/03/01/my accidental manifesto remix/ The video version by James Lamb: video/ clara.oshea@ed.ac.uk