Sarah, you've posted such a simply and beautiful activity to foster student self-reflection, self-critique and peer-critique. I especially like it because it seems to be relatively non-threatening to the student, it can be added easily to an existing or new course, and the time commitment for the instructor appears to be very manageable. You have used an assessment activity as the vehicle for collaboration and your students produce a collaborative product - the Gallery.
I've always believed that the more learners take responsibility for their own learning and assessment, the better learners they will become. Could you elaborate on your students' perceptions of these activities and how successful these activities are for you and your students?
Vivian Neal
Posts made by Vivian Neal
Alan,
You've opened many questions for me. Could you expand on Helen Barrett's ideas about assessment for learning versus assessment of learning?
And you ask, "...where do you assess the connections learners make outside [the learning objectives] or to other learning? We still tend to teach in our discipline silos as if someone in chemistry may never need to write an essay or someone in history may never need to do some math." This is an excellent question and my first thought is that we need to write learning objectives that reflect these connections, but I have a funny feeling that you wouldn't be satisfied with that. :-)
Thoughts?
You've opened many questions for me. Could you expand on Helen Barrett's ideas about assessment for learning versus assessment of learning?
And you ask, "...where do you assess the connections learners make outside [the learning objectives] or to other learning? We still tend to teach in our discipline silos as if someone in chemistry may never need to write an essay or someone in history may never need to do some math." This is an excellent question and my first thought is that we need to write learning objectives that reflect these connections, but I have a funny feeling that you wouldn't be satisfied with that. :-)
Thoughts?
Thanks for your thoughts Bruce. I think I hear some cynicism when you say, "The worst person to have as an SME is another designer", but I'm not sure what you mean exactly?
I'm always curious about how people perceive and experience designers and, of course, I always want to be a better designer, so I'd like to know more....
I'm always curious about how people perceive and experience designers and, of course, I always want to be a better designer, so I'd like to know more....
Alice,
You pose a great question: "How do you, as IDs, manage the tension behind a drive for consistency in everything from structure to look-and-feel with the inherent differences in the nature of knowledge and ways of knowing in different fields?"
I like to see consistency in structure or look and feel in so far as it benefits the learner and the learning process. However, I think It's important to ask ourselves what the motivation is for this consistency. Open, honest and curious dialogue among the SME, the ID, and other team members is a central part of managing the tension you describe and I would support the idea that it is the tension itself that spurs on the creative elements of the learning design.
Perhaps it is this very tension, this opportunity to understand different ways of knowing, that can result in excellent learning environments and processes?
You pose a great question: "How do you, as IDs, manage the tension behind a drive for consistency in everything from structure to look-and-feel with the inherent differences in the nature of knowledge and ways of knowing in different fields?"
I like to see consistency in structure or look and feel in so far as it benefits the learner and the learning process. However, I think It's important to ask ourselves what the motivation is for this consistency. Open, honest and curious dialogue among the SME, the ID, and other team members is a central part of managing the tension you describe and I would support the idea that it is the tension itself that spurs on the creative elements of the learning design.
Perhaps it is this very tension, this opportunity to understand different ways of knowing, that can result in excellent learning environments and processes?
Sharon,
I can envision your dancers! "... sometimes we lead, sometimes we follow, and sometimes we're all on the floor line-dancing together." This is exactly the way I see it. Take a look at the "Building Relationships" topic where we're discussing it more at: http://scope.lidc.sfu.ca/mod/forum/discuss.php?d=73