Connected Assessment for Connected Learning

Group Cognition, Associative Trailblazing, Creative Capacity, Tweets, Retweets, Posts, Mentions, Contribution, Transliteracy, Transactivity, Fluency Across Platforms, Multi-Media, Participation, Excel, TAGS, NodeXL

Laura Gogia December 2014

Connected Assessments for Connected Learning.

Connected Learning is inherently participatory.

Assessment Goals

Generate potentially comparable and generalizable metrics

Provide real-time data useful for instructor, peer, or self-assessment.

Offer a more sophisticated and elegant approach to assessing classroom participation

Formative

Evaluative

Summative

Defining Participation

Contributing

Connecting

Interpreting

Salomon, 1996

Qualities of Participation*

Group CognitionContributing

Connecting

Interpreting

*These qualities can be assessed.

Associative Trailblazing

Creative Capacity

Number of Posts; Content of Tweets Ratio of Tweets to Posts; Cross-Platform Fluency Across Digital Platforms & Media; Fluency Ratios

Group Cognition

Photo: “Map” by Flickr user Amber Case. https://www.flickr.com/photos/caseorganic/

Photo: “Google Map” by Flickr user C.Rondeau https://www.flickr.com/photos/crondeau/

Associative Trailblazing

“My Social Network” by Flickr user Eugene Kim. https://www.flickr.com/photos/eekim/

Number of Links & Mentions Replies Retweets; Network Betweeness Centrality; Content; Mentions

One of the greatest triumphs of learning (and of teaching) is to get things organised in your head in a way that permits you to know more than you “ought” to. And this takes reflection, brooding about what it is that you know. The enemy of reflection is the breakneck pace – the thousand pictures.

Creative Capacity

Connected Assessments*

Pedagogically Aligned(Meaningful)

Flexible

Scalable*Assessments should based in digital practice.

Operationalizing ParticipationExample Activities

Form of Participatio

nUnit of Assessment

Establishing and Maintaining a Personal Learning Network (PLN)

Contributor#Posts, Comments, Tweets

Ratio of Posts/ Comment/ TweetsNetwork Degree Centrality

Curating, Critiquing, Organize Data and Data Sources

Contributor TaggingContent

Connecting or coordinating people and concepts over space, time, and spheres of learning

Connector #Links, Retweets, Mentions, RepliesNetwork Betweeness Centrality

Connector Content

Transforming data into new products Interpreter Content

Sharing new product with PLN

Contributor #Posts, TweetsNetwork Degree Centrality

Connector #Mentions, Replies, LinksNetwork Betweeness Centrality

AnalysisUnit of Assessment Analysis

Instrument for Analysis

#Posts, Comments, Tweets Network Degree Centrality

Descriptive Statistics Social Network Analysis Excel

# LinksContent

Descriptive StatisticsContent &/or Discourse

AnalysesKBDexExcel

Ratio: Posts, Comments, Tweets Descriptive Statistics Excel

#Links, Retweets, Mentions, Replies

Network Betweeness Centrality

Descriptive StatisticsSocial Network Analysis Excel 

Content Content &/or Discourse Analyses KBDex

Content Content &/or Discourse Analyses KBDex

#Posts, TweetsNetwork Degree Centrality

Descriptive StatisticsSocial Network Analysis Excel

#Mentions, Replies, LinksNetwork Betweeness

Centrality

Content &/or Discourse Social Network Analyses

Descriptive Statistics Excel

Next Steps

Logistics

Legitimacy

Streamlining

Contribution Connection & Interpretation; Group Cognition Associative Trailblazing & Creative Capacity; Descriptive Statistics Social Network Analysis & Discourse Analysis; Tweets Retweets Mentions Replies; Transliteracy Transactivity Knowledge Creation Content Acquisition & Participation;

Questions?

References

Bush, V. (1945). As we may think. Atlantic monthly, 176(1), 101-108.Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press Davies, S. (2010). Effective Assessment in a Digital Age. Retrieved from http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessment/digiassess.aspx

Dewey, J. (2001). Democracy and education. Retrieved from: http://library.um.ac.id/images/stories/ebooks/Juni10/democracy and education - john dewey.pdf (Originally published in 1916).

Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Bloomsbury Press.Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: MIT Press. Retrieved from: http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

Paavola, S., Lipponen, L., & Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of educational research, 74(4), 557-576.

Mezirow, J. (1991). The transformations of adult learning. San Francisco, CA: Jossey Bass.Oshima, J., Oshima, R., & Matsuzawa, Y. (2012). Knowledge building discourse explorer: A social network analysis application for knowledge building discourse. Educational Technology Research and Development, 60(5), 903–921. doi: 10.1007/s11423-012-9265-2

Saloman, G. (1993). Distributed cognitions: Psychological and educational considerations. Cambridge, UK: Cambridge University Press.

Schon, D. (1987). Educating the reflective practitioner: Towards a design of teaching and learning in the professions. San Francisco, CA: Jossey Bass.