Concede 2011 mjl evolving practices ugc

Evolving bLearning & peer assessment | Concede Conference, Oeiras, 2011

Aveiro

Maria João Loureiro

Oporto

Coimbra


University of Aveiro

• created in 1973• around 12.000 students • graduate and post-

graduate courses • teachers education • sciences, math, …• engineering • Health• …

• member of the European Consortium of Innovative Universities, ECTS label.


Summary

• context• user generated content experience– objectives– methodology– results

• relations with Concede Framework


interactioninteraction

Context

How to improve?

Practice(Sec.edu, HE…)

Research

• Problem


Context

bLearningnature

strategies

assessment

Focus

IMPACT

Online

context

practices

research


Context (PhD program)

– PhD program in Multimedia in Education module• Distance Education (DE) – two editions (2008/09 and 2010/11)

– blearning regime • face-to-face and at a distance• group work

– DE module aim - develop research competences (good enough doctorate, Wisker, 2010)

• search, select, systematize, synthesize and literature related with DE;• communication, collaborative work and assessment competences (self-

and peer- assessment)


Context (literature)

– PA benefits:

• promote higher order thinking, developing students’ critical thinking, communication, lifelong learning, problem solving…

• increase the amount of feedback, from teachers and from peers• enhance students’ sense of ownership, responsibility and students’

motivation, since they find it useful, attractive and enjoyable• support active and autonomous learning • can avoid the involvement of free-riders in group work, i.e, facilitate

the identification of individual contributions


Context (literature)

– PA pitfalls:

• students’ attitudes toward PA may hinder the above mentioned benefits –students’ unconfident towards PA - judging friends – increase students’ anxiety and resistant toward PA

• PA is time-consuming – training, preparation, and monitoring are needed

• PA can be subjective – students might be too hard, critical or boasting, or not used to assess their peers

– PA advantages increase – formative feedback


UGC experience (methodology)

– strategies• Project work, problem solving, collaborative learning and

assessment for learning -> quality in online learning.

– duration of the DE module was:• in the first edition (2008/09), a five-week period;• in the second edition (2010/11) shorter period (four weeks).

– results of the evaluation of the first edition (Pombo et al., 2010) -> changes in the design of the module:•eAssessment activities;• communication technologies used.


UGC experience (methodology)

• Changes in 2010/11 edition:

– provided extra opportunities for PA and use of assessment criteria of the group work • it was used for formative e-assessment of three versions of

the ongoing work instead of one;

– assignment made by email -> confidentiality -> authenticity.


Final thoughts

• Relations with the CONCEDE framework– definition of UGC

• content created by postgraduate students (literature reviews) • shared freely• during the writing process the content has not been evaluated through a

process of formal peer review• students performed self-reflexive task concerning the group work and the

developed competencies.

– CONCEDE framework for the peer creation - peer-validation work• writing process involved the activities presented in table 2. • DE module has been evaluated by the students, by university professor

not involved in the module (peer-evaluation) and submitted for publication in journals as well as international conferences, the experience has been evaluated at the first and second level of the quality pyramid (Module 3 of the framework).