05 November 2012

Radical ideas slides

UPDATE:
The slides and content has been updated for the Designing Learning in the Digital Age workshop with Digital Capability.







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From November 2012:

Last week I was asked to contribute radical ideas for education, in the form of short snappy slides. Here they are:

5 comments:

Bronwyn hegarty said...

Some excellent ideas here Leigh.

My new trend direction is around assessment, specifically assessment for learning. So for me it is important to have well-designed formative assessment opportunities in a course - both informal and formal. This means that feedback - peer and teacher - can be offered throughout the course. An informal open course where formal facilitation is not offered unless paid for could prevent this form of formative feedback, at least from the teacher. So in that respect the 'expert' perspective has to come from the voluntary services provided by the learning and teaching community.

Or maybe teachers could swap their expertise in a range of areas in exchange for facilitation services that are provided by others (guest lecturers) to their students in open courses. This would add breadth and depth to the students' learning experience, and free teachers up to gain experience in other classes in other organisations - great PD.

Would this be workable or just add additional stress to workloads that are already buckling under rigor academia.

Leigh Blackall said...

Thanks Bronwyn,

In my experience, final assessment isn't viable without first having known about, or having had some involvement with someone's preparation of assignment work. I had the opportunity to experience this with you in those open onloine courses, and then again with BPS2011.

Otago Polytechnic's Assessment of Prior Learning office seemed to reinforce this perspective.

To my mind, the seperation of teaching from assessment, with deminishing the teachable moments, rests in the design of the assignment, or activity that leads to the final assessment. It should direct people to what they need to learn, if need be to seek out tuition from a teacher, and it should display evidence of learning outcomes. It should be something that enables a network of teachers to access work throughout it's production process, and be something that draws their interest and motivation to be involved. But equally, if not more importantly is a design that sees the process engage with a network of volunteers, such as Wikipedia's Featured Article review.. Wikinews, Yahoo Answers... and others

Nancy White said...

Something fascinating struck me as I read this. The challenges and options you posit in education have a strong kinship to the international development context. The old model of development is highly top down, driven by assumptions from the "developed world" context and often give little agency to those "being developed" and thus there is much less change and often not very much useful change. The idea of assessment as a design element is a growing trend. One that is actually looking useful.

Mike Seyfang said...

Looking forward to discussing this with whoever turns up tomorrow morning.

stevenparker said...

http://en.wikipedia.org/wiki/Project-based_learning

I think the Project Based Learning approach is suitable for implementing your ideas to give the student a reason and framework for their learning and assessment activity.