Individualized Feedback
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Challenges for assessment and feedback tools in informal learning settings (social media based learning)
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Individualized Feedback
- 1. Individualized Feedback in Learning Systems Prof. Dr. Ulrik Schroeder
- 2. eAssessment & Learning Current study states: “To Really Learn, Quit Studying and Take a Test“ (NY Times, online, Jan 20, 2011) 01.02.2011 LEARNTEC, Ulrik Schroeder 2 “Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.“ Mark Gudzial: Computing Education Blog
- 3. Outline Definitions Categories of eTest Systems Assessment and Learning Theories Challenges for new Assessment Models Research Projects 01.02.2011 LEARNTEC, Ulrik Schroeder 3
- 4. Reasons for Assessment [Freeman, Lewis1998] Select Certificate Assessment of Learning Assessment for Learning Improve teaching Aid learning 4 Describe
- 5. Assessment Principles Most students’ learning is driven by assessment [Race2001] Appropriately designed assessment that exploits the potential of ICT can change students’ approaches to learning. [Kirkwood2008, Karpicke&Blunt 2011] [McAlpine 2002] Summative vs. Formative Formal vs. Informal Final vs. Continuous Process vs. Product Convergent vs. Divergent 01.02.2011 LEARNTEC, Ulrik Schroeder 5 Bild: flickr, ccarlstead, cc-by
- 6. Assessor / Feedback Creator [Race2001] Tutor Assessment Automatic Assessment Self Assessment Peer Assessment 01.02.2011 LEARNTEC, Ulrik Schroeder 6 Bild: flickr, amonroy, cc-by-sa
- 7. Computer Assisted Assessment 01.02.2011 LEARNTEC, Ulrik Schroeder 7 Domain- specific Systems eTest Systems LMS SCORM QTI
- 8. CAA categories 01.02.2011 LEARNTEC, Ulrik Schroeder 8 Behaviorism / Cognitivism Behaviorism / Cognitivism Constructivism
- 9. 01.02.2011 Beyond LMS Open Distributed Networked LEARNTEC, Ulrik Schroeder 9
- 10. [Snowden, 2001] [Argyris&Schön, 1996] [Siemens, 2004] autonomy reflect, self-criticize, detect/correct errors, inquire, test make connections, see patterns People Personal Knowledge Network (PKN) “Learning as a continuous creation of a PKN” LaaN Theories-in-use Information LEARNTEC, Ulrik Schroeder 10 01.02.2011 The LaaNTheory[Chatti, 2010]
- 11. Learning TheoriesCompared 01.02.2011 LEARNTEC, Ulrik Schroeder 11
- 12. Learning TheoriesCompared 01.02.2011 LEARNTEC, Ulrik Schroeder 12
- 13. Personal Learning Environments 01.02.2011 LEARNTEC, Ulrik Schroeder 13 Pedagogical Perspective The environment in which I learn A more natural and learner-centric model to learning Put the learner at the center PLE: Convergence of lifelong, informal, network, and personalized learning InformalLearning Lifelong Learning Personal Learning Environments Self-OrganizedLearning Network Learning
- 14. Personal Learning Environments 01.02.2011 LEARNTEC, Ulrik Schroeder 14 Technical Perspective PLE: Self-defined collection of services, tools and devices that help learners build their PKNs Devices Information People Theories-in-use Services Tools
- 15. 01.02.2011 LEARNTEC, Ulrik Schroeder 15
- 16. Research Challenges 01.02.2011 LEARNTEC, Ulrik Schroeder 16 Formal Learning Domain- SpecificSystems Electronic Test Systems Formal Learning Life Long Learning SelfOrganized Learning Network Learning LMS SCORM QTI Informal Learning
- 17. Research Projects 01.02.2011 LEARNTEC, Ulrik Schroeder 17
- 18. Formal Assessment 01.02.2011 LEARNTEC, Ulrik Schroeder 18 Tutor in the Loop Processes, statistics Tutorfeedbackrequest Automaticassessmentresults Intelligent Feedback Intelligent Assessment Logging Feedbackrequest Feedback Electronic Exercises (Intermediate) solution User interaction cf. Bescherer et al. (in press) Tutor feedback
- 19. Formal Assessment: Demo [Herding et al., 2010] 01.02.2011 LEARNTEC, Ulrik Schroeder 19
- 20. Formal Assessment 01.02.2011 LEARNTEC, Ulrik Schroeder 20 Tutor in the Loop Processes, statistics Tutorfeedbackrequest Automaticassessmentresults Intelligent Feedback Intelligent Assessment Logging Feedbackrequest Feedback Electronic Exercises (Intermediate) solution User interaction cf. Bescherer et al. (in press) Tutor feedback
- 21. Network Assessment 01.02.2011 LEARNTEC, Ulrik Schroeder 21 Network in the Loop Processes Networkfeedbackrequest Automaticassessmentresults Intelligent Feedback Intelligent Assessment Logging Feedbackrequest Feedback Electronic Exercises (Intermediate) solution User interaction Network feedback
- 22. Open Assessment Open LMS Basic Components User Management Document Management Workflow Management Cloud Services Content Management Search … Assessment Tools Grouping RubricMarking Peer Review Processing TutorialBuilding Correctionflows … Specific Assessment Tools Organization Modules E-Test Tool Assessed Wiki Tool External Tool Assignment Submission Tool Tool withexternal Data … 01.02.2011 LEARNTEC, Ulrik Schroeder 22
- 23. Cloud-Service Integration 01.02.2011 LEARNTEC, Ulrik Schroeder 23
- 24. Self-Assessment 01.02.2011 LEARNTEC, Ulrik Schroeder 24 MonitoringVisualization-Dashboard individual feedback Learning Analytics: e.g. time spent, areasofinterest, usageofresources, participationrates, correlationwith grades Data Mining selfreflection passive learning: Observe, read, download … logging LMS activelearning: participate, write, collaborate … Changelearningbehavior?
- 25. Self-Assessment 01.02.2011 LEARNTEC, Ulrik Schroeder 25
- 26. Thanksto … 01.02.2011 LEARNTEC, Ulrik Schroeder 26 DanielHerding PatrickStalljohann Anna-LeaDyckhoff Dr. Mohamed AmineChatti Eva Altenbernd-Giani
- 27. Future Challenges 01.02.2011 LEARNTEC, Ulrik Schroeder 27 Life Long Learning
- 28. Connectivism[Siemens, 2004] Knowledge is networked and distributed Half-life of knowledge is shrinking Know-who and know-where are more important than know-what and know-how “The pipe is more important than the content within the pipe” Connections enable us to stay current Learning as connection/network-forming process 01.02.2011 LEARNTEC, Ulrik Schroeder 28
- 31. Complex systems are non-deterministic
- 32. Cause and effect relationships cannot be distinguished
- 33. Learning as an emergent and self-organized process01.02.2011 LEARNTEC, Ulrik Schroeder 29 ComplexityTheory[Snowden, 2001]
- 35. Theories-in-use
- 37. Values
- 38. Strategies
- 39. Assumptions
- 40. Single-loop learning vs. Double-loop learning01.02.2011 LEARNTEC, Ulrik Schroeder 30
- 41. Learning TheoriesCompared 01.02.2011 LEARNTEC, Ulrik Schroeder 31
- 42. Learning TheoriesandLaaN 01.02.2011 LEARNTEC, Ulrik Schroeder 32
- 43. SpecificOrganization LMS Peer Assessment Aropä [Hamer2007] PeerPigeon [Millard2008] Group Assessment CURE [Haake2004] RubricMarking ALOHA [Ahoniemi2006] 01.02.2011 LEARNTEC, Ulrik Schroeder 33
- 44. Assignment Submission Tool Cloud Services Grouping Content Editors Correctionflows You Tube Integration … Extension Extension Extension Extension … Tool Base 01.02.2011 LEARNTEC, Ulrik Schroeder 34
- 45. Feedback [Narciss 2006] KnowledgeofPerformance KnowledgeofResult/Response KnowledgeofCorrectAnswer Multiple Try Feedback AnsweruntilCorrect ElaboratedFeedback 01.02.2011 LEARNTEC, Ulrik Schroeder 35
Notas del editor
- LaaN Theory (Chatti 2010) integrates three current Theories from Social LearningTheories (sLT), Knowledge Management (KM) and Organizational Learning (OL), namely (from right to left)Connectivism (George Siemens, 2004 – Learning Theory), also Downes 2006Half-life of knowledge is shrinking=> Know-who and Know-where is more important than Know-what and know-how=> Connections enable us to stay up-to-date (pipe is more important than the content)=> learning is a continuous process in which connections are made and networks are formed!ComplexityTheory (Snowden, 2001 – Knowledge Management / also Holland)Study of complex learning systemsDescribes his Cynefin Framework, where he distinguishes between Simple (cause-effect known), Complicated (c-e knowable, but requires analysis), Complex (c-e intertwined => not known in advance) and Chaotic (no perceived relation between cause and effect) SystemsEmergence is central to the theory of complex adaptive systems: process of defining novel and coherent structures, patterns and properties during the process of self-organizationDouble-loop Learning has been defined in a framework for Organizational Learning by Argyris & Schön (1978, … 2005)Process of detecting and correcting errors => learning from mistakesDistinguishing the single-loop, which leads to new assumptions and strategies and the deeper learning form double-loop-learning, which additionally results in new norms and values, by critically reflecting about one’s own contributionsLaaN integrates aspects of these theories into one Learning theoryStarts from the learner and her/his mental model (theories in use)Sees learning as continuous process of making connections and learning from others => thus forming Personal Knowledge Networks (=> the blogs I read and comment on, the feeds I follow, …)Defines autonomy as crucial for effective learning => requires self-organization and emergenceBut these theories do not integrate the process of learning from errors via reflecting …=> e.g. Tasks and solutions not only from, teachers and tutors, but also by self-reflection, criticizing, from diverse sources …Ü: LaaN has many aspects in common with current learning and social theories, but has its focus on the learner and her PKN as distinguishing aspect …