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Chauffeured Learning through Assessment Design A Conceptual Framework

Principal Lecturer Computer Science National Teaching Fellow, 2007. Chauffeured Learning through Assessment Design A Conceptual Framework. A presentation to 6 th International Blended Learning Conference Hertfordshire 15-16 June 2011 Martina A. Doolan m.a.doolan@herts.ac.uk.

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Chauffeured Learning through Assessment Design A Conceptual Framework

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  1. Principal Lecturer Computer Science • National Teaching Fellow, 2007 Chauffeured Learning through Assessment Design A Conceptual Framework A presentation to 6th International Blended Learning Conference Hertfordshire 15-16 June 2011 Martina A. Doolan m.a.doolan@herts.ac.uk

  2. HE Sector Influences MySpace Our Learners MSN Youtube Gadgets

  3. Pedagogy • Collaborative (Dillenbourgh, 1999) • Group (Lewin, 1951) • Social (Vygotsky, 1978) • Situated (Lave and Wenger, 1991) • Community (Wenger, 1998) • Technology – blended mode • Learners a valuable resource as co-producers of content (McCulloch, 2009).

  4. Learner • Discourse, joint negotiations, shared expectations • Activities set by tutor to promote participation with pedagogy, learners and tutor • Promote knowledge creation and expansion • Problem solving collaboratively • (Role play) authentic and plausible activities • Joint goals, interdependent/interrelated tasks • Deep learning • Meaningful, timely feedback • Co-producer of content

  5. Tutor Active Learning Environment • “Assessment will guide what students learn and the way in which they do this” (Doolan, 2011:5) • reciprocal – student as co-producer, clear expectations • individual and group based learning to construct/share knowledge, problem solve, zone of proximal development (Vygotsky, 1978) • inter and intra group/ interdependent activities • nurture relationships, situated (Lave and Wenger, 1991) • interdependency between the relationship and the overall success of the group (Lewin, 1951) • social active/participation, meanings (Wenger, 1998) • shared repertoire (Wenger, 1998) • sense of belonging in the social context (Wenger, 1998)

  6. Active Learning Environment Pedagogy Learner Tutor Knowledge Interaction

  7. Examples at madoolan.com • Doolan, M. A. (2009) ‘Making the Tacit Explicit: Developing a Pedagogy using Web 2.0 to Engage the Net Generation Learner’. In: ICERI 2009, November. Madrid: ICERI • Doolan, M. A. (2010) ‘Developing A Web 2.0 Pedagogy To Engage The Net Generation Learner In A Community For Learning In Higher Education’. In: The Fifth International Blended Learning Conference: “Developing Blended Learning Communities”, 16-17 June. Hatfield, Hertfordshire: University of Hertfordshire • Doolan, M. A. & Morris, P. (2010) ‘Developing Principles In Practice: A Dialogue In Assessment And Feedback’. In: Proceedings of the 5th Annual Blended Learning Conference 2010, 16-17 June. Hatfield: University of Hertfordshire • Doolan, M. A. (2011) Developing Pedagogy: The Role of the Tutor in Enabling Student Learning through the Use of a Wiki. In: Wankel, C. (Ed.) Educating Educators in Social Media [January 2011]. Bingley: Emerald Group Publishing Ltd

  8. References • Dillenbourg, P. (1999) What do you mean by collaborative learning?. In: Dillenbourg, P. (Ed.) Collaborative Learning: Cognitive and Computational Approaches. Advances in Learning and Instruction Series. New York, NY: General Learning Press • Lave, J. & Wenger, E. (1991) Situated Learning Legitimate Peripheral Participation. Cambridge: Cambridge University Press • Lewin, K. (1951) Field Theory in Social Science. New York, NY: Harper and Row • McCulloch, A. (2009) ‘The student as co-producer: learning from public administration about the’. Studies in Higher Education. 34 pp.171-183 • Wenger, E. (1998). Communities of practice: learning, meaning and identity. New York, Cambridge University Press.

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