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Exploring Pedagogy, Presence and Participation in Interactive Formative Assessment

Exploring Pedagogy, Presence and Participation in Interactive Formative Assessment. Denise Whitelock and Marc Eisenstadt IET and KMi, The Open University, e-mail: d.m.whitelock@open.ac.uk. Presentation Outline. What have we learnt about interactive learning?

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Exploring Pedagogy, Presence and Participation in Interactive Formative Assessment

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  1. Exploring Pedagogy, Presence and Participation in Interactive Formative Assessment Denise Whitelock and Marc Eisenstadt IET and KMi, The Open University, e-mail: d.m.whitelock@open.ac.uk DMW, IET, and ME, KMi, Open University, 2005

  2. Presentation Outline • What have we learnt about interactive learning? • What does it mean to work in the presence of others? • From scaffolded feedback to scaffolded assessment? DMW, IET, and ME, KMi, Open University, 2005

  3. Global Warming DMW, IET, and ME, KMi, Open University, 2005

  4. Global Warming DMW, IET, and ME, KMi, Open University, 2005

  5. Interactivity and Feedback • Interaction, Feedback loops • Tell, Explore, Check • Predict, Look and Explain • Entering the discourse of a subject via audio feedback • Scaffolded text feedback (Bruner & Woods) • SHOW ME button DMW, IET, and ME, KMi, Open University, 2005

  6. Interactivity and Cognitive Change Scores DMW, IET, and ME, KMi, Open University, 2005

  7. What do we know about Presence? • Motivating • Engagement • Nature of task (Malone & Leper) DMW, IET, and ME, KMi, Open University, 2005

  8. Working in the presence of others is better than working alone? • PuckLand simulation • Pairs matched for cognitive dissonance • Worked completely alone and in the presence of others • Significant difference between working in presence of others and working alone (Whitelock et al, 1995) DMW, IET, and ME, KMi, Open University, 2005

  9. Presence • No agreed definition • Immersion and Presence (Slater et al, 1995) • Immersion is how much a person is “in” the environment • Presence is a sense of “being there” DMW, IET, and ME, KMi, Open University, 2005

  10. Presence and Conceptual Learning: Whitelock et al’s Cube • Presence, Immediacy of Control and Representational Fidelity are the variables and predict: • High Presence and high degree of Immediacy of Control equals high implicit learning • Low value of Immediacy of Control is more likely to be associated with explicit learning • Representational Fidelity has a smaller affect on conceptual understanding than appropriately designed infidelities • Desktop VR environments tested and support above hypotheses, see Jelfs & Whitelock, 2000; Brna, 1999; Whitelock & Jelfs, 2004 DMW, IET, and ME, KMi, Open University, 2005

  11. The Role of Presence: Findings from BuddySpace Analysis of 1000 discussion forum messages among OU language students showed that at least 20% of those were location-centric Instant Messaging with location info Automatic group and map generation Very scalable and customizable DMW, IET, and ME, KMi, Open University, 2005

  12. Buddyspace 15 evaluation questionnaires from long term users (>6months) Users were asked to rate ‘group belongingness’ engendered by 20 activities, situations, physical and digital artifacts. DMW, IET, and ME, KMi, Open University, 2005

  13. Buddyspace • Automatically-generated groups and enhanced ‘state’ information are perceived as the most beneficial and most frequently-used feature of BuddySpace • BuddySpace maps, personal rosters and group rosters ranked within top 5 items BuddySpace endorses our long-term goal of fostering a sense of ‘group belongingness’ DMW, IET, and ME, KMi, Open University, 2005

  14. From Interactivity and Presence findings to building Formative Assessment Environments • Formative assessment is a powerful means to improve student learning (Black & Williams, 2001) • Effect size on standardised tests of between 0.4 and 0.7 • How can we support our students to become more reflective learners and engage in formative assessment tasks? DMW, IET, and ME, KMi, Open University, 2005

  15. OpenMark and BuddySpace • Need a system to provide scaffolded feedback to students • Check reasoning • Communicate with others • Find a partner with relevant experience to support information sharing DMW, IET, and ME, KMi, Open University, 2005

  16. OpenMark DMW, IET, and ME, KMi, Open University, 2005

  17. OpenMark DMW, IET, and ME, KMi, Open University, 2005

  18. BuddySpace • Automatic map construction to show locations • Automatic roster (‘buddy list’) construction using OU login authentication… so it knows which workgroup or tutorial group I’m in • Many views: map, timelines, etc. • Plug-ins for future enhancements DMW, IET, and ME, KMi, Open University, 2005

  19. BuddySpace DMW, IET, and ME, KMi, Open University, 2005

  20. “State of mind” • goals, plans, intentions • devices • user profiling DMW, IET, and ME, KMi, Open University, 2005

  21. Smart inset chosen,depending onactual data Automatic Map Generation DMW, IET, and ME, KMi, Open University, 2005

  22. Right-click to ‘drill down’into ‘cluster’ nodes (provides scaleability) Automatic Map Generation DMW, IET, and ME, KMi, Open University, 2005

  23. BuddyFinder Generally: “Find me the person who can really help me now.” More specifically: • Who else is facing a similar problem? • Where can I find complementary approaches? • Has anyone found contrary evidence? DMW, IET, and ME, KMi, Open University, 2005

  24. BuddyFinder Arbitrary keywords at user’s discretion DMW, IET, and ME, KMi, Open University, 2005

  25. Easy search DMW, IET, and ME, KMi, Open University, 2005

  26. Matches ‘light up’ DMW, IET, and ME, KMi, Open University, 2005

  27. BuddyFinder Invokes Google’s Web Service behind the scenes, if requested, and auto-highlights within user’s own map! DMW, IET, and ME, KMi, Open University, 2005

  28. Working with Course Teams • H806 Learning in the Connected Economy – BuddyFinder • Technology short course – OpenMark addressing misconceptions • Combining BuddyFinder and a science problem solving environment DMW, IET, and ME, KMi, Open University, 2005

  29. Next: ‘Yoked’ apps via BuddySpace Student A Student B (‘yoked’, butwithout full screen sharing required!) DMW, IET, and ME, KMi, Open University, 2005

  30. Interactive Formative Assessment No longer learning about X but reflecting about X • Students are able to find facts similar to X • Know how X might be disputed • Are able to make predictions about X • Know how to use X in an argument • Know how far X can be pushed • Supported with e-tools and pedagogical strategies DMW, IET, and ME, KMi, Open University, 2005

  31. Thank you • Chris Denham: BuddyFinder and OpenMark tools • Jiri Komzak: BuddySpace • Martin Dzbor and Rod Norfor: Jabber and BuddySpace servers • Jon Rosewell, Technology • Chris Pegler, H806 • S103 Team DMW, IET, and ME, KMi, Open University, 2005

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