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Student Perceptions of a Cloud Assessment Learning Environment

Student Perceptions of a Cloud Assessment Learning Environment. Dr Tony Rickards Curtin University - Australia Dr Aaron Steele Universal College Of Learning- New Zealand. Image sourced from: http:// upload.wikimedia.org/wikipedia/commons/9/9a/Aurora_australis_20050911.jpg.

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Student Perceptions of a Cloud Assessment Learning Environment

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  1. Student Perceptions of a Cloud Assessment Learning Environment Dr Tony Rickards Curtin University - Australia Dr Aaron Steele Universal College Of Learning- New Zealand

  2. Image sourced from: http://upload.wikimedia.org/wikipedia/commons/9/9a/Aurora_australis_20050911.jpg Australia New Zealand Southern Surprises

  3. The Cloud Assessment Learning Environment • Exists when collaborative sharing via a cloud computing tool are utilised for continuous assessment over a sustained period of time.

  4. Cloud Assessment Learning Environment

  5. This Study • Student perceptions of the cloud assessment learning environment. • Conceptual change in student understanding of the cloud assessment learning environment?

  6. Secondary Focii • Teacher – Student Interpersonal Behaviour in the Cloud based Learning Environment. • Outcomes not linked exclusively to a particular technology, but a philosophy of teaching and supervision.

  7. Instruments and Data • LIQ (Lecturer Interaction Questionnaire) • CAQ (Cloud Assessment Questionnaire) • Concept maps • Class & focus group interviews • Written lecturer descriptions • Participant & virtual participant observations • Online analytics & statistics from Moodle • Attendance records (50 Students/ 1 Teacher) • Achievement levels

  8. Reliability of CAQ

  9. Positive and Negative Perceptions • Factors Examined • Monitoring • Google Docs • Cloud Storage • Text Editor Preference • Feedback

  10. Example Items • What do you think about your lecturer being able to see your assignment for the duration of the assessment? • What do you think about using Google Docs for this assignment?

  11. Positive and Negative Perceptions • Initial leniency with “Bugs” • Feedback seen as highly valuable • Personal preferences shaped perceptions and expectations • “Docs” generally seen as valuable • Seamless link between in class and out of class work • (Flipped Classroom facilitation effective)

  12. Conceptual Change • Pre and Post data collection • Students had curious excitement and an expectant conceptual view. • This evolved to be a clearly refined, detailed, and experiencebasedunderstanding of the Cloud Assessment Environment.

  13. Other Advantages • Open Source • Not Institutionally constrained • Available after the study period has ended • Student retains control and access • Truly International / Global functionality

  14. But wait, there is more…..

  15. What’s Not in the Paper • This research was a PhD Study • The Research paradigm was applied to the supervision • The study utilised Skype, Outlook, Google Docs and Word • The model is being applied to 40 new HDR projects now

  16. Day 1 • All students and their teacher, my student, begin with a Blank Document….. • ….. that is shared immediately. • Professional learning goals are set immediately.

  17. Professional Learning Model Thesis Proposal

  18. Finally: Sustained Outcomes • Cloud environment allows rapid prototyping multiple authors at a distance Internationally or locally. • Collaboration is synchronous or asynchronous to suit participants. • Single version drafts always current. • Easily transferred to “Institutionally compliant platforms”.

  19. Contact Details • Dr Tony Rickards • Science & Mathematics Education Centre • Curtin University • Western Australia • t.rickards@curtin.edu.au • Aaron Steele • School of Business & Computing • Universal College of Learning • New Zealand • a.r.steele@ucol.ac.nz

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