Change, (Higher) Education, and Us

History has much to teach us about change. Time and again, social changes which begin with seemingly improbable goals bring about new realities, becoming the fabric of our lives. We each will have personal examples of this. From my childhood in New York City to my nearly 20 years living in the west of Ireland, examples abound. The remarkable becomes the accepted.  Looking back from our current vantage point, many major social changes seem as if they were inevitable.

Today we are living through a time of enormous change in education. The pace of developments in open online education, in particular, has been dizzying: OER, Open Courseware, iTunesU, the Khan Academy, connnectivist MOOCs, institutional MOOCs, open badges. In the past seven months alone, we’ve seen the launch of Udacity, Coursera, MITx, EDx and TEDEd. What might higher education look like in 10, 20 or 30 years? Will our universities look the same, serve the same purposes? In all likelihood, they will not. And when we assess our education institutions at that future point, will we say: “Of course. Given the changes occurring in technology and society, the change was inevitable.”

I was asked to give one of the keynotes at the recent Galway Symposium on Higher Education (described in a previous post). The theme of the symposium, “The Written Word”, gave much scope for participants to consider not just writing but learning, teaching, literacies, assessment, openness and creativity. I welcomed the opportunity to focus on change, particularly  recent developments in open education, and to consider re-imagining the future of higher education.

As with social change, our voice — our vote — in education is essential to creating the future. My heart sinks when I hear wonderful educators say, “I don’t know anything about/I don’t have time for… [fill in the blank: Twitter, blogging, even social bookmarking, etc.]“. I know that this means that their voices will likely not be part of educational futures which are being shaped now.

It’s not about age or the hopefully-dead Digital Natives/Digital Immigrants argument. (And anyway, why would it be about age, when our students are of all ages? As educators we surely are seeking to engage and include all of our students.) And it’s not about using this tool or that, or being for or against using a VLE. I think that the future is being shaped by educators who are open to change, open to continuing to learn, and open to learning from failure. These are the educators who inspire both their peers and their students.

In January 2012 Michael D. Higgins, Uachtarán na hÉireann (President of Ireland), received an Honourary Doctorate of Laws from the National University of Ireland. In his speech at that occasion he spoke of the role of the university in moving boldly into the future:

“The university is, and remains I suggest, a space from which new futures have always emerged and must do so again. The ethos of independent scholarship is what delivers a previous scholarship’s achievements into the present and challenges that scholarship for renewal and replacement… To navigate successfully through today’s troubled, uncertain, and probably uncharted, waters, now, more than ever before, we need vision, foresight and bold strategies. Now, more than ever, an original and confident education system is needed…”

We must be willing to ask the difficult questions. In moves toward open education, many long-held practices are being re-evaluated: open publishing questions (blind) peer review; the use of social media questions the “walled gardens” of classrooms and VLEs; pedagogical research questions the effectiveness of lecture as a teaching method, new educational initiatives outside higher education will continue to question the cost/benefit ratio of university degrees. What are your opinions? Which new practices are worth developing? Which current practices still hold value? Which practices do we wish to hold onto, and which should be left behind? Only those willing to engage with these new technologies and new practices will be in a position to evaluate them, and to make decisions which shape the future of education.

CC and publicly available images:

Rosa Parks, donated by Corbis-Bettmann, Shavar Ross (Flickr); President Barack Obama on Rosa Parks bus, The White House (Flickr); Presidential Inauguration, Michael D. Higgins, Irish Defence Forces (Flickr); Separate factions on Irish Street, Downpatrick, Burns Library, Boston College (Flickr); Mary Robinson and Nadhifa Ibrahim Mohamed in Somalia, Trocaire (Flickr); Dunnes Stores strikers, Trocaire (Flickr) – used with permission; NUI Galway, Nelson Mandela visit, 20 June 2003

Galway Symposium on Higher Education #celt12

The 10th Galway Symposium on Higher Education will be held here at NUI Galway on June 7th and 8th. The theme is The Written Word: Writing, Publishing and Communication in Higher Education. The popular annual event, organised by CELT (Centre for Excellence in Learning and Teaching), attracts people from across higher education in Ireland and beyond. This year’s keynote speakers are a diverse and fascinating group including Adam Rutherford, Mary Lea, Aileen Fyfe, William St. Clair and Adrian Frazier. Symposium sessions — including workshops, papers and Pecha Kucha presentations — cover a broad range of topics, e.g. flipped learning and teaching, writing for publication, academic integrity, active learning, social media in research, developing online learning, and “serious play” (!).

I was delighted to be invited to speak at the conference this year, on the topic of open education. I’m following Brian Hughes’s lead and publishing my abstract here in my blog; I’ll follow up with a more detailed post after the symposium. In the meantime, I welcome your comments and feedback.

#CELT12 Plenary: Exploring Open Education, Re-imagining Higher Education

We are in the early days of open education. The boundaries are blurring between real and virtual spaces, formal and informal learning, educators and learners. Open, participatory and social media are not just enabling new forms of communication; they are enabling new ways of learning, and thus are transforming education. In Joichi Ito’s (2011) words: “I don’t think education is about centralized instruction anymore; rather, it is the process [of] establishing oneself as a node in a broad network of distributed creativity.” What this means for the future of higher education is still unclear. We have a great opportunity, however, as educators, scholars and students, to engage in re-imagining and creating that future – what Keri Facer calls future building (2011).

Catherine will explore current practices of open education, both within and outside HE, based on her research and learning and teaching experiences. Open practices in education will be explored: open research, open learning and teaching, open publishing; as well as the digital literacies required to engage in open education practices, particularly using social media. A radical approach to open education is to work metaphorically and physically (inasmuch as possible) beyond the confines of the classroom and lecture hall: engaging with students as co-learners; openly sharing ideas, feedback and reflections – with students and with wider learning communities; and acknowledging the value of informal learning and personal learning networks (PLNs) as the key to integrated and continual learning. As educators, we each must consider our own approach to openness and to open education. What role will we play in building the future – as individuals and as universities?

Love and Learning at PELeCON #pelc12


“Dialogue cannot exist, however, in the absence of a profound love for the world and for people.”      – Paulo Freire

You won’t be surprised to know that “learning” was the most tweeted word at the Plymouth Enhanced Learning Conference (PELeCON) recently. But you might be surprised to know that “love” was in the Top Ten (#9) of over 14,000 #pelc12 tweets. So, yes, PELeCON was about education, the future, learners, learning technologies, pedagogies and literacies. But the outstanding feature of the conference, for me, was the sense of warmth, connection and community amongst the participants, and their “profound love for the world and for people,” to quote Freire.

Glynis Cousin, among others, has spoken about the often unreflected emotional substructure to teaching and learning. Educators who embrace the ideals of authentic, student-centred learning, and who seek to move their practice towards this goal, are engaging in a revolutionary act: giving learners more control over their own learning. Almost everything about our formal education system — from standardized curricula to grading systems to the architecture of our classrooms and lecture halls — reinforces the power of the educator over the student. Those of us who choose to swim against this tide, even in small ways, must first look within ourselves to uncover our own investment in these systems and traditions. Engaging in real dialogue with students, opening our classrooms and our practice to the world — none of this can be done without respect for and trust in our students. This was the ethos at PELeCON, and why it was such a powerful experience for many of us who attended.

In the 2+ weeks since returning from Plymouth, I’ve been reflecting on many of the ideas and themes that arose. More than that, though, I’ve been connecting furiously with many who attended the conference. I’m working with Julia Skinner and Linda Castañeda who will engage with Irish educators at the ICT in Education conference on May 19th. Helen Keegan and I have plans to connect our students at Salford and Galway with students in several other countries next autumn, using social media. And there have been countless other connections via Twitter, Google+, LinkedIn, Instagram and email — a rich web of connections as Sharon Flynn describes beautifully in her PELeCON blog post.

I’ve already recorded my summary of the Student Showcase on Day 1 of the conference, in which primary and secondary students shared their work. It was one of my highlights of the conference to hear students describe how they are using YouTube, Google groups, WordPress, Livescribe pens and more to collaborate and create video tutorials, blogs and online school newspapers. I was immensely impressed by the confidence of these students, their pride in their work, and the trust their teachers showed in them to tell their own stories.

The excellent keynote and spotlight talks were diverse and challenging — the PELeCON video library of these presentations is a wonderful resource, well worth bookmarking. Sincere thanks to Alec Couros, Helen Keegan, Simon Finch, Keri Facer, Leigh Graves Wolf, David Mitchell, Julia Skinner and Jane Hart for sharing your work and challenging our thinking.

Thanks to all of the participants at PELeCON, for your openness and your friendship.

And enormous thanks to Steve Wheeler, and the hard-working PELeCON team, for throwing a 3-day party (Steve’s words!) with time to learn and to enjoy, and opportunities to nurture the seeds of future ideas, collaborations, and most importantly, relationships. My head and heart are full. Thank you all.

For more information on the conference check out the PELeCON blog, which includes links to Oliver Quinlan‘s excellent liveblogs. The following blog posts also capture the spirit of the conference especially well:

Postscript: See also PELeCON 2012 (in ALT online newsletter), authored by Matt Lingard, Farzana Latif, Santanu Vasant and me.

Image: CC BY-NC 2.0 bitzi

Resources for exploring digital identity, privacy and authenticity

At the CESI (Computers in Education Society of Ireland) conference last weekend (#cesi12), I presented ‘Social networking with our students: digital identity, privacy and authenticity’. A number of people have asked for details of the articles and resources I referenced, so here are both the presentation and a summary of resources.

Digital identity, privacy & authenticity – #CESI12

[=> presentation updated 18/04/12]  The presentation is based on student work in a Professional Skills module, in a 2nd year BSc Computer Science and IT programme (see our Scoop.it for additional resources). The module aims to help students to improve their research and communication skills. Students gain experience in writing and presenting, both online and in class. Together we explore digital identity, privacy, social media, openness, copyright and Creative Commons.

Authentic learning is at the heart of the module. It is unrealistic to believe that students can learn or practice modern communication skills effectively in a traditional academic situation — i.e. submitting assignments individually to a lecturer, in an essentially private transaction. Communication today, particularly for IT academics and professionals, often takes place in open, online environments: discussion boards, social networks, blogs, wikis, etc. Ideas can be presented, discussed and defended; collaboration and feedback are enabled; better solutions can be found. To make the most of communicating in these different modes, in different media, a good understanding of digital identity and privacy is essential.

My CESI presentation focused on our use of Twitter, and particularly Google+, in autumn 2011 as an environment within which to discuss digital identity and privacy. Following is a summary of resources which we found useful, thought-provoking, interesting.

Search for your digital footprint
Resources

This Is Me is an excellent set of learning materials about digital identity, produced by the This Is Me project and modified by Nancy White, Shirley Williams, Sarah Fleming and Pat Parslow.

danah boyd’s (@zephoria) work is essential reading for anyone seeking a deep understanding of digital identity, privacy and social networking, with a particular focus on young people. In her 2010 paper, Social network sites as networked publics, boyd identified 4 key attributes of information which exists (about us) online, i.e. it is persistent, replicable, scalable and searchable.

The private/public debate is fascinating, and one in which students can actively engage. For example, while Mark Zuckerberg has asserted that sharing or “public” is the new social norm, 4chan founder Christopher Poole argues that anonymity allows users to reveal themselves in a “completely unvarnished, unfiltered, raw way”.

Helen Keegan (@heloukee) is a recognised expert in the areas of digital identity, digital media, social networking and learning. Keegan has written of the “tyranny of authenticity”, particularly in the dynamic between students and educators, and the challenge of authenticity in the context of higher education.

Videos

TED Talk: Beware Online Filter Bubbles by Eli Pariser

TED Talk: “moot” (on Anonymity) by Christopher Poole

I Know What You Did Five Minutes Ago by Tom Scott  (many of my students enjoyed this video — possibly better for older students)

Books

Eli Pariser (2011) The Filter Bubble: What the Internet is Hiding From You — The “filter bubble” concept is a great one to explore with students of almost any age; Pariser’s TED Talk is excellent and accessible, and the related website has useful tips.

Jeff Jarvis (2011) Public Parts: How Sharing in the Digital Age Improves the Way We Work and Live — Jarvis, espousing extreme “publicness”, acknowledges that fear accompanies the adoption of any new technology and notes that “we will make a lot of mistakes as we develop social norms around how to treat information online”.

Sherry Turkle (2011) Alone Together: Why We Expect More From Technology and Less from Each Other — Turkle has received praise and criticism for this book, in which she maintains that democracy requires that we retain a “zone of privacy” around the individual.

We’d love to hear about additional resources which you have found useful.

Distributed Creativity: open education and challenges for higher education

“I don’t think education is about centralized instruction anymore; rather, it is the process [of] establishing oneself as a node in a broad network of distributed creativity.”Joichi Ito

As an educator involved in online learning I’ve noticed a change this year. I’ve had more conversations about online learning with colleagues who teach in classroom-based programmes – particularly about open online learning – than ever before. The growing interest in Khan Academy, MOOCs and Stanford University’s online courses has made many in higher education realise that clear divides don’t exist any longer. The boundaries are blurring between real and virtual spaces, formal and informal learning, teachers and learners. Open, participatory and social media are not just enabling new forms of communication, they are transforming learning.

Learning is changing, but what of education? A couple of blog posts this week questioning the value of going to university at all are probably just the first of many.

A number of colleagues and I have been discussing these issues, as practitioners:  the opportunities and challenges of open online education, the role of the university, and our role as educators. Following is an edited draft of my initial contribution to these discussions. Your comments and feedback are welcome.

The growth of open online learning over the past decade has been steady. Open content, often discussed in terms of OERs (Open Educational Resources), is defined as “materials used to support education that may be freely accessed, reused, modified and shared by anyone”. The key to OERs is that they are openly licensed and thus available for use by all. The argument for using OERs is clear: if every university teaches introduction to programming, for example, then why should we all develop materials to teach this? Why not use openly available, openly licensed, excellent material, and spend more of our time on activities such as engaging with students, developing improved assessment strategies, etc.

There are many excellent sources of OERs (Open Educational Resources), including the NDLR; MERLOT; MIT OCW; OU Learning Space; OER Commons; Khan Academy; Stanford University’s online courses and more.

In terms of open online learning, MIT OpenCourseWare, Khan Academy and other video-based resources can be characterized as 1st generation, while the recent initiative by Stanford University, among others, can be considered 2nd generation, in that it includes not only learning materials, but instructional design, a learning structure and assessment – providing an experience closer to that provided within formal education. Stephen Downes recently suggested that the next generation will be widespread use of OERs along with automated, analytics-based, competency-based testing mechanisms, or open assessment. Indeed, this is precisely what OER university (OERu), among others, is setting out to do. Other open initiatives such as MOOCs and Open Badges have further potential to disrupt traditional higher education. Over 2000 people are currently participating in the #change11 MOOC “Change: Education, Learning and Technology”. Mozilla’s Open Badges project, particularly the DML competition on Badges for Lifelong Learning, is currently gaining a huge amount of attention as well.

Our challenges as educators in the further and higher education sectors? Here are just a few:

Open resources – Most students are aware of open educational resources, and these are shared widely, e.g. Khan Academy, YouTube, MIT OCW, and the recent Stanford University online courses. As educators, what are we doing to create or link to relevant online resources for students? Creating screencasts, video lectures, audio or video podcasts (and making these openly available) or linking to OERs (and OER repositories) can supplement lectures and provide students with valuable material for study and revision. Just as we refer students to the best textbooks, journals and databases, we should link to excellent, relevant, online open educational resources. Our challenge here is to create and share material in new ways, learn to use different tools, and stay abreast of online learning developments.

Open, participatory and social media – Students use social media and social networks in many ways, not least to support their studies, e.g. DropBox, Google Docs, Facebook, Twitter. Once again, as academic staff, we must look to our own practice. Are we making use of tools such as social bookmarking, social networking, web-based applications, and online curation tools to model good academic practice and to share resources with students, and with one another? Not all student work must be submitted directly and privately to the lecturer – opportunities for openness, sharing and collaboration should be considered.  We are challenged to consider using open, social tools (at least sometimes) – instead of closed, 1:1 tools – in order to open up the learning process and make it more authentic.

Emerging technologies – In the 2011 Horizon Report, mobile devices and e-books are the most current of the emerging technologies identified. How are we addressing these trends? The Horizon Report lists examples of education institutions innovating in these areas for teaching, learning and research. Even if we are not at the front of the innovation curve, we must address these emerging technologies in our programmes in a coordinated way, and communicate to our students and others how we are doing that. For example, how are we making use of mobile apps, or making our own learning content available on mobile devices? How are we facilitating students in using open access or e-textbooks?

Openness – In most undergraduate and postgraduate programmes, students are encouraged to examine their digital footprint and digital identity, and to consider the value of building a deliberate, positive, digital identity. This is a core element of digital literacies. Our students are visible to us online, and we are visible to them. As academic staff, are we open and positively visible online, as professionals? Are we modelling academic values in virtual spaces? The best way to share and publicise open educational resources is through the use of social media and social networks, e.g. Facebook, Twitter, Google+, blogs. In order to communicate and share our work and our values, our challenge is to consider our approach to openness – as individuals, as departments, and as universities.

Again, I welcome feedback and would be happy to hear from anyone who is currently engaged in similar discussions at their own institution. If you are at NUI Galway and would like to join in this discussion, please get in touch. I can be reached at catherine.cronin[at]nuigalway[dot]ie.

Image: CC BY-NC-SA 2.0 yobink

Students, peer learning, and Google+

Two groups of higher education students in Ireland — IT Professional Skills at NUI Galway and Emerging Technologies & Trends at LIT-Clonmel — are engaged in a collaborative project using Google+. We are now midway through the project.

As described in my previous blog post, 2nd year students in IT Professional Skills (#ct231) develop research, writing and presentation skills, but the foundation of the module is the exploration and development of digital literacies. Students explore digital identity, changing definitions of privacy, search personalisation, social media, social networking, social bookmarking, and curating information.

When I learned that Bernie Goldbach was teaching a similar module (#litet) at LIT-Clonmel, and each of us planned to use Google+, we agreed to suggest a collaborative activity to our students. Both groups of students agreed to give it a try.

We began simply by creating a shared circle and outlining a joint assignment with specific discussion questions. For the past ten days, students have been posting ideas, reflections, links and comments on topics including privacy, digital identity, useful tech tools, and the use of social media in education. Students are referencing work by danah boyd, Jeff Jarvis, Cory Doctorow, Rey Junco, Eli Pariser and Ken Robinson, among others.

The most powerful aspect of the activity is the peer learning which is taking place. The dynamic is one of conversation and exploration. The asynchronous nature of the discussion allows reflection; engaging conversations are taking place over several days. Some students post public comments on Google+, and some post only to our shared circle. Interestingly, in this activity we are both practicing and teasing out the issues surrounding online privacy and digital identity.

What do students think? Below is a collection of student voices on the topics we are discussing, as well as opinions on Google+ itself. Students will be producing their own digital media creations later in the term — I look forward to sharing links to many of these.

We welcome your thoughts, feedback or questions: #ct231 and #litet on Twitter; #ct231 and #litet on Google+.

Student voices: Privacy and digital identity

“There is considerable debate about whether or not young people care about online privacy. Well as a young person I am very concerned about privacy and controlling the information I share online. I am very specific about what I want to make public about myself and even then I try to restrict who has access to that information.”

“I decided since Jeff Jarvis took interest in our work, I would return the favour and view his opinions on Privacy.”

“Just read an article online about privacy in the digital era. It’s amazing to see how the definition of privacy differs between people, companies, marketers etc… I never really appreciated the extent of how privacy influences an individual’s online experience. Privacy in itself is a fluid concept and users are not likely to read the privacy policy for each site mainly due to its length, this means users are placing a lot of trust in sites and effecting how comfortable they are socialising online.”

“‘Filter bubble’ is a new term to me since I started the CT231 module this September… The Filter Bubble is minimising the connections we can have and minimising the information we can share and, in turn, shared with us. IMO, to truly enjoy the Internet to its full potential, we must break out of our filter bubbles.”

“Before I started Professional Skills, I had little or no knowledge of the term ‘digital identity’. As I researched the topic, I slowly realised how much my digital identity affects me and will affect me in the future.  A shocking example is how employers commonly search for your online digital identity when you are in the running for a job. This is even more evident for the IT sector, where one could imagine the employers would have the relevant know-how to search for ones digital identity.”

“I do believe though that more of an effort should be made to educate users on the importance of online privacy but at the end of the day I guess it’s up to the individual how public or private he/she wants his/her social network to be.”

Student voices: Social media in education

“I think that using social media in the classroom is a great resource for students. If a student is working on an assignment and they don’t understand something, who better to ask then to ask the lecturer who set the assignment! Twitter allows this question to be posted instantly, the lecturer or indeed another student would be very prompt in their response. Twitter allows lecturers to instantly share their ideas or websites or posts that they have just discovered themselves with students, instead of having to wait until the next lecture. It can also allow people who are not in the class to engage in the classroom discussion, possibly including sources they know about or their opinion on a topic. Twitter lets the classroom open up and engage to a world full of people with experience and knowledge.”

“I have also noticed how well this particular class have taken to our use of Twitter and Google + to complete our assignments. It definitely feels like less of a chore when doing assignments on a social media site.”

“Students are willing to take on Facebook as an educational tool as well as a social one, whereas there is a reluctance amongst faculty members to do so. [This] mirrors the actions of our first year class, where most students welcomed the group, no faculty members did.”

“I agree there should be a more prominent link between sites like Khan Academy and social media sites. I’ve no doubt that in the future more sites like this will be established for the next generation of students to ensure even greater online collaboration between them and lecturers from all over the world.”

“I find sites like YouTube offer a great step by step solution to any questions you might have where the highlights from lectures are posted and are rated based on their quality. Recently our class has begun to use more social networking sites like Facebook and tools like DropBox to share notes and keep up to date with lectures I found this to be a great benefit in studying and managing my work.”

“Schools and colleges discourage students to go on their social networking sites during college/school hours by banning the sites on their computers. Yes, social networks could be a very distracting site for students while in school, but there are also many educational values to these social networks. I have a firsthand experience using social networks for educational purposes with this module and I feel that if more colleges and schools did it, using social networks for education could potentially rise by a high percentage.”

“I have only been a Dropbox user for an hour now and I have fallen in love with it.”

“Dropbox is an amazing site which enables you to save files and easily access them online. Since I have started to use the site I have found myself relying on it more and more. Before my introduction to the site, I would continually find myself in situations where I wanted to work on a project, but couldn’t due to the fact that my documents were stored on a computer at home or in college. Because of Dropbox, I am no longer faced with this problem. I look forward using the site for other reasons in the near future also. As we will be faced with many group work projects throughout the college year, I can imagine that it will be extremely useful to be able to share a folder as a group where we upload our part of the project as we do it.”

“I think a really big aid in learning these days is video tutorials. There are countless videos available on YouTube covering every aspect of every subject. It is really useful to be able to stop a lesson/lecture that is difficult to grasp at a certain point and rewind back and watch it again. I find it way easier to pick up a new concept if I am learning it through video as opposed to through a traditional classroom setting, or from reading textbooks. There is no pressure to grasp the concepts before the lecture moves on, maybe that is another factor that makes learning through video seemingly easier. The best videos I’ve found are from Khan Academy.”

Student voices: Using Google+

“I am liking Google+, I didn’t think I would like to make the transition from Facebook to Google+ but now I’m seeing that Google+ has all the best features from Facebook and a lot more good ones from other social networks.”

“I really dislike Google+ I have been using it since beta and have found that Facebook is much easier to navigate and share information, Google+ looks clean but I prefer Facebook’s layout, it is also restrained because you cannot create events and Facebook pages on certain topics and people. There are more options with Facebook although there may be issues with privacy.”

“I must admit at first I wasn’t overwhelmed by Google+ when initially joined. Facebook has become the norm for my social networking activates and trying to change over to Google+ felt like just what it was, an assignment for college. However, over the last couple of days Google+ has really grown on me. I like the idea of separating people into circles, social circles, academic circles and Career circles. Google+ is like a crossbred social network, trying to combine all the best bits from other social networks such as twitter and Facebook.”

Google+ seems to be more universal as in people will be able to use it for a lot more than just talking to friends (like Facebook), the idea of setting up different circles for different areas of your life will be very useful.”

“When I began to use Google+ I was instantly impressed by how we could filter the information that we wanted to share through the use of circles. I felt more secure in the fact that we could post something jokingly to friends and not be embarrassed when older relatives or people it was not intended to be viewed by see it.”

Image (created for @purposeducation): CC BY-NC-SA 2.0 Josie Fraser  
 

Student ideas for assessment

In Professional Skills #CT231, a 2nd year BSc IT module, students develop their research, writing and presentation skills — both in conventional formats (written reports and in-class presentations) and using web 2.0 technologies. The foundation of the module is the development of digital literacies, defined by FutureLab (2010, p. 3) as “the ability to participate in a range of critical and creative practices that involve understanding, sharing and creating meaning with different kinds of technology and media.”

CT231 students explore digital identity, changing definitions of privacy, assessing information, search personalisation, social media, social bookmarking, social networking, online publishing, and audio, video and multimedia presentations. In recent years, students have produced excellent and creative work for assessment such as writing and editing Wikipedia articles, creating “tip sheets” for other students and creating blogs (or expanding existing blogs).

This year, instead of giving students a list of options for projects, I decided to find out what students would like to create. Last week, I asked students the following question:

Students generated ideas on their own at first and then worked in small groups to identify similarities and differences. A few students struggled with the open-ended task (as illustrated in the photo at the top of this post). This is not altogether surprising. Students explained to me that this is the first time they have ever been asked to decide their own modes of assessment. Given that this was new territory it was affirming to see that most students welcomed the opportunity and suggested plenty of ideas — there was great energy in the room during these discussions! The range of ideas was diverse, more so than any list I could have formulated. This was great learning for me and something I will do again.

Student ideas included:

  • create/edit Wikipedia article
  • blog/website
  • video tutorial(s)
  • multimedia presentation (e.g. Prezi)
  • video documentary
  • podcasts (audio/video)
  • Skype conference
  • Google+/Twitter blogging
  • photography
  • interactive test

This week we discussed the list and made plans for students to select from these options. A grading rubric will be drafted and discussed with students, so that all work submitted for assessment — diverse as it may be — will be assessed using the same criteria for “effective communication”. I’ll share our rubric when it is finalised.

Image: source

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