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DMW, IET, and ME, KMi, Open University, 2005 Exploring Pedagogy, Presence and Participation in Interactive Formative Assessment Denise Whitelock and Marc.

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Presentation on theme: "DMW, IET, and ME, KMi, Open University, 2005 Exploring Pedagogy, Presence and Participation in Interactive Formative Assessment Denise Whitelock and Marc."— Presentation transcript:

1 DMW, IET, and ME, KMi, Open University, 2005 Exploring Pedagogy, Presence and Participation in Interactive Formative Assessment Denise Whitelock and Marc Eisenstadt IET and KMi, The Open University,

2 DMW, IET, and ME, KMi, Open University, 2005 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?

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

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

5 DMW, IET, and ME, KMi, Open University, 2005 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

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

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

8 DMW, IET, and ME, KMi, Open University, 2005 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)

9 DMW, IET, and ME, KMi, Open University, 2005 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”

10 DMW, IET, and ME, KMi, Open University, 2005 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

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

12 DMW, IET, and ME, KMi, Open University, 2005 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.

13 DMW, IET, and ME, KMi, Open University, 2005 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’

14 DMW, IET, and ME, KMi, Open University, 2005 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?

15 DMW, IET, and ME, KMi, Open University, 2005 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

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

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

18 DMW, IET, and ME, KMi, Open University, 2005 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

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

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

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

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

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

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

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

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

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

28 DMW, IET, and ME, KMi, Open University, 2005 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

29 DMW, IET, and ME, KMi, Open University, 2005 Next: ‘Yoked’ apps via BuddySpace Student A Student B (‘yoked’, but without full screen sharing required!)

30 DMW, IET, and ME, KMi, Open University, 2005 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

31 DMW, IET, and ME, KMi, Open University, 2005 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


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