Chauffeured Learning through Assessment Design A Conceptual Framework A presentation to 6 th International Blended Learning Conference Hertfordshire 15-16.
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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 firstname.lastname@example.org Principal Lecturer Computer Science National Teaching Fellow, 2007
Influences Youtube MSN Gadgets Our Learners HE Sector MySpace
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).
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
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)
Interaction Pedagogy Tutor Learner Knowledge Active Learning Environment
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
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.