1. Collaborative work & assessment Developing a learning community Tony Churchill

2. Teaching Centre About this Session By the end of this session participants be able to: Consider using CAA to enable your students to communicate and collaborate Explore the pedagogic context for using a variety of collaborative tools and Reflect on ways of including such tools in your own practice

3. Teaching Centre Have you used an Electronic Voting System (EVS) before?

4. Teaching Centre Reduction in human concentration NB: best case scenario shown below 01020304050 Time during Lecture Concentration recall Learning?

5. Teaching Centre Least effective mode of learning? A. Audiovisual B. Demonstration C. Group discussion D. Lecture E. Practice by doing F. Reading G. Teaching others

6. Teaching Centre Least effective mode of learning? A. Audiovisual B. Demonstration C. Group discussion D. Practice by doing E. Reading F. Teaching others 7. Lecture

7. Teaching Centre Least effective mode of learning? 7.Lecture 6. Reading A. Audiovisual B. Demonstration C. Group discussion D. Practice by doing E. Teaching others

8. Teaching Centre Least effective mode of learning? 7.Lecture 6.Reading 5. Audiovisual A. Demonstration B. Group discussion C. Practice by doing D. Teaching others

9. Teaching Centre Least effective mode of learning? 7.Lecture 6.Reading 5.Audiovisual 4. Demonstration A. Group discussion B. Practice by doing C. Teaching others Answer Now

10. Teaching Centre Least effective mode of learning? 7.Lecture 6.Reading 5.Audiovisual 4.Demonstration 3. Group discussion A. Practice by doing B. Teaching others Answer Now

11. Teaching Centre Activities: Learning Pyramid NB treat with caution! teaching others (90%) practice by doing (75%) group discussion (50%) demonstration (30%) audiovisual (20%) reading (10%) lecture (5%) Average retention rates for material taught using various methods passive or participatory?

12. Teaching Centre Supported by gapped handout

13. Teaching Centre Options include... Groups discuss  Groups vote... focuses attention back on tutor who can prioritise coverage Individuals vote  Groups discuss  Individuals vote... captures change in perceptions Individuals vote  Groups discuss  Groups feedback... identifies areas to focus tutor time in feedback

14. Teaching Centre Towards learning communities? Repository Blended approach Communities of practice Content Communication Little or no communication Within a research team Collaborative knowledge building or reflection Source of information Pre-structured meetings Co-structured exploration (after Collis & Moonen, 2002)

15. Teaching Centre Collaborative assessment Testing one’s insight through the multiple development of test questions to be used by others (Collis & Moonen, 2001, pp. 99-101) For some topic in a course, students must construct several multiple development choice test items, along with a scoring key and appropriate feedback for each of the choices in their items. After initial scanning by the instructor, all items are available via the course Web site as study materials for other students

16. Teaching Centre Collaborative assessment Searching for information and sharing what is found (Collis & Moonen, 2001, pp. 99-101) Creating a report to then be used as a learning resource (Collis & Moonen, 2001, pp. 99-101) Reusing task-directed discussions(Dineen, Mayes, & Lee, 1999) Contributing to peer-assessment activities (Tsai, Lin, & Yuan, 2002) Being a peer-mentor (LaMaster & Tannehill, 1999) Contributing via role-play games (Jasinki & Thiagarajan, 2000) Co-creating: collaborative knowledge construction (Fischer, Troendle, & Mandl, 2003)

17. Teaching Centre Conclusions Three dimensions... Control Community Communication Alternatives coloured cards; texting to tutor’s mobile; show of hands

18. Teaching Centre One idea to take forward? and to share…