Students co creating course content and evaluating their own learning
- 1. Students Co-Creating Course Content and Evaluating Their Own Learning Michael Paskevicius Learning Technologies Application Developer Centre for Innovation and Excellence in Learning
- 2. What have you created that you are most proud of?
- 3. The Disposable Assignment What if we changed these “disposable assignments” into activities which actually added value to the world? Then students and faculty might feel different about the time and effort they invested in them. I have seen time and again that they do feel different about the efforts they make under these circumstances. These are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away. (Wiley, 2013)
- 4. Making use of the devices at hand
- 5. Basics: Docs and Collaborative Docs Powerpoint is actually a very easy, accessible, and powerful tool for creating graphics, mixing text, and of course creating presentations ● Using PowerPoint as a design tool Google Suite (docs, sheets, slides, drawings) is a great option for building collaborative works ● Adding collaborative Google Documents in your VIULearn Course #MakeSlidesFunAgain
- 6. Web based tools to support personalization Bower’s (2016) typology of Web 2.0 collaborative technologies http://bit.ly/VIUWebTools
- 7. How might you engage students with using these tools in your context?
- 8. Student projects and ePortfolios http://studentblogs.viu.ca/erringtontkd http://studentblogs.viu.ca/knyvan
- 9. Biology 325 • Collective scholarly and reflective writing initiative • Students tasked with creating two articles on a local bird species of their choice • Peer review emerged as students commented on each other's work http://wordpress.viu.ca/biol325
- 11. Collective reflection • CSCW 586 @ UVic • In a single term course we produced • 364 Reflective blog posts • 1,020 Comments by peers • Blogs and comments on readings were worth 35% of the course grade https://cscwuvic2015.wordpress.com
- 12. What are the potential benefits and challenges to students co-creating course content?
- 13. Sounds good, but how do we implement such a thing?
- 14. Photos sourced from Unsplash.com Unsplash License All photos published on Unsplash are licensed under Creative Commons Zero which means you can copy, modify, distribute and use the photos for free, including commercial purposes, without asking permission from or providing attribution to the photographer or Unsplash. For examples, check out Made with Unsplash.
- 15. References Bower, M. (2016). Deriving a Typology of Web 2.0 Learning Technologies. British Journal of Educational Technology, 47(4), 763–777. https://doi.org/10.1111/bjet.12344 FitzGerald, E., Kucirkova, N., Jones, A., Cross, S., Ferguson, R., Herodotou, C., … Scanlon, E. (2017). Dimensions of Personalisation in Technology-Enhanced Learning: A Framework and Implications for Design. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12534 Hendricks, C. (2015). Non-Disposable Assignments in Intro To Philosophy. You're The Teacher: Teaching & Learning, and SoTL, in Philosophy, August 18, 2015. http://blogs.ubc.ca/chendricks/2015/08/18/non-disposable-assignments-intro- philosophy / Wiley, D. (2013). What is Open Pedagogy? Iterating Toward Openness Blog, October 21, 2013. http://opencontent.org/blog/archives/2975
- 16. Prepared by: Michael Paskevicius Learning Technologies Application Developer Centre for Innovation and Excellence in Learning michael.paskevicus@viu.ca Follow me: http://twitter.com/mpaskevi Portfolio: http://michaelpaskevicius.com/ Presentations: http://www.slideshare.net/mpaskevi This work is licensed under the Creative Commons Attribution 4.0 International License.. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0