After lunch, I run a session centred around the
sociomateriality and the possibilities of supporting the learning of these withe-assessment approaches. Introduced the background conceptualisation of
learning as becoming. In this workshop, we concentrate on the sociomaterial aspects
of learning, required to attain occupational identity, a goal of vocational education.
Digital tools may be useful in accessing, archiving nuances of and reflection
on the learning of the sociomaterial. Matching the most effective tool to
harness the feedback from others to help learn better the sociomaterial is an
objective of the workshop.
Dr. Peter Mellalieu from Peer Assess Ltd. And Patrick Dodd from
Unitec present on ‘digital tools for enabling developmental feedback and
teamwork grading by peer assessment’. Defined teammate peer assessment.
Demonstrated tool (Peer assess pro) – supported by Ako Aotearoa funding – from the
student and the teacher viewpoint. Compared this tool to alternative tools in
the market. Presented criteria for selecting peer assessment platform. Sprague,
Wilson & Mckenzie (2019) advocated that students are less likely to take a ‘free
ride’ when they know that their contributions are considered towards
determining their grade. Propositions also that awarding all team members the
same grade is not valid, fair or motivating. Students have to receive training
in teamwork and the assessment practices they will use. An effective peer
assessment platform identifies inflated self-assessment and outlier team
ratings.
Then last session of the day with Dr. Angela Feekery from Massey University and Carla Jeffrey from Ngai Tahu/ Massey with ‘enhancing
students’ information evaluation capability using the Rauru Whakarareevaluation framework'. She teaches a large class on 'strategic business communication for first year students and Carla is the project librarian. The course is to prepare students for the information context they are studying /working with. Information literacy is a requirement for all aspects of academic literacy, disciplinary literacy, digital and media literary, adult and professional literacy. Information literacy includes skills of research, problem solving, transition, ethics, critical analysis, study skills, search skill, evaluation, social media, connectedness, creativity and innovation. Therefore involves the processes, strategies, skills, competenxies, expertise and ways of thinking to engage with information to learn across a range of platforms to transform the known, and discover the unknown. Shared resources used with the course to assist students to attain the information skills. Overviewed the framework - Rauru Whakarare - to be used holistically rather than just as a checklist.
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