Day two begins with official welcome to Larrakia country from Dorothy Fox, a representative from Charles Darwin University & Helen Wozniak, conferene coordinator.
Then a demonstration of turning point keypad & brief introduction from Netspot - a conference sponsor.
Keynote from Prof. Ron Oliver was on 'taking distance out of campus study. Well structured, covering the salient points of 'learning design' including a website which archives examples of teaching and learning design and has facility for others to add their examples.
Aspects of 'reusable learning design aligned to info. access, info. organisation and info. processing in the form of task directed (teacher led), task guided (guided) & task autonomous (independent) 'flowcharts' or recommendations. Important to have a learning plan, construct delibrate learning activites, planned form of engagement, provide content & info. learning guides and supports / scaffolds to learning.
Reinforces need to use assessment tasks as learning (LOA) & improving students' engagement with learning.
Showing posts with label herdsa2009. Show all posts
Showing posts with label herdsa2009. Show all posts
Tuesday, July 07, 2009
Monday, July 06, 2009
Workshop 2 at Herdsa2009 by Mike Keppel & Dominique Parrish
Second workshop on "transforming higher education through learner orientated assessment" presented by Prof. Mike Keppell from Charles Sturt University & Dominique Parrish from University of Woolongong. Mike started with overview of assessment including differences between summative / formative, assessments of, for and as learning and learning orientated assessments (LOA).
LOA is defined as using assessment tasks as learning tasks, supporting students to become self evaluators and using feedback as 'feed forward.' Based on work by Carless, Joughin & Liu (2006) & Keppell & Carless (2006). For me, it is an offshoot of 'learning design' & student centred learning with assessments being student directed and enhancing learning.
Dominique presented with guidelines on how to achieve transformative change in education using the development of LOA as context. Ten points proposed to assist the process for transformative leaders to assist their team / organisation towards sustainable & dramatic change.
LOA is defined as using assessment tasks as learning tasks, supporting students to become self evaluators and using feedback as 'feed forward.' Based on work by Carless, Joughin & Liu (2006) & Keppell & Carless (2006). For me, it is an offshoot of 'learning design' & student centred learning with assessments being student directed and enhancing learning.
Dominique presented with guidelines on how to achieve transformative change in education using the development of LOA as context. Ten points proposed to assist the process for transformative leaders to assist their team / organisation towards sustainable & dramatic change.
Herdsa 2009 - workshop on assessments with David Boud
In sunny & warm Darwin for the HERDSA2009 conference at Charles Darwin University and attending workshop sessions today. First up, Dr. David Boud's session on 'reconstructing assessment for longer-term learning: Generating positive student experiences through future orientated assessments.
The workshop was centred on work completed for the Australian Learning & Teaching Council and a website has been set up as a resource site. This site provides good information on key assessment elements which include engaging students, using authentic activities, allowing students to design assessments, assessing using integrative activities, helping students to learn judgement, modeling the practice of good asbe susessments, allowing students to work with peers and reommendations on giving and recieving feedback. There is also an option for practitioners to provide examples of effective practice.
In order for assessments to be viable for longer term learning, they need to be sustainable, help students develop informed judgement, onstruct reflexive learners and contribute towards the formation of becoming practitioners.
A good session, raising very pertinent questions and feedback from various partiipants. It was also heartening to see participants were interested in improving assessment practice and keen to provide students with better ways to learn via assessment.
The workshop was centred on work completed for the Australian Learning & Teaching Council and a website has been set up as a resource site. This site provides good information on key assessment elements which include engaging students, using authentic activities, allowing students to design assessments, assessing using integrative activities, helping students to learn judgement, modeling the practice of good asbe susessments, allowing students to work with peers and reommendations on giving and recieving feedback. There is also an option for practitioners to provide examples of effective practice.
In order for assessments to be viable for longer term learning, they need to be sustainable, help students develop informed judgement, onstruct reflexive learners and contribute towards the formation of becoming practitioners.
A good session, raising very pertinent questions and feedback from various partiipants. It was also heartening to see participants were interested in improving assessment practice and keen to provide students with better ways to learn via assessment.
Subscribe to:
Posts (Atom)