Evaluation as a powerful practice in digital learning processes

Publikation: Forskning - peer reviewKonferenceartikel i proceeding

Abstrakt

The present paper is based on two empirical research studies. The Netbook 1:1 project (2009–2012), funded by the municipality of Gentofte and Microsoft Denmark, is complete, while Students’ digital production and students as learning designers (2013–2015), funded by the Danish Ministry of Education, is ongoing. Both projects concern primary and lower secondary school and focus on learning design frameworks that involve students’ agency and participation regarding digital production in different subjects and cross-disciplinary projects. Within these teacher-designed frameworks, the students perform as learning designers of learning objects aimed at other students. Netbook 1:1 has shown that digital and multimodal production especially facilitates student-learning processes and qualifies student-learning results when executed within a teacher-designed framework, which provides space for and empowers students’ agency as learning designers. Moreover, the positive impact increases when students as learning designers participate in formative evaluation practices. Traditionally, the Danish school has worked hard to teach students to verbalise their own academic competencies. However, as our everyday environment becomes increasingly complex with digital and multimodal technologies, formative evaluation as a learning practice becomes central, requiring the students to develop a digital and multimodal literacy beyond the traditional, language-centred type. Students’ digital production and students as learning designers is a large-scale project that follows up on the findings of Netbook 1:1. It experiments further with various evaluation practices in a digitalised learning environment that focuses on different phases of the learning processes and includes feed-forward and feedback processes. Evaluation as a learning practice in a digitalised learning context focuses on students as actors, addressing their self-reflections, responses to feedback from peers and feed-forward processes, and responses to feedback from teachers and feed-forward processes.
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Detaljer

The present paper is based on two empirical research studies. The Netbook 1:1 project (2009–2012), funded by the municipality of Gentofte and Microsoft Denmark, is complete, while Students’ digital production and students as learning designers (2013–2015), funded by the Danish Ministry of Education, is ongoing. Both projects concern primary and lower secondary school and focus on learning design frameworks that involve students’ agency and participation regarding digital production in different subjects and cross-disciplinary projects. Within these teacher-designed frameworks, the students perform as learning designers of learning objects aimed at other students. Netbook 1:1 has shown that digital and multimodal production especially facilitates student-learning processes and qualifies student-learning results when executed within a teacher-designed framework, which provides space for and empowers students’ agency as learning designers. Moreover, the positive impact increases when students as learning designers participate in formative evaluation practices. Traditionally, the Danish school has worked hard to teach students to verbalise their own academic competencies. However, as our everyday environment becomes increasingly complex with digital and multimodal technologies, formative evaluation as a learning practice becomes central, requiring the students to develop a digital and multimodal literacy beyond the traditional, language-centred type. Students’ digital production and students as learning designers is a large-scale project that follows up on the findings of Netbook 1:1. It experiments further with various evaluation practices in a digitalised learning environment that focuses on different phases of the learning processes and includes feed-forward and feedback processes. Evaluation as a learning practice in a digitalised learning context focuses on students as actors, addressing their self-reflections, responses to feedback from peers and feed-forward processes, and responses to feedback from teachers and feed-forward processes.
OriginalsprogEngelsk
TitelProceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014
RedaktørerRikke Ørngreen, Karin Levinsen
Antal sider9
Vol/bind13
Udgivelses stedUK
ForlagAcademic Conferences and Publishing International
Publikationsdatookt. 2014
Sider503-511
ISBN (Trykt)Limeted ISBN: 978-1-910309-67-4
ISBN (Elektronisk)ISSN: 2048-8637
StatusUdgivet - okt. 2014
PublikationsartForskning
Peer reviewJa
BegivenhedThe 13th European Conference on e‐Learning - Aalborg University, Copenhagen, Copenhagen, Danmark
Varighed: 29 okt. 201431 okt. 2014
Konferencens nummer: 13

Konference

KonferenceThe 13th European Conference on e‐Learning
Nummer13
LokationAalborg University, Copenhagen
LandDanmark
ByCopenhagen
Periode29/10/201431/10/2014

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