Evaluation as a powerful practice in digital learning processes

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Abstract

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, adressing their self‐reflections, responses to feedback from peers and feedforward processes.
Original languageEnglish
Title of host publicationProceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014
EditorsRikke Ørngreen, Karin Levinsen
Number of pages9
Volume13
Place of PublicationUK
PublisherAcademic Conferences and Publishing International
Publication dateOct 2014
Pages503-511
ISBN (Print)Limeted ISBN: 978-1-910309-67-4
ISBN (Electronic)ISSN: 2048-8637
Publication statusPublished - Oct 2014
EventThe 13th European Conference on e‐Learning - Aalborg University, Copenhagen, Copenhagen, Denmark
Duration: 29 Oct 201431 Oct 2014
Conference number: 13

Conference

ConferenceThe 13th European Conference on e‐Learning
Number13
LocationAalborg University, Copenhagen
CountryDenmark
CityCopenhagen
Period29/10/201431/10/2014

Fingerprint

learning process
evaluation
student
learning
technology assessment
Ministry of Education
Denmark
municipality
empirical research
secondary school
learning environment
literacy
participation
experiment

Keywords

  • formative evaluation
  • summative evaluation
  • selv-evaluation
  • peer evalutation
  • teacher evaluation
  • digital learning processes
  • multimodality
  • evaluation design

Cite this

Sørensen, B. H., & Levinsen, K. (2014). Evaluation as a powerful practice in digital learning processes. In R. Ørngreen, & K. Levinsen (Eds.), Proceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014 (Vol. 13, pp. 503-511). UK: Academic Conferences and Publishing International.
Sørensen, Birgitte Holm ; Levinsen, Karin. / Evaluation as a powerful practice in digital learning processes. Proceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014. editor / Rikke Ørngreen ; Karin Levinsen. Vol. 13 UK : Academic Conferences and Publishing International, 2014. pp. 503-511
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Sørensen, BH & Levinsen, K 2014, Evaluation as a powerful practice in digital learning processes. in R Ørngreen & K Levinsen (eds), Proceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014. vol. 13, Academic Conferences and Publishing International, UK, pp. 503-511, The 13th European Conference on e‐Learning, Copenhagen, Denmark, 29/10/2014.

Evaluation as a powerful practice in digital learning processes. / Sørensen, Birgitte Holm; Levinsen, Karin.

Proceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014. ed. / Rikke Ørngreen; Karin Levinsen. Vol. 13 UK : Academic Conferences and Publishing International, 2014. p. 503-511.

Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

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Sørensen BH, Levinsen K. Evaluation as a powerful practice in digital learning processes. In Ørngreen R, Levinsen K, editors, Proceedings of the 13th European Conference on e-Learning ECEL-2014. Aalborg University. Copenhagen , Denmark. 30-31 October 2014. Vol. 13. UK: Academic Conferences and Publishing International. 2014. p. 503-511