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Re-discovering authentic, collaborative and active learning within a TEL ecology
The document discusses the importance of authentic assessment in education, highlighting its role in fostering self-development rather than merely measuring acquired knowledge. It addresses challenges posed by contract cheating and the rise of AI-assisted assignments, emphasizing the need for innovative assessment methods that engage students actively. The text advocates for collaborative and creative assessment approaches that reflect real-world relevance and enhance learning outcomes.
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Re-discovering authentic, collaborative and active learning within a TEL ecology
- 1. CRICOS Provider No:00300K (NT/VIC) 03286A (NSW) RTO Provider No: 0373 TEQSA Provider ID PRV12069 Re-discovering authentic, collaborative and active learning within a TEL ecology Professor Michael Sankey Director, Learning Futures and Lead Education Architect Education Strategy President, Australasian Council on Open Distance and eLearning (ACODE) michael_sankey
- 2. Charles Darwin Universityacknowledges all First Nations people across the lands on which we live and work, and we pay our respects to Elders both past and present. 2
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- 4. So how dowe rate and what do we have to support students and staff? 4 The Web Content Accessibility Guidelines (WCAG)
- 5. Unlike traditional assessmenttheory and methods, authentic assessment plays a critical role in learning rather than being a process or method for simply measuring the level, stage, or competency gained because of the curriculum, i.e. as a result of learning. Assessment of this type is considered ‘authentic’ because it involves the learner in a process of self-development rather than being imposed from ‘on high’ merely to measure, judge and grade what one has (or has not) already learned (Fergusson, et.al., 2022). Authentic Assessment 5 Fergusson, L., van der Laan, L., Imran, S. and Danaher, P.A. (2022), "Authentic assessment and work-based learning: the case of professional studies in a post-COVID Australia", Higher Education, Skills and Work-Based Learning, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/HESWBL-03-2022-0074
- 6. Identified 3 dimensionsof authentic assessment, isolating 11 characteristics or principles, that are summarised as: A meta-analysis of 112 studies 6 Villarroel, V., Bloxham, S., Bruna, D., Bruna, C. and Herrera-Seda, C. (2018), “Authentic assessment: creating a blueprint for course design”, Assessment and Evaluation in Higher Education, Vol. 43 No. 5, pp. 840-854, doi: 10.1080/02602938.2017.1412396. Realism associated with: Cognitive Challenges associated with the developing: Situations and problems contextualised to everyday life Reflective practice skills and higher order thinking Relevance and worth of assessment beyond the classroom An ability to solve problems Authentic performance and practical value An ability to make decisions Development of competencies for work performance Evaluative Judgement that provide: Exposure to similar tasks in learning to the real world of work Feedback A formative sense Criteria known a priori
- 7. • The widespreadpractice of setting written assignments as coursework has been criticised as laborious and unfair (Race, 2018). • It is also subject to contract cheating through “essay mills” that sell written assignments to order, at fees of up to £400 for writing a 20-page essay. • A study by Newton (2018) found that 15.7% of students surveyed admitted to paying someone else to write an assignment. • Now, an unintended consequence of generative “Transformer” AI systems such as GPT-3 is that they democratise cheating. • A student can generate an entire essay in seconds, at a cost of around 50 US cents. Sharples, M. (2022) Automated Essay Writing: An AIED Opinion. International Journal of Artificial Intelligence in Education. Springer Nature. https://doi.org/10.1007/s40593-022-00300-7 7 Are essays authentic?
- 8. • Plagiarism softwarewill not detect essays written by ‘Transformers’, because the text is generated, not copied. • A Google search (of the example provided in the article) shows that each sentence in the essay above is original. • Two plagiarism detectors each indicated over 95% original text. • Humans fare no better than machines at detecting AI-generated essays. • Students employ AI to write assignments. Teachers use AI to assess and review them. • Nobody learns, nobody gains. It doesn’t stop there 8 Sharples, M. (2022) Automated Essay Writing: An AIED Opinion. International Journal of Artificial Intelligence in Education. Springer Nature. https://doi.org/10.1007/s40593-022-00300-7
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- 10. • Writing assistance •For example, if a piece of writing was 49% written by AI, with the remaining 51% written by a human, is this considered original work? • Grammarly, etc. Other cloud-based writing tools with automatic text generation, extraction, prediction, mining, form-filling, paraphrasing, translation and transcription, etc. • Knowledge banks: Help with revision identifying gaps targeting pre-produced sets of materials • Tailoring exam Q’s • We need to be really, really interested in this space before it over runs us Yes and No 10
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- 12. AI doesn’t alwaysget it right 12
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- 14. • There are1281 sites associated with academic fraud and contract cheating blocked by CDU. Such as Chegg. • 84% of these are provided by TEQSA. • It’s one thing to say we need to change assessment to be more authentic, but we need to be able to back that up in a consistent way. • That means time (proxy for $’s). Or we don’t rush it. • Two steps: Teachers need a meta understanding around how they are teaching, and • Need assessment mentors to help them. Cheating vs Authentic Assessment 14
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- 18. 18 3507 1570 853 1173 1698 10 3742 8060 3023 2690 8608 9971 9999 9117 1312 1278 3212 7533 0% 10% 20%30% 40% 50% 60% 70% 80% 90% 100% 1 2 3 4 5 6 7 8 9 10 11 12 Month 2020 2021 2022
- 19. Unit 1 Unit2 Unit 3 Unit 4 Set up Portfolio 10% Blog post 10% Blog post 10% Blog post 10% Essay 30% Essay 30% Essay 30% Essay + Prez 30% Report 30% Essay 30% Prez 30% Essay 30% Report 30% Posts 30% Essay 30% Teaching Plan 30% Essays and Quiz’s eazy peazy for AI 19
- 20. 20 Instead, can weplease think about using: • Human voice • Images • Collaboration • Peer-review • Poster/infographic • ePortfolio/reflection • Work Integrated Learning
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- 22. Create an onlinesocial media advertisement on the topic you’re learning 22 • Most students today use some form of social media platform and are familiar with seeing ads being put in in front of them. • By students creating an image speaking to a particular topic they can post this into a safe institutional collaboration tool; Microsoft Teams or Yammer, a closed Facebook site, or an ePortfolio platform, where other students can view it, ‘like’ it and comment on it. • It could be put in Voice Thread with the students giving a verbal explanation of why they have chosen to do this in a particular way and what they were trying to convey.
- 23. • This caneasily be done in OneNote or Padlet or even on a shared document on Google. • Students can do this in smaller groups or individually, at the same time or over a set period. • It is like pasting sticky notes on the wall in the classroom, but online. • The key here is that there will be a synthesis of the ideas at some point, again either done individually or by the group. • This is then presented as the outcome of the brainstorming activity and students can reflect on this. Online brainstorming using sticky notes a/synchronous 23
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- 25. • Infographics areall the rage now and students are exposed to these in all walks of life. The trick here is to get them to precis their ideas and to bring them back to the core constructs. • Again, this can be accompanied by a description, either in writing or as an audio explanation. This could be simply created in PowerPoint or Word, or a more sophisticated tool, but the tool is not the point, it’s about how they represent their ideas. • This can be posted onto a forum, put on Voice Thread, hosted in Teams, or presented live in a Zoom or Teams meeting. They could prerecord the explanation also and post this with the visual. • This would also make for a good peer-review activity in something like Feedback Fruits or PebblePad. Create a chart, mind map, infographic, or diagram of a concept 25
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- 27. • Asking studentto act out, through something like a play (written), where actors could be used to play out a scenario around a given topic being studied. Think Snap Chat, or an Instagram Story (short and to the point). • The art of creating a dialog from a concept gets them to see a topic from different angles, putting on different shoes, as it were. • A rhyming or acrostic poem may also get them to process information a wee bit differently to what they normally do. Again, this could be done in an ePortfolio tool as a blog or journal. • If it is designed as a play, a group of students could even play this out in Zoom or Teams. It could also be recorded separately and placed online. Write a poem, play, or dialogue about the topic of the week 27
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- 29. • Role play,students pretend to be somebody they are aspiring to be. This provides valuable meta cognitive insights into their aspirations. • Many board meeting are now held online and board members have to present their ideas to their colleagues. • Papers, memos, etc., can be provided ahead of time for others to read, the person presenting does not have to rehearse all the concepts in the paper. • Students post their work into a Team channel or forum set up for this. • Ideally students take on different roles on the board. One might be the CEO, another the chief finance person, another the CIO. • Each one need to see what is being presented through that lens. Create a policy memo or an executive summary for a Board Meeting 29
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- 32. • This canbe done by creating an open text field after a question. • Some systems allow for an audio response. • Typically done in the LMS, could be done in Voice Thread or media streaming platform like Kaltura, Panopto or ECO360. • This is where the use of AI can work for you, as long-form text answers can look for common words or strings. • But AI engines need to be trained, so this would not be used in the first instance, but could be used in subsequent iterations. Give an explanation for a multiple-choice question 32
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- 35. 35 https://towardsdatascience.com/the-old-saying-two-heads-are-better-than-one-4c7d133e16a4 https://www.copperbottom.net/blog/2016/11/7/why-two-heads-are-better-than-one https://www.teachwire.net/news/two-heads-are-better-than-one-why-teachers-should-talk-to-their-tas • Two headsare better than one • Education designers are a great source of inspiration • Your peers also are a great resource • Partnership pedagogy (students) • Be open to new ideas
- 36. “We are nowrealising that what was conceived as being good online learning is being challenged by some of the newer more student-centred approaches to learning and teaching. Not the least of these being due to the technologies that have evolved to allow us to be way more collaborative.” (p.22) Sankey 2022 Final word 36 https://ro.uow.edu.au/jutlp/vol19/iss2/02/ michael_sankey