Friday, December 4, 2020
Improving Human Computer Interaction
Tuesday, December 1, 2020
Australian Human Computer Interaction Conference Starts Wednesday
Wednesday, December 2, 2020
Thursday, December 3, 2020 All times are AEDT
Wednesday, December 2, 2020 All times are AEDT
Friday, December 4, 2020
Live Discussion on Hybrid Learning at ASCILITE 2020 Conference
Greetings from the ASCILITE 2020 Conference, where I am participating in the presentation of the second of two of two joint papers I helped with. This has moved into an interview mode, where the MC is asking the authors questions.
The papers:
- A collaborative design model to support hybrid learning environments during COVID19 by Cochrane, Birt, Cowie, Deneen, Goldacre, Narayan, Ransom, Sinfield & Worthington (Day 2, Session 4, Stream A, 11:30AM).
- A mobile ecology of resources for Covid-19 learning by Narayan, Cochrane, Cowie, Birt, Hinze, Goldacre, Deneen, Ransom, Sinfield and Worthington (Day 2, Session 4, Stream C, 11:30AM).
Learning to Work Online for the Long Term
I suggest university staff need to get used to researching and teaching online. This should not be treated as a short term emergency measure and we will all go back to the meeting room and lecture theater soon. Even if all goes well with COVID-19 measures, as they are in Australia, NZ and a few countries in the region, things will not be back to "normal" before the end of 2021. Also the deteriorating geopolitical situation for Australia may see international students unable to get to campus, without warning, again. This is something I warned about in 2017. So I suggested we design work and study to be online, with face to face, where possible.
The papers:
- A collaborative design model to support hybrid learning environments during COVID19 by Cochrane, Birt, Cowie, Deneen, Goldacre, Narayan, Ransom, Sinfield & Worthington (Day 2, Session 4, Stream A, 11:30AM).
- A mobile ecology of resources for Covid-19 learning by Narayan, Cochrane, Cowie, Birt, Hinze, Goldacre, Deneen, Ransom, Sinfield and Worthington (Day 2, Session 4, Stream C, 11:30AM).
Monday, November 30, 2020
Turnitin’s Gradescope Workshop at ASCILITE 2020 Conference
Greetings from the ASCILITE 2020 Conference Online, where I am taking part in a Turnitin Gradescope Workshop. Two papers I helped with are being presented tomorrow, but first I am brushing up my grading skills. Anu had TurnItIn and I have used their GradeMark tool, but that is much the same as online assignment marking with Moodle (apart from integration with TurnItIn's plagiarism detector). Hopefully Gradescope does more than this.
I worry that online and semi-automated grading tools may make the fixation students and teachers have with grades worse. These tools look objective and analytical, which grading is not. I am reasonably confident that I can decide that a piece of work is below, at, or above the required standard. However, I am not sure I can really say where the work sits on a seven point scale, let alone a mark out of 100.
What would be useful would be a way to evaluate the quality of grading, especially where multiple graders are used.
Despite being a vendor provided workshop, there was a minimum of sales pitch. However, it would have been useful to compare Gradescope to commonly used online assessment tools, such as the Quiz, Assignment and Workshop tools in Moodle.
Gradescope has something called a "dynamic rubric". This allows the grader to create a rubric during the marking. I have some difficulties with this idea. First of all conventional wisdom, and natural justice, say that the student should be provided with the rubric before the assessment, so they know how they will be graded. If the rubric is made up during marking, the student can't have had it before. Next, this removes the discipline from the assessment designer to think carefully about what they are trying to assess and how it will be marked. There could also be a lack of consistency if the rubric changes during the grading. However, if the grader has not been provided with any rubric, this would be better than nothing. It would also be useful where a problem is found with a question, and the expected answer is wrong.
Gradescope provides statistics overall and on individual questions, much the same as other online marking tools. What I had hoped for were ways for evaluating the quality of marking, between multiple graders, but there doesn't seem anything for this. There was also mention of the use of AI, but no details in the workshop. Overall Gradescope seems to have the features I would expect in any grading tool.
Before creating a complex marking scheme, educators need to stop and consider the purpose of the assessment and the cost and suffering they are causing students. In most cases school and university assessment is intended to find if the student's skills and knowledge are to a required standard. We want citizens and workers who can function in a modern society. There is no need to rank all the students, or mark them to within 1%, for this: pass/fail is sufficient.
Universities might like an easy way to rank applicants, but is that really the job of schools and are school assessments really much use for that? Similarly, university academics may want to use assessment to select students for advanced research courses, but few students will be undertaking these advanced courses, so is it worth the cost of administering this assessment for all students? Outside university, no one much cares about university grades: as long as you passed, that is all that matters.
Friday, November 20, 2020
ASCILITE 2020 Conference Online 30 November
- A collaborative design model to support hybrid learning environments during COVID19 by Cochrane, Birt, Cowie, Deneen, Goldacre, Narayan, Ransom, Sinfield & Worthington (Day 2, Session 4, Stream A, 11:30AM).
- A mobile ecology of resources for Covid-19 learning by Narayan, Cochrane, Cowie, Birt, Hinze, Goldacre, Deneen, Ransom, Sinfield and Worthington (Day 2, Session 4, Stream C, 11:30AM).
Session 1 - Stream A Bend me, stretch me: connecting learning design to choice - Carmen Vallis and Courtney Shalavin Rising to the occasion: Exploring the changing emphasis on educational design during COVID-19 - Amanda Bellaby, Michael Sankey and Louis Albert Excellence in design for online business - Annora Eyt-Dessus and Leonard Houx | Session 1 - Stream B A spectrum of assessments - Rina Shvartsman and Stephen Abblitt Learning from COVID-19 to futureproof assessment in Business Education - Sandra Barker, Harsh Suri, Brent Gregory, Audrea Warner, Amanda White, Vivek Venkiteswaran and Una Lightfoot Modelling the impact of alternative educational qualifications on the New Zealand higher education system - Stephen Marshall | Session 1 - Stream C Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education - Scott Morton, Petrea Redmond and Peter Albion Active learning in the time of the pandemic: Report from the eye of the storm - Iwona Czaplinski, Christine Devine, Martin Sillence, Andrew Fielding, Oliver Gaede and Christoph Schrank Investigating links between students’ agency experiences in digital educational interactions, participation and academic performance - Maria Hvid Stenalt | Session 1 - Stream D Pecha Kucha D1 3 Alagu Sundaram Nurturing Self-Directedness in Learners in a Fully Online Module |
Session 2 - Stream A Reimagining IL teaching and learning during the COVID-19 pandemic: Research and evidence-based practice skills training redesigned for online delivery. - Fiona Jones, Abigail Baker, Raymond A'Court and Jo Hardy Learning from a rapid transition to emergency remote teaching: Developing a typology of online business education designs - Elaine Huber, Celina McEwen, Peter Bryant, Matthew Taylor, Natasha Arthars and Henry Boateng Promoting student engagement and preparation in flipped learning’s pre-class activities – A systematic review - Jessica Shan Mei Yang | Session 2 - Stream B The benefits of creating open educational resources as assessment in an online education course - Eseta Tualaulelei (e)Portfolio: a history - Orna Farrell Assessing esport candidacy for critical thinking education - Ger Post and James Birt Collaborative approach and lessons learnt from transitioning to remotely invigilated online examinations - Vinh Tran, Justin Chu and Jasmine Cheng | Session 2 - Stream C A rationale for using interactive and immersive technology to support practical skill development of online OHS education - Elise Crawford, Frank Bogna, Aldo Raineri and Ryan L. Kift The post-pandemic blended university in the time of digitisation - Philip Uys and Mike Douse Predictors of students’ perceived learning in off-campus learning environment: Online interactions are not enough - David Kwok Emergency responses to teaching, assessment and student support during the COVID-19 pandemic - Alison Reedy, Kalie Carmichael and Oriel Kelly | Session 2 - Stream D Pecha Kucha For a full list of Pecha Kucha presentations click here |
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| 11:00 — 11:30 am | — Break — | ||||
| 11:30 — 1:00 pm | Breakout Zoom Session 4 | ||||
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| 1:00 — 2:30 pm | — Lunch + extra activities (SIGs - Special Interest Groups and Zoomba) — Read extra activity information here | ||||
| 2:30 — 4:00 pm | Breakout Zoom Session 5 | ||||
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