Marking Machinima: A Case Study in Assessing Student Use of a Web 2.0 Technology

Autor/inn/en	Barwell, Graham; Moore, Chris; Walker, Ruth
Titel	Marking Machinima: A Case Study in Assessing Student Use of a Web 2.0 Technology
Quelle	In: Australasian Journal of Educational Technology, 27 (2011) 5, S.765-780 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Social Systems; Pilot Projects; Computer Assisted Instruction; Student Evaluation; Evaluation Methods; Case Studies; Learner Engagement; Interdisciplinary Approach; Cooperative Learning; Active Learning; Student Projects; Film Production; Web Sites; Electronic Publishing; Internet; Video Technology; Educational Technology; Computer Simulation; College Students; College Instruction; Student Attitudes; Instructional Effectiveness; Focus Groups; Interviews; Animation; Games; Computers; Simulated Environment; Role Playing + Suchen Sie Ihr Suchwort? Social system; Soziales System; Pilot project; Modellversuch; Pilotprojekt; Computer based training; Computerunterstützter Unterricht; Schulnote; Studentische Bewertung; Case study; Fallstudie; Case Study; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kooperatives Lernen; Aktives Lernen; Schulprojekt; Filmproduktion; Web-Design; Elektronisches Publizieren; Unterrichtsmedien; Computergrafik; Computersimulation; Collegestudent; Hochschullehre; Schülerverhalten; Unterrichtserfolg; Interviewing; Interviewtechnik; Game; Spiel; Spiele; Digitalrechner; Künstliche Umwelt; Rollenspiel
Abstract	The model of learning best suited to the future may be one which sees learning as the process of managing the different kinds of participation an individual might have in complex social systems. Learning capability and engagement is thus dependent on the relationship between an individual identity and social systems. We report on the incorporation of "machinima", a Web 2.0 technology, as part of an interdisciplinary and collaborative project where the focus is not on the mastery of the tools or the acquisition of predetermined knowledge, but on the development of learning engagement. We provide the case study of a pilot project involving students across two Arts disciplines collaborating via the game, "World of Warcraft", to produce an animated adaptation of one of Geoffrey Chaucer's "Canterbury Tales". Their contributions were differently assessed according to the pre-existing requirements of their home disciplines. We argue that the assessment in such projects, in conjunction with innovations and experimentation with Web 2.0 technologies, should shift from an emphasis on product to process. We believe that this has a sound pedagogical and theoretical foundation, and also fits better with the increasingly digitalised, unfixed and interdisciplinary world that students will face on graduation. (Contains 3 figures.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10