Design-Grounded Assessment: A Framework and a Case Study of Web 2.0 Practices in Higher Education

Autor/inn/en	Ching, Yu-Hui; Hsu, Yu-Chang
Titel	Design-Grounded Assessment: A Framework and a Case Study of Web 2.0 Practices in Higher Education
Quelle	In: Australasian Journal of Educational Technology, 27 (2011) 5, S.781-797 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Higher Education; Educational Practices; Internet; Sharing Behavior; Computer Mediated Communication; Cooperative Learning; Concept Mapping; Graduate Students; Sociocultural Patterns; Instructional Design; Program Effectiveness; Student Attitudes; Educational Objectives; Foreign Countries; Asia; Canada; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Computerkonferenz; Kooperatives Lernen; Concept Map; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Soziokulturelle Theorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Asien; Kanada; USA
Abstract	This paper synthesis's three theoretical perspectives, including sociocultural theory, distributed cognition, and situated cognition, into a framework to guide the design and assessment of Web 2.0 practices in higher education. In addition, this paper presents a case study of Web 2.0 practices. Thirty-seven online graduate students participated in a small-group collaborative concept mapping activity using Web 2.0 applications (e.g. "Webspiration") to construct sophisticated understanding of instructional design processes. The analysis of this case focuses on different assessment strategies adopted to ensure students' successful participation in such technology-rich collaborative context. This case study concludes that a shared goal needs to be in place to establish a purpose of collaboration. The collaborative nature of learning afforded by Web 2.0 applications needs to be acknowledged through the award of grades. That is, both the processes and products of collaborative knowledge construction need to be assessed and formally graded at individual and group levels. This paper also suggests several potential assessment strategies that may enhance smoother Web 2.0 practices, and discusses some possible challenges associated with those strategies. (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