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Methodological Innovation
From the Oxford Internet Institute
Methodological innovation is vital given the changing nature of the Internet and advances in ICTs which both necessitate and facilitate the development of new techniques.
OII researchers are developing methodologies such as:
- big data approaches;
- the embedding of ICT s for real time observation of social phenomenon;
- webmetric techniques for observing the underlying structure of the web presence of social institutions;
- artificial intelligence design;
- experimental research;
- on-line action research;
- content analysis;
- investigation of virtual environments;
- and online survey research.
The five current research foci examine the role of the Internet and other ICTs in:
- government and democracy: where ICT s offer significant opportunities for restructuring practices and institutions, for example in the management and delivery of government services and the functioning of governance processes
- research and learning: focusing on the use and impact of ICTs within academic and research communities and the social and institutional contexts in which this takes place
- everyday life and work: covering the role of the Internet and other ICTs in personal interactions in the household, the arts, and entertainment, and the needs of individuals and the wider community in work, social relationships, leisure, and activities in other arenas that bring society online
- shaping the Internet: how rapidly developing ICTs are liberated or constrained, including how the Internet itself is governed.
- network economy: how ICTs reshape business models, markets and economic development.
Struggling to mark assignments? Get the students to do it
I just watched Daphne Koller’s TED lecture on the necessity and value of students marking their own work. (for the fifth time!)
Whilst there will always be one or two who cheat or those who are plagiarists, the results from ‘Big Data’ on open learning courses indicate that it can be a highly effective way forward on many counts.
1) it permits grading where you have 1,000 or 10,000 students that would otherwise be very expensive, cumbersome and time consuming
2) as a student you learn from the assessment process – of your work and that of others
3) student assessment of other’s work is close to that of tutors though it tends to be a little more harsh
4) student assessment of their own work is even closer to the grade their tutor would have given with exceptions at opposite ends of the scale – poor students give themselves too high a grade and top students mark themselves down.
Conclusions
a) it works
b) it’s necessary if learning reach is to be vastly extended
c) isn’t human nature a wonderful thing?! It makes me smile. There’s an expression, is it Cockney? Where one person says to another ‘what are you like?’
Fascinating.
‘What are we like?’ indeed!
Self and Peer Grading on Student Learning – Dr. Daphne Koller
Fig. 1. Slide from Dr Daphne Koller‘s recent TED lecture (Sadler and Goodie, 2006)
I just watched Daphne Koller’s TED lecture on the necessity and value of students marking their own work. (for the fifth time!)
Whilst there will always be one or two who cheat or those who are plagiarists, the results from ‘Big Data’ on open learning courses indicate that it can be a highly effective way forward on many counts.
- it permits grading where you have 1,000 or 10,000 students that would otherwise be very expensive, cumbersome and time consuming
- as a student you learn from the assessment process – of your work and that of others
- student assessment of other’s work is close to that of tutors though it tends to be a little more harsh
- student assessment of their own work is even closer to the grade their tutor would have given with exceptions at opposite ends of the scale – poor students give themselves too high a grade and top students mark themselves down.
Conclusions
- it works
- it’s necessary if learning reach is to be vastly extended
- isn’t human nature a wonderful thing?! It makes me smile. There’s an expression, is it Cockney? Where one person says to another ‘what are you like?’
Fascinating.
‘What are we like?’ indeed!
REFERENCE
Philip M. Sadler & Eddie Good (2006): The Impact of Self- and Peer-Grading on Student Learning, Educational Assessment, 11:1, 1-31
Related articles
- Online university giant gets bigger (bbc.co.uk)
- To be told when you are right or wrong is essential to student learning (mymindbursts.com)
- Massive online education: Daphne Koller at TEDGlobal 2012 (ted.com)
- Who would you invite to an e-learning dinner party? (mymindbursts.com)
- TED Talk: What we’re learning from online education (ezrasf.com)
- Technology brings classroom experience to distance learners (guardian.co.uk)
- What we’re learning from online education by Daphne Koller (bluesyemre.com)
Mind Bursts 