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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.
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?’
‘What are we like?’ indeed!
Isn’t ‘re-invention’ the word? (Rogers, 2005. P. 114 -115)
Not wholesale repurposing, but as Rogers puts it ‘It should be acknowledged that rejection, discontinuance and re-invention frequently occur during the diffusion of an innovation and that such behaviour may be rational and appropriate from the individual’s point of view.’ (Rogers, p114 2002)
I wonder how my experience might have been with a group of colleagues or friends, signing up together … but might this too ‘spoil the party.’ And how over a longer period fellow students would be emailing and messaging and getting on the phone … let alone meeting up.
This fascinates me primarily because I am convinced that collaboration, sharing, discussion and so on is crucial to a deeper learning outcome.
But does this not have to be down to the drive of the individual and permitted by the institution they belong to?
How much motivation can others really offer or be expected to offer?
If neither a carrot or stick will work with adult learners, especially in a online environment, then what do you do?
‘You can take a horse to the trough, but you can’t make it drink.’
As I’m about to take a course on the Psychology of Sport as a Senior Swimming Coach I may gain some further insights into waht motivates people to do something and how outsiders can influence this in a positive way.
And just because we’re invited to drink from this trough once, dos not mean we will do it again, or often or with enthusiasm. Our moods will wax and wane, or commitments beyond the course will impinge.
Deep learning, as I’ve learnt, benefits from, even requires a rapport with one or several others at various levels of understanding – a Subject Matter Expert (SME) or experts, a tutor, a couple of fellow students on the course, and perhaps someone more junior who can be in turn mentored or tutored by us (first years being buddied by a second year, a post-grad student supervising a fresher).
How much this mix can be set by what little the OU or other Distance Learning Provider knows about an individual is quite another matter.
Do you run a call-centre like team of facilitators/moderators … or aspire to the one-to-one relationship of tutor or governess to student mimicking some land-owning/aristocratic model of the distant past?
Or is this something for a DPhil?
A free-for-all would create imbalances, inevitably … for the institution. But whose experience are we prioritising here?
Whilst a balance must be found, if the best outcomes are to give tutors and SMEs much more time online to forge relationships then this should be – a good coach attracts the best athletes and attracts the interest of other coaches. How does she do that? (Expertise, training and personality … enthusiasm, putting the athlete at the centre of things)
Perhaps by pursuing ‘educational social networking’ institutions are shooting themselves in the financial foot?
The time put in to make a freer networking between students, tutors and SMEs, with students in different time zones and different priorities would be prohibitive. Undergraduates studying on campus, in a homophilous cohort, with fewer worries (other than debt) don’t know how fortunate they are to have this opportunity to study, probably for the only time, before the life of the wider world impinges.
Rogers, E,M. Diffusion of Innovations. (2005) 5th Ed.