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Teacamp_assessment_Euca_Online_EACEA_workshop

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Teacamp_assessment_Euca_Online_EACEA_workshop

  1. 1. LLL Erasmus program Multilateral Virtual Campuses Teacher Virtual Campus: Research, Practice, Apply 502102-LLP-1-2009-1-LT-ERASMUS-EVC Airina Volungeviciene Vytautas Magnus University EDUCA ONLINE , Berlin, December 2, 2010 Challenges of assessing learning outcomes in multicultural virtual mobility sessions
  2. 2. TeaCamp project <ul><li>aims is to increase VM among HE academic staff by: </li></ul><ul><ul><li>facilitating development, management and implementation of virtual research and mobility and </li></ul></ul><ul><ul><li>improving their VM competences </li></ul></ul><ul><li>TeaCamp meets academic staff VM needs by facilitating </li></ul><ul><li>HE institutions to realize necessary steps to be undertaken to ensure full academic virtual exchange and recognition of academic virtual processes </li></ul><ul><li>Academic staff to prepare, develop and implement VM , despite of their economic, social and other restraints </li></ul><ul><li>Researchers to implement transnational comparative research on VM </li></ul><ul><li>Institutions and students to benefit from updated and qualitative curriculum , to ensure availability and accessibility of qualitative curriculum for various LLL target groups </li></ul>
  3. 3. Assessment in international study module “Virtual learning in HE” <ul><li>T he module developed and studies organized by 12 teachers from : </li></ul><ul><ul><li>Vytautas Magnus University (Lithuania, coordinating institution ) </li></ul></ul><ul><ul><li>Innovation Centre of University of Oviedo (Spain) </li></ul></ul><ul><ul><li>Jyvaskyla University (Finland) </li></ul></ul><ul><ul><li>Jagellonian University (Poland) </li></ul></ul><ul><ul><li>University of Aveiro (Portugal) </li></ul></ul><ul><ul><li>Baltic Education Technology Institute (Lithuania, enterprise ) </li></ul></ul>Sub-module Culture models (1/2) (JYU, FI) Collaborative online learning (CC1N, ES) Information literacy (JU, PL) Learning technologies (BETI, LT) Learning strategies (VDU, LT) Assessment strategies (UA, PT) Culture models (2/2) (JYU, FI) Assignment 1 2 2 2 2 2 1 Portfolio Moodle portfolio as a required part for international, intercultural collaborative group work artifact collection, for individual experience record for culture model sub-module and for grade transfer from multi-institutional to single institutional context Weight 8,33 16,66 16,66 16,66 16,66 16,66 8,33
  4. 4. Challenge 1. Agreement and consistency in learning outcomes <ul><li>All curriculum designing partners (6 institutions) reached the agreement on the following learning outcomes: </li></ul><ul><li>apply the knowledge of culture models to solve problems caused by cultural difference in virtual mobility ( Culture modules ) </li></ul><ul><li>Apply the knowledge of culture models to solve problems caused by cultural differences in virtual mobility ( Culture modules ) </li></ul><ul><li>explain the skills needed to facilitate and manage collaborative online learning ( Collaborative online learning ) </li></ul><ul><li>describe different technological resources for collaborative online learning ( Collaborative online learning ) </li></ul><ul><li>analyze and evaluate information ( Information literacy ) </li></ul><ul><li>synthesize and create information ( Information literacy ) </li></ul>
  5. 5. <ul><li>All curriculum designing partners (6 institutions) reached the agreement on the following learning outcomes: </li></ul><ul><li>define the technologies and standards used in distance education ( Learning technologies ) </li></ul><ul><li>apply learning management systems based on these standards ( Learning technologies ) </li></ul><ul><li>compare learning styles and learning strategies ( Learning strategies ) </li></ul><ul><li>identify and apply online resources in order to implement learning strategies virtually ( Learning strategies ) </li></ul><ul><li>design assessment strategies for virtual learning ( Assessment strategies ) </li></ul><ul><li>use tools to support scenarios of virtual learning ( Assessment strategies ) </li></ul>Challenge 1. Agreement and consistency in learning outcomes
  6. 6. Challenge 2. Learning recognition and certification <ul><li>Students are issued a certificate which lists all learning outcomes achieved by the student </li></ul><ul><li>All teachers from all institutions sign the certificate </li></ul><ul><li>All student achievements are recognized within partner institutions ( in the framework of study curriculum or competence recognition ) </li></ul>
  7. 7. Challenge 3. Measuring learning achievements <ul><li>Assessment strategy is based on : </li></ul><ul><ul><li>formative evaluation of collaborative international group work results (10 activities) </li></ul></ul><ul><ul><li>summative assessment is calculated on the basis of artefacts , small project – based activity outputs (completed/ not completed, 8,33 % each) and individual Moodle portfolio tool (imported assignments with individual) </li></ul></ul><ul><ul><li>Formative evaluation using portfolio tool is used for “ Culture models ” sub-module 2 assignments – individual student presentations prepared on the basis of student experienced collected during the whole module </li></ul></ul><ul><ul><li>Metacognitive assessment using an online questionnaire for pre, per and post testing </li></ul></ul><ul><li>Problems encountered : </li></ul><ul><li>Failure to agree upon summative evaluation criteria for each activity and performance indicator description. Possible reasons are: </li></ul><ul><ul><li>very different experience among teachers, institutions </li></ul></ul><ul><ul><li>very short period of time for curriculum designing focusing mainly on virtual mobility organization and teaching practice </li></ul></ul><ul><ul><li>lack of plugin in Moodle for assessment strategy designing ( vs Blackboard ) </li></ul></ul>
  8. 8. Challenge 4. Recognising learning outcomes to institutional contexts <ul><li>Moodle networking service is implemented to access TeaCamp international Moodle from single – institutional Moodle platforms </li></ul><ul><li>Students use portfolio tool to import their collaborative group work results and later to export them to their institutional Moodle portfolios </li></ul><ul><li>Comparative Erasmus assessment tables are used for grade calculation and for recognition of TeaCamp module learning outcome at individual institutions, e.g.: </li></ul>Lithuanian grade Evaluation ECTS grade 10 Excellent : outstanding performance with only minor mistakes A 9 Very good : above the average standards, but with some errors B 8 Good : generally sound work with number of notable errors C 7-6 Satisfactory : fair but with significant shortcomings D 5* Sufficient : performance meet the minimum criteria E 4 Very weak: Considerable further work is required F/FX 3 Unsatisfactory F/FX 2 Bad F/FX 1 Unfair behavior or failure to appear for evaluation F/FX
  9. 9. Barriers to overcome <ul><li>There are no national initiatives to recognise virtual mobility and its outcomes! </li></ul><ul><li>International departments at HEI keep to traditional Erasmus mobility due to lack of practices and regulations on the national level </li></ul><ul><li>Recognition of learning outcomes is implemented only on the basis of good-willingness of the teachers and study departments – there are no regulations in all partner institutions to automatically recognise learning outcomes on the basis of certification </li></ul><ul><li>there are no inter-institutional agreements for virtual mobility (only for traditional mobility), which triggers application of this practice in broader scope </li></ul><ul><li>there is no official recognition of such study module in all participating institutions (teachers and study departments recognise learning outcome – based achievements, no additional skills or competences are certified nor accredited) and no such international study modules for free access </li></ul>
  10. 10. Barriers to overcome <ul><li>traditional assessment methods are used for examination (usually paper – based examination as a proof of record) for final evaluation of a module (sometimes weighting up to 50 % of the final grade!) bringing huge barriers to recognise and assess collaborative online learning outcomes </li></ul><ul><li>motivation to change assessment strategies is on personal level only . However, it is very complicated to create “the rules of the game” for virtual mobility – personal and cultural differences require a lot of diplomacy, flexibility and patience, as well as skills and time </li></ul><ul><li>ICT management skills are quite low among the majority of teachers – this causes time constraints, lack of self-confidence and lack or low quality feedback </li></ul><ul><li>students are much more active in networking and peer-support and peer-review than teachers </li></ul>
  11. 11. What we’ve learnt <ul><li>Recognition of international collaborative online learning results will stay complicated (or will be experimented but not realized) until: </li></ul><ul><li>institutions prepare, agree and recognise virtual mobilit y and online learning as a part of formal study process and academic exchange (for both, students and teachers) </li></ul><ul><li>traditional assessment methods are changed with the evidence, as well as inter-institution negotiation based new criteria – based assessment </li></ul><ul><li>the teacher and the student are trained and free to choose the type of performance during learning process, and are safe in terms of performance recognition during the assessment </li></ul>
  12. 12. What is your experience? Airina Volungevi čienė Vytautas Magnus University [email_address]

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