The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email administrator@ejel.org
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the International Conference on eLearning, click here

For infomation on the European Conference on Games Based Learning clickhere

 

Journal Article

Problem Based Learning and Authentic Assessment in Digital Pedagogy: Embracing the Role of Collaborative Communities  pp59-67

Dr. W. Barber, S. King, S. Buchanan

© Feb 2015 Volume 13 Issue 2, ICEL2014, Editor: Paul Griffiths, pp57 - 148

Look inside Download PDF (free)

Abstract

Abstract: The purpose of this paper is to qualitatively examine the relationship between a problem‑based learning context, authentic assessment and the role of community in fostering learning in digital contexts. The authors used Digital MomentsŽ to crea te a meaningful learning environment and build the online class community. They then collaboratively developed assessment strategies and tools with students following problem‑based learning methodologies. Given that the pace of information is rapid and c hanging, the authors argue that online learning must occur in a context that embraces these three concepts 1. Students must be empowered through PBL to choose real world tasks to demonstrate their knowledge, 2. Students are allowed to choose the modality to represent that knowledge and participate in designing the tools for assessing that knowledge and 3. They do so in a supportive online community built through the sharing of Digital Moments. The paper chronicles the interconnection between problem ba sed learning, authentic real world assessment tasks and a supportive online community. This resulted in developing learner autonomy, improving student engagement and motivation, greater use of meaningful self and peer assessments and shared development o f collective knowledge.. Further to this, it builds a foundation from which authentic assessment, student ownership of learning and peer support can occur in an ongoing way as learners make the important shifts in power to owning their learning and becomi ng problem‑based inquirers in future courses. As a result, in order to fully embrace the online learning environment, we cannot limit ourselves to simple text based measures of student achievement. Stepping into this brave new world requires innovation, creativity and tenacity, and the courage to accept that as the nature of knowledge has evolved in the digital landscape, so must our means of assessing it.

 

Keywords: Keywords: Authentic Assessment, Problem-Based-Learning, Digital Communities

 

Share |