11. December 2014 · Comments Off on On the “authenticity” of reflecting for a mark · Categories: Blogging, educationaldesign, My personal learning journey, Research

I’ve been talking quite a lot with educators about embedding reflective practice and the use of ePortfolios throughout courses and programs. So in reviewing the papers and sessions that caught my eye at ASCILITE2014 in Dunedin, I wanted to share this one.

This cross-university team responded to student feedback that reflections that are marked are not “real” or “authentic” as the student is tailoring it for the teacher’s eyeballs. In fact, having it marked by different instructors across multiple courses in their programmes left many feeling confused about the purpose of reflection itself!

In a nutshell, the solutions the research team propose are:

1)      Use practice-based tasks as points of reflection

2)      Provide clear guides and models and give frameworks for them to work within and build on

3)      Allow students to privately reflect then “self-review” based on a provided framework – this way they can select excerpts of their private reflections and still keep the private stuff “real”. This self-review can be/count towards the assessment.

4)      Provide multiple contexts and opportunities. Ask them to reflect on readings/videos and the experiences they have in prac and their project work and what they’re learning in informal environments.

The concise paper is attached for your reference. For those of you who attended, it’s paper number 80 by Pauline Roberts, Helen Farley and Sue Gregory.

Concise paper -ePortfolios and Authentic Assessment PDF (193 KB) 


22. September 2014 · Comments Off on Bud Abbott and Lou Costello on teachable moments · Categories: My personal learning journey
This clip may be old but then again, so is the problem: some learners can and will take basic concepts and apply them incorrectly. As educators and communicators, we have to be able to recognise what’s happening and find multiple pathways in to knowledge. I watched this clip and then thought up ways afterwards that Abbott could have taught Costello where he was going wrong. 

A short, quick brain-dump post…

 Conditional activities in my LMS, how do I love thee? Let me count the ways…
More »
17. May 2014 · Comments Off on Mediating the power dynamics of online spaces · Categories: My personal learning journey, Social networking, Technologies
""As we mature in our use of social networking and online spaces – could it be that we’re losing touch with why we use them?

In his book “Disrupting Class”, Clayton Christensen says that disruptive innovation – such as social media tools – work best when the innovation is competing against non-consumption (that is, it’s better than nothing”.

Do your professional social networking spaces work as an innovation for group discussions that cannot occur face to face? If so, should not the same rules apply to these spaces as in face-to-face spaces?

When you set up an online space in the name of an organisation, consider the norms you’d establish if you were hosting people in a discussion area in your organisation. Hopefully these norms would include:
  • establishing behavioural expectations both formally and by your own actions
  • ensuring power dynamics are flattened
  • ensuring everyone understands the purpose of the space
  • recognising that different cultural, gender and age lenses will result in different responses and reactions
  • neutrally mediating disputes by taking them out of the shared space to be resolved privately
  • addressing issues of discomfort or disagreement appropriately and gracefully
However, in an online space where you are introducing the images, videos, articles and news items for discussion – the power dynamic defaults to one where the editor (you) is perceived as having the most power and, unless carefully moderated, the majority rules.

Because of the asynchronous nature of the text-based discussions that occur – there is a tendency to think of them as publishing spaces rather than a tool to facilitate online discussion.

Therefore, if one or a few people disagree with something you’ve published online, the majority can quickly over-ride those few with an avalanche of likes and dissenting comments – leading to a spiral of silence and feelings of isolation.

In a face-to-face setting, most experienced group facilitators would ensure that a lone dissenter felt supported and that their opinion was of value. If they picked up that the person was shy, the facilitator could take them aside during the break or after the session and draw out more about why that person was uncomfortable. In the main discussion, the facilitator would ensure that everyone accepted that all opinions expressed within group norms had equal value.

So, as we gain maturity in the use of online spaces and other technologies for discussion, let’s ensure we think about why we’re using these tools. We can extend our ability to reach out and help us to support and educate people in new ways – and use traditional group discussion facilitation to ensure that everyone feels they are a valued part of the community.
14. January 2014 · Comments Off on Adding closed captions to YouTube – an update · Categories: My personal learning journey
A while ago I wrote a blog post about adding closed captions to YouTube videos that proved quite popular.

The methodology of adding closed captions has changed, and with the urgency for some (particularly Australians) to ensure their resources are WCAG 2.o AA compatible, I felt it was time for an upgrade

Rather than write a very long, text post – I’ve created a SlideShare show.  I added notes for each slide to make the content, but they aren’t used in the text only version on Slide Share, which I find odd.

So, if you cannot view the notes and would like them, please send an email to kerryank@gmail.com and I’ll send you the notes!