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>> Hi there.
I'm Dr. Phil Davis from the University
of Glamorgan in South Wales, UK.
My area is computer and networking distribute systems,
and e learner mainly assessment.
My research is in that area.
I think if you want to have a core competence with regard
to any such [inaudible]involved in online learning,
it's important to get the students involved.
It must be through activity.
And one of the best way
of interactivity is building the e assessment
into your actual program.
What's quite important is that you get the balance there
with regard to fondness [phonetic] of the assessment,
and summative [phonetic] of the assessment.
Students quite often prioritize, might well be quite happy
to inform to assessment, but if there isn't an end goal,
end reward from doing it, they might not put the effort in.
One of the concerns that you may have is that if you,
you base your, your grading of the students or your appraisal
of the students on a, or results of some form of fondness and try
and try and link that to summative it just won't work.
I think you have to get this balance right.
The methods to use may, may be varied, but you can try
and get this balance that the students are aware
that they're learning, they're developing finding formative
assessment mode.
And then you can use part of that to a summative
who actually have summative method,
which links to the formative mode.
And then you can get some sort of grade in associate
or that the students know what they're working towards
and they can prioritize in, in that manner then.
>> Phil, how likely is it the first time going
out in your online course
that you're gonna get all of this right?
>> Phil: It's highly unlikely
that you're gonna get it all right.
But I think it's important that you bring the students with you.
That the students, as long as they see the reason
for doing things, that they see the reason for doing some sort
of assessment, getting the feedback, they can take it
as part your learning.
You have a certain number of hours associated with a module,
which you say online mod, you have to ensure that you take
into account that a certain amount
at that time is gonna be dealt with assessment,
which equates to learner.
And as long as you get it over to the students
that that is this equation, equation of balance
with the learner and [inaudible] assessment,
then the student will, will come with you.
>> Yeah. So it is a bit
of an iterative process then,
and it gets refined as you do it.
>> Phil: With experience we'll get refined.
And with experience you can understand more what,
what outcomes you're getting from going through the process.
But I think it's important
that the students are getting a reward, a qualitative reward
for the effort that they're putting in.
>> Okay.
>> Phil: It shouldn't just be seen as this suggests,
no in answer to your question, I mean is the answer, you may
or may not be right or wrong.
It's all about us using that and developing,
because of that question, or feeding it to summative mod.
[phonetic] And probably with experience with, you,
you can start moving towards high stake assessment
than using community assessment [inaudible].
>> Okay. Wonderful.
Thank you.