One of the things universities often do is to release a solutions PDF
after the assignment has been marked and returned. This allows students
to see where they went wrong and exactly how the marks were allocated.
When I use online MOOCs (online learning) these courses do give you bite
sized chunks, such as, one week per lesson, but I can work at my own
pace and do two weeks in two days if I like. Ideally they allow students
to download the content for offline future reference. Each lesson at the
end there is a small assignment which involves posting something to a
group discussion page for that particular week. This allows course
moderators to confirm that each student is learning as they go on, and
allows potentially if necessary, feedback each week, the only assessment
is the final exam at the end of the course, each week's assignment or
discussion is not marked. The weekly quiz's can be retaken as many times
as you like until they are 100% mark, and the system records the mark
and answers submitted for each attempt. The discussion forum allows the
students to contribute their thoughts and perceptions on everything,
something that there might not be time for in an in-person tutorial or
lecture, and it allows for greater contributions by students. The only
problem with discussion forums is they cannot be downloaded for offline
future reading.
I learn best by doing, rather than reading. For example, when I answer
questions that requires me to use content from the lecture notes or
textbook or about MOOC content.
I have used a MOOC discussion forum where students can upload files,
such as an audio message, a video message, a word document, anything a
student wants to say or send to the group to contribute.
Ultimately I think that students that contribute more, will (hopefully)
get a better mark at the end when the assessment comes around. When I do
MOOCs as part of my professional development, I learn by contributing to
others success by posting my answers and thoughts on the course material.
Jevan.
On Fri. 03-May-19 6:32 pm, Karl Auer wrote:
On Fri, 2019-05-03 at 17:52 +1000, JLWhitaker wrote:
If there aren't consequences for NOT doing the en route work, what do
you think would happen? Party time! ;-)
I specifically said, but you did not quote, that I am fine with a
requirement that students participate in activities, hand in quizzes
and so on - I'm just not OK with assessable tasks that require
knowledge or skill before that they can reasonably have been learned.
This is especially true when in order to do the tasks, you depend on
inputs and support from people who are often completely incompetent -
such as tutors.
Don't get me started on the fuckuppery that has marked at least two of
the subjects progeny is now attempting. From quizzes with literally
incomprehensible questions, to incorrect answers, to getting dates
wrong and assigning zero marks for work handed in "late", to public
mark-shaming, to not covering material until after the relevant quizz,
to not returning marked quizzes, to not providing answers to quizzes,
or indeed any feedback at all to anything... and to not correcting any
of the above errors - the list goes on.
An assessment task needs to be perfect. It has to be correct in itself,
and feedback from it needs to be prompt, accurate, thorough and
helpful. And it has to be delivered AFTER the point where a student can
reasonably be expected to have learned what is being tested. Anything
else is demoralising and of no academic worth.
Regards, K.
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