Assessment of Learning in Digital Social Networks

• In Event: Roundtable Session 60
  In Roundtable Session: Assessment of Technology-Based Collaborative Skills: Transforming Assessment for the 21st Century

Abstract

Objectives

This presentation will outline the process of defining, operationalising and measuring the process of assessment of learning in a digital network. Developmental learning progressions were derived of Wright Maps and used to stimulate discussion among teachers to obtain advice regarding intervention strategies to enhance learning in digital networks.

Theoretical framework

Learning in a digital network was conceptualised as consisting of four developmental strands: learning as a consumer, learning as a producer, developing social capital, and developing intellectual capital.

Methods and sources

Three broad scenarios were developed. ‘Webspiration’ is a collaborative scenario for groups of up to four students, who were required to analyse and map content, mood and meaning underpinning text-based materials online. ‘Arctic Trek’ engaged students in a scientific exploration examining ideas, testing hypotheses and collaborating to resolve issues in the scientific process. ‘Second Language Chat’ involved two students interacting over the internet in collaborative and communicative behaviour based on the use of digital technology. Their strategies and behaviours were recorded, automatically coded, and calibrated using item response modelling.

Data sources

The data from the pilot studies were combined across countries in order to enable a preliminary calibration and an initial draft set of developmental learning progressions. The progressions were presented to teachers during the trials in each of the countries to collect data on potential teaching intervention strategies and resources that might be appropriate for improving the level of performance of students, referenced to the developmental learning progressions.

Results and substantive conclusions

This study developed and calibrated data to estimate the capacity of students to learn from the procedures involved in digital or social networks. It concluded that the influence of language, curriculum and online experience on student and task performance. The empirically based developmental continua were then compared to the original hypothesised constructs. This presentation examines the analysis from both cognitive laboratories and field trials and points the way to future developments regarding how to measure these skills.

Scientific and scholarly significance

ICT literacy has been discussed and researched widely in technology-based studies. This is the first study that has attempted to investigate the social aspects of learning by an individual acting as a collaborator within social networks. It offers a new approach to assessment. The calibration method opens new areas for research in the future. The expertise derived from the study will be made publicly accessible to governments and school systems around the world. Given the rapid rise and influence of social networking among young people, school systems can use this project as a means of identifying curriculum implications and relevant teaching strategies.

Authors

• Mark R. Wilson, University of California - Berkeley

• Kathleen Scalise, University of Oregon