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Framework for Assessment:

Framework for Assessment:. Technology-Assisted Learning and Collaboration Overview by Anne H. Moore. Context for Discussion. Accountability challenges Technology’s promise Collaboration needs and opportunities Higher education traditions and ethos Contemporary issues and drivers

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Framework for Assessment:

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  1. Framework for Assessment: Technology-Assisted Learning and Collaboration Overview by Anne H. Moore

  2. Context for Discussion • Accountability challenges • Technology’s promise • Collaboration needs and opportunities • Higher education traditions and ethos • Contemporary issues and drivers • Individual achievement and group accomplishment

  3. Proposition • The ubiquity of rapidly changing technologies calls for improved articulation of what students need to know and be able to do in technology-enabled learning environments, in their local communities and professions, and the global marketplace.

  4. Being Fluent with Information Technology* or FIT • Contemporary skills: use computers, applications and networks • Foundational concepts: discern principles and ideas of computers, networks, and information • Intellectual capabilities: apply technology in complex and sustained situations *(National Research Council, Committee on Information Technology Literacy, 1999.)

  5. Purpose of FIT-ness • Contemporary skills – acquire basic skills that change as technology changes • Foundational concepts – explain the how, why, and why not of technology as it evolves • Intellectual capabilities – empower people to think abstractly about information and its possibilities – collaboration high on capability list

  6. Assessment Strategies • Contemporary skills – easy to assess and frequently done • Foundational concepts – descriptions, contrasts, comparisons also forthcoming today • Intellectual capabilities – still at early stages despite growing calls for accountability related to learning outcomes

  7. Collaboration, for example • What do achievements in collaboration in a technology-enabled environment look like? E.G., what are the learning outcomes desired? • Does using technology require collaborators to do something different? Be more explicit than when face to face? • What does this mean in any domain attempting technology-assisted collaboration?

  8. Proposition • The NRC’s framework for FIT-ness is also a useful framework for organizing and grouping assessments of technology-assisted learning outcomes. • People who know/work with the technologies can effectively assist in conversations with colleagues across domains about technology-enabled learning outcomes.

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