How students evaluate “Innovativeness” and “Expected Needs Satisfaction” of digital educational projects in an academic MOOC
New Media in Education MOOC was created in order to train education students in developing educational project plans based on new media and networked pedagogy. Students in the course submit detailed project plans and participate in peer assessments based on five evaluation criteria including innovat...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Firenze University Press
2020-06-01
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| Series: | Italian Journal of Educational Technology |
| Subjects: | |
| Online Access: | https://ijet.itd.cnr.it/article/view/1164 |
| _version_ | 1797760750402404352 |
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| author | Orly Melamed, Dr. Rivka Wadmany Shauman, Dr. |
| author_facet | Orly Melamed, Dr. Rivka Wadmany Shauman, Dr. |
| author_sort | Orly Melamed, Dr. |
| collection | DOAJ |
| description | New Media in Education MOOC was created in order to train education students in developing educational project plans based on new media and networked pedagogy. Students in the course submit detailed project plans and participate in peer assessments based on five evaluation criteria including innovativeness and expected needs satisfaction.
An action research was conducted based on a content analysis of 789 student assessments regarding 89 project plans related to networked pedagogy and new media tools. The aim of the study was to explore how students assess their peer’s project plans, and use these insights to improve the peer assessment process and the guideline criteria.
Findings of the study indicate that students mainly used two models for assessing the expected needs satisfaction criterion: an assessment model adjusted to traditional pedagogy, which focuses on cognitive scholastic needs and low-order thinking (knowledge, comprehension, and implementation), and a model adjusted to constructivist pedagogy, which focuses on emotional, social and cultural needs and high-order thinking (evaluation and creation). The findings of this study also motivated an elaboration of the innovativeness criterion and its extension beyond technological innovation, and motivated the elaboration of the expected need satisfaction criterion and its extension beyond cognitive needs. The findings motivated an inclusion of additional criteria to the assessment guidelines. |
| first_indexed | 2024-03-12T19:03:08Z |
| format | Article |
| id | doaj.art-476d17d67c844f899fabae8eacc6b18a |
| institution | Directory Open Access Journal |
| issn | 2532-4632 2532-7720 |
| language | English |
| last_indexed | 2024-03-12T19:03:08Z |
| publishDate | 2020-06-01 |
| publisher | Firenze University Press |
| record_format | Article |
| series | Italian Journal of Educational Technology |
| spelling | doaj.art-476d17d67c844f899fabae8eacc6b18a2023-08-02T06:27:26ZengFirenze University PressItalian Journal of Educational Technology2532-46322532-77202020-06-0110.17471/2499-4324/1164How students evaluate “Innovativeness” and “Expected Needs Satisfaction” of digital educational projects in an academic MOOCOrly Melamed, Dr.0Rivka Wadmany Shauman, Dr.1Kibbutzim College of Education, Technology and Arts, TelavivCouncil for Higher Education, GerusalemNew Media in Education MOOC was created in order to train education students in developing educational project plans based on new media and networked pedagogy. Students in the course submit detailed project plans and participate in peer assessments based on five evaluation criteria including innovativeness and expected needs satisfaction. An action research was conducted based on a content analysis of 789 student assessments regarding 89 project plans related to networked pedagogy and new media tools. The aim of the study was to explore how students assess their peer’s project plans, and use these insights to improve the peer assessment process and the guideline criteria. Findings of the study indicate that students mainly used two models for assessing the expected needs satisfaction criterion: an assessment model adjusted to traditional pedagogy, which focuses on cognitive scholastic needs and low-order thinking (knowledge, comprehension, and implementation), and a model adjusted to constructivist pedagogy, which focuses on emotional, social and cultural needs and high-order thinking (evaluation and creation). The findings of this study also motivated an elaboration of the innovativeness criterion and its extension beyond technological innovation, and motivated the elaboration of the expected need satisfaction criterion and its extension beyond cognitive needs. The findings motivated an inclusion of additional criteria to the assessment guidelines.https://ijet.itd.cnr.it/article/view/1164Peer Assessment in MOOCEntrepreneurship in EducationInnovativeness in EducationProject Based LearningSocial-Emotional LearningEducational Technology |
| spellingShingle | Orly Melamed, Dr. Rivka Wadmany Shauman, Dr. How students evaluate “Innovativeness” and “Expected Needs Satisfaction” of digital educational projects in an academic MOOC Italian Journal of Educational Technology Peer Assessment in MOOC Entrepreneurship in Education Innovativeness in Education Project Based Learning Social-Emotional Learning Educational Technology |
| title | How students evaluate “Innovativeness” and “Expected Needs Satisfaction” of digital educational projects in an academic MOOC |
| title_full | How students evaluate “Innovativeness” and “Expected Needs Satisfaction” of digital educational projects in an academic MOOC |
| title_fullStr | How students evaluate “Innovativeness” and “Expected Needs Satisfaction” of digital educational projects in an academic MOOC |
| title_full_unstemmed | How students evaluate “Innovativeness” and “Expected Needs Satisfaction” of digital educational projects in an academic MOOC |
| title_short | How students evaluate “Innovativeness” and “Expected Needs Satisfaction” of digital educational projects in an academic MOOC |
| title_sort | how students evaluate innovativeness and expected needs satisfaction of digital educational projects in an academic mooc |
| topic | Peer Assessment in MOOC Entrepreneurship in Education Innovativeness in Education Project Based Learning Social-Emotional Learning Educational Technology |
| url | https://ijet.itd.cnr.it/article/view/1164 |
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