Using a Collaborative Assessment Design to Support Student Learning
The purpose of the study was to try to develop an understanding of how groups of pre-service teachers organised, planned and built two information and communication technologies (ICT) resources using a learn-technology-by-design framework. The benefits for students in using a learn-by-design approac...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2017-10-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/7/4/80 |
| _version_ | 1811303217752965120 |
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| author | Shannon Kennedy-Clark Sean Kearney Vilma Galstaun |
| author_facet | Shannon Kennedy-Clark Sean Kearney Vilma Galstaun |
| author_sort | Shannon Kennedy-Clark |
| collection | DOAJ |
| description | The purpose of the study was to try to develop an understanding of how groups of pre-service teachers organised, planned and built two information and communication technologies (ICT) resources using a learn-technology-by-design framework. The benefits for students in using a learn-by-design approach have been well researched, and the research has covered a broad range of research streams. A design-based research approach underpins the research. This paper presents the observational data, which was collected in an ICT in the Education unit of study. The collaborative design assessment provided pre-service teachers with the opportunity to collaboratively build an Interactive Whiteboard (IWB) resources and a web-based teaching (website) resource. In this study, seven groups were observed while they engaged in a long-term collaboration and completed two group assessment tasks. The results suggest that students needed both guidance and time to develop their skills in collaboration. While there were variations in the collaborative patterns, these variations did not impact the success of the groups in the development of their ICT resources. |
| first_indexed | 2024-04-13T07:42:48Z |
| format | Article |
| id | doaj.art-be5240f3a07941dbb99b5a0916686d53 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-13T07:42:48Z |
| publishDate | 2017-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-be5240f3a07941dbb99b5a0916686d532022-12-22T02:55:48ZengMDPI AGEducation Sciences2227-71022017-10-01748010.3390/educsci7040080educsci7040080Using a Collaborative Assessment Design to Support Student LearningShannon Kennedy-Clark0Sean Kearney1Vilma Galstaun2School of Education, University of Notre Dame, PO Box 944, Sydney 2007, AustraliaSchool of Education, University of Notre Dame, PO Box 944, Sydney 2007, AustraliaSchool of Education and Social Work, The University of Sydney, Camperdown, Sydney 2006, AustraliaThe purpose of the study was to try to develop an understanding of how groups of pre-service teachers organised, planned and built two information and communication technologies (ICT) resources using a learn-technology-by-design framework. The benefits for students in using a learn-by-design approach have been well researched, and the research has covered a broad range of research streams. A design-based research approach underpins the research. This paper presents the observational data, which was collected in an ICT in the Education unit of study. The collaborative design assessment provided pre-service teachers with the opportunity to collaboratively build an Interactive Whiteboard (IWB) resources and a web-based teaching (website) resource. In this study, seven groups were observed while they engaged in a long-term collaboration and completed two group assessment tasks. The results suggest that students needed both guidance and time to develop their skills in collaboration. While there were variations in the collaborative patterns, these variations did not impact the success of the groups in the development of their ICT resources.https://www.mdpi.com/2227-7102/7/4/80collaborative learningtechnology enhanced learningpre-service teachereducationdesign-based learningassessment |
| spellingShingle | Shannon Kennedy-Clark Sean Kearney Vilma Galstaun Using a Collaborative Assessment Design to Support Student Learning Education Sciences collaborative learning technology enhanced learning pre-service teacher education design-based learning assessment |
| title | Using a Collaborative Assessment Design to Support Student Learning |
| title_full | Using a Collaborative Assessment Design to Support Student Learning |
| title_fullStr | Using a Collaborative Assessment Design to Support Student Learning |
| title_full_unstemmed | Using a Collaborative Assessment Design to Support Student Learning |
| title_short | Using a Collaborative Assessment Design to Support Student Learning |
| title_sort | using a collaborative assessment design to support student learning |
| topic | collaborative learning technology enhanced learning pre-service teacher education design-based learning assessment |
| url | https://www.mdpi.com/2227-7102/7/4/80 |
| work_keys_str_mv | AT shannonkennedyclark usingacollaborativeassessmentdesigntosupportstudentlearning AT seankearney usingacollaborativeassessmentdesigntosupportstudentlearning AT vilmagalstaun usingacollaborativeassessmentdesigntosupportstudentlearning |