Research starting to finalize into more than just a vision...
Okay...I think it finally hit me one evening. The idea of assessment is very difficult and even more difficult to measure. Assessment can take many forms and can also depend on the theory behind the assessment. The idea is to do a factoral design (experienment research) with looking at assessment (constructivist vs. instructivist) and the role of the facilitator (constructivist - guide on the side and instructivist - sage on the stage.) After reading the article for this week by Reeves, I started thinking I should reconsider my idea because he states that there should be more developmental research verses experinmental research in the field of educational technology. Hmmm...it leaves me thinking again but I really do like my first research idea!
Marian Maxfield
posted by Marian Maxfield | 8:21 AM
2 Comments:
I think that is an important insight. One of the (possibly many) reasons that "constructivists" and "instructivists" have trouble talking these days is that they can't agree on what constitutes evidence of meaningful learning among students. You also have other basic issues in assessment, such as whether you are measuring a product (such as paper or a model volcano or a solution to a problem or whatever) or the process the students took to get to it (e.g. did they truly collaborate or not?) or the actual learning (perhaps measured by individual tests.
You end up with a matrix of possibilities.
Chip
Hi Marian and Chip,
I like your ideas on assessment Marian, and this is a good issue for we CMC'ers
Could we ever state that learning (as a broad idea) may be the intersection of the product, process, and gained knowledge (via tests)?
And if so, would CMC make any of these more important or relevant than the others?
Jason
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