Media and Learning Conference 2022 - Assessing outside the box
The Media and Learning Annual Conference takes place in Leuven in Belgium, on June 2nd and 3rd 2022. The theme is ‘The University of the Future – Mediated, Pixelated, Hybrid or Virtual?’ Media Based Assessment is the use of video and other media in the assessment process is a growing trend which has significant implications both in terms of pedagogy and practicality. Many institutions are turning to such assignments as part of evaluation practices and there is a great deal to be shared in terms of best practice and overcoming barriers. In 'lab education', we have the challenge of assessing a variety of media-based assignments. How do you assess products in multiple media-based formats? How do other organisations manage this and what are their good practices? How do we ensure that assessment rubrics are specific enough while allowing room for a variety of formats and end products? In the ‘Human Revolution’ the world needs Creative Problem Solvers According to Perttu Pölönen , we are entering the Human Revolution, in which the focus of workers will be as creative problem solvers . In the last few years, a new form of education has emerged at Inholland University of Applied Sciences and across higher education. This focus aims to create an environment in which intrinsically motivated students are given freedom to develop their creative problem-solving skills. This began pre-pandemic but has accelerated since we’ve returned to the campus. The old structures of education are merging into new forms. In the lab context, international bachelor students work in multidisciplinary groups for a semester. They use Design Thinking and iterative prototyping to examine real-world, wicked problems and provide insights for local collaborating partners. A head researcher (lab lead) provides the research context, wicked problems, and network partners. A lab coordinator plans and arranges the various activities. And the multi-disciplinary coaches and learning directors facilitate the learning and deliver the education. The Urban Leisure and Tourism Lab, Amsterdam The first iteration of this concept was the Creative Growth Initiative (founded at our Diemen campus by my colleagues John Tielman and Esther Bouw). Since that original founding about five years ago, the pedagogical approach has developed through various iterations. And the number of labs has been ‘scaled up’.
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Media and Learning Conference 2022 - Assessing outside the box
- 1. University of the Future – Mediated, Pixelated, Hybrid or Virtual? 2nd & 3rd June 2022, Leuven Zac.Woolfitt@Inholland.nl Living Labs - Assessing ‘outside the box’
- 2. Media-based assessment Assessment process is changing ‘Other’ media Blogs and websites Physical and digital prototypes Video Pushing Pedagogy
- 3. Complex Changing World VUCA Wicked Problems Creative problem solvers Multidisciplinary Self-regulated learning
- 6. We need… ‘Creative Problem Solvers’ x Image:Perttu Polonen - OEB 2021 - Plenary: Learning, Teaching, Investing in Resilience - YouTube
- 7. Inholland ‘Lab’ Education Labs in Rotterdam, Haarlem, Den Haag and Amsterdam Multi-disciplinary students and coaches Real-world, ‘Wicked Problems’ Local collaborating partners Lab Lead (head researcher) – network partners Coordinator, Learning Director Design Thinking and iterative prototyping https://www.tourismlabamsterdam.nl/
- 8. Urban Leisure & Tourism Lab Amsterdam https://www.tourismlabamsterdam.nl/
- 9. On campus, online, in the field Hybrid environment On campus Online In the field - Lab Location Collaborating (local) partners Synchronous/Asynchronous Learning Management System – MS Teams – Miro - Moodle https://www.tourismlabamsterdam.nl/
- 10. Online The Learner in Context Collaborative Learning Formal Learning Informal Learning Learning through Experts Individual Self Study Work Private School Synchronous Synchronous Face-to-Face Asynchronous Learner zac.woolfitt@inholland.nl January 2022 http://zacwoolfitt.blogspot.com/2022/01/the-learner-in-context-educational-model.html
- 11. 11
- 14. Project assignments Teams of 5-6 students Multi-disciplinary 20 weeks Design thinking process Feedback loops with (local) collaborating industry partners Peer and expert feedback
- 15. 15
- 17. How to assess various media-based products? Physical mock-up Prototype app Immersive 3d visualisations Websites Podcasts Video compilations Fully immersive experiences Complete product walk throughs
- 18. Video explanation of Living Lab (07:48): https://edu.nl/3xc8u (00:00) Explanation of the concept of a ‘Living Lab’ (03:48) Two students explain their prototype and learning experiences (06:55) Reflection on the lab and next steps
- 19. Individual Road Map Student sets own learning goals (280 hours) Bildung, Deep-Dive, Advenutre, Community and Skills Mastery Intrinsic motivation (?) Uncertainty then clarity Can lead to ‘deep personal transformation’ Can lead to a ‘re-sit’ next semester!
- 21. 21 Personal Learning Goals Deep Dive Community Skills Mastery Adventure Bildung
- 22. 22
- 24. Assessing Media-Based Products Experimentation Interdisciplinary collaboration Professional development.
- 26. Assessment Challenges Variety of complex media-based products Time-consuming – 4 eyes Multiple perspectives needed Quantity of ‘documentation’ and evidence Peer feedback before expert feedback/assessment Small ‘re-sit’ window for complex adjustments
- 27. Sources - 1 • Media and Learning Conference – 2022: https://conference.media-and-learning.eu/ • Perttu Pölönen | Keynote Speaker, Author, Futurist (perttupolonen.com) • See section 3, Perttu Pölönen: Is the Black Box a White Rabbit? Online Educa Berlin 2021 (Part 1) | Video Teaching (zacwoolfitt.blogspot.com) • Sluislab Amsterdam: https://www.sluislab.nl/en/ • Urban Leisure and Tourism Lab, Rotterdam: https://www.tourismlabrotterdam.nl/en/ • Sustainable Media Lab Den Haag: https://www.sustainablemedialab.eu/ • City Lab Haarlem: https://www.citylabhaarlem.nl/en/ • Inholland Urban Leisure and Tourism Lab – Amsterdam: https://www.tourismlabamsterdam.nl/en/ • Gresnigt, R., Taconis, R., Keulen, v., Hanno, Gravemeijer, K., & Baartman, L. (2014). Promoting science and technology in primary education: A review of integrated curricula. Fontys. • Modestraat: https://www.modestraat.org/ 27
- 28. Sources - 2 • Fransen, J. (2020, p.39). [in Dutch] Naar maatwerk in toekomstgericht onderwijs; Afscheidsrede. Inholland, Den Haag. https://www.inholland.nl/onderzoek/publicaties/naar-maatwerk-in-toekomstgericht-onderwijs • edX Living Labs: Transformative Living Labs in Mobility | edX • Living Labs as a learning community [in Dutch]: https://www.inholland.nl/nieuws/living-labs-als-leergemeenschap/ • Video explanation of Living Lab (07:48): https://edu.nl/3xc8u • (00:00) Explanation of the concept of a ‘Living Lab’ • (03:48) Two students explain their prototype and learning experiences • (06:55) Reflection on the lab and next steps • Draft version of an explainer video for students: Is Lab Education for You? (13:58): https://edu.nl/kbubj • Stompff, G. Introduction to Design Thinking. Video https://edu.nl/76ff8 • Liedtka, J. (2018). Why Designing Thinking Works. Harvard Business Review. Harvard. https://hbr.org/2018/09/why- design-thinking-works • The Design Squiggle. https://thedesignsquiggle.com/ 28