Naslov
Collaborative Learning: Providing Feedback and Assessment Practices Online

Autori
Kišiček, Sanja

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, pp prezentacija, ostalo

Skup
Kurikulumski krug i zahtjevi novog normalnog

Mjesto i datum
Zagreb, Hrvatska, 18.09.2020. - 25.09.2020

Vrsta sudjelovanja
Pozvano predavanje

Vrsta recenzije
Nije recenziran

Ključne riječi
Collaboration, Assessment, Feedback, Instructional Coaching

Sažetak
Collaborative learning is an educational practice in which students interact with one another to achieve educational goals. When learning objectives are clearly set, when assessment is defined immediately upon task design and when assessment is rubric- rooted, students can assess their own and each other’s work with instructor guidance. Assessment as such becomes a valuable learning experience, with peer-assessment being a pedagogical approach and a research proven best practice. This approach is based on the constructivist learning theory which states that learners learn through experience and active engagement. The story does not end here, it goes far above and beyond assessment, evolving to fostering reciprocal mentorships and growing supportive and collaborative classroom cultures. In such balanced, trusted and respectful classroom environments, students act as mentors to one another as they are capable to provide non-judgmental feedback and objective assessment of their peers’ work. With the right learned skills and structure in place, congenial relationships and friendships grow into collegial relationships and critical friendships. Working with one another, students broaden their perspectives and foster meaningful connections, this being a seguay to their future professional worlds, communities and careers. These future pathways for our students will likely follow progressive fields, where team work and providing feedback are recognized as desirable learned skills. Let’s teach our learners these skills! This presentation will outline several protocols for looking at student work, crafting and providing feedback, and models of self-/peer-/instructor assessment, tailored for authentic and engaging online instruction, and applicable in traditional classrooms as well. Online teaching and learning has hit us as a glacier. It is our role to make the best out of it as committed educators who will not only survive in new circumstances, but thrive now and later on, when “things come back to normal”. Adapting to the “new normal”, by blending approaches, by learning different strategies and by being flexible, we can make the new assessment practices sustainable in our classrooms, whether synchronous or asynchronous online, or face-to-face on-screen or at school.

Izvorni jezik
Engleski

Znanstvena područja
Informacijske i komunikacijske znanosti

POVEZANOST RADA