Posted in 2022
Using peer assessment in inclusive digital education
Article written by G. Saunders-Smits, G. van Helden, V. van der Werf, M. M. Specht and published in the Proceedings of the 50th Annual Conference Universitat Politècnica de Catalunya · BarcelonaTech (UPC).
Abstract
This workshop is part of the ERASMUS+ project: RAPIDE: on Relevant Assessment and pedagogies for Inclusive Digital Education (https://rapide-project.eu) and is open to anyone who is interested in implementing or improving peer assessment in their courses. At the end of the workshop, participants will be able to make an informed decision on a suitable form of Peer Assessment for their courses. Over the past few years, many of us have faced operating in a frequently changing teaching environment which has made evaluating and assessing students’ learning outcomes and more importantly giving students feedback on their learning much more complicated. One pedagogical tool that has been increasingly used is that of peer assessments where students give each other feedback and assess each other’s work. In this workshop, participants will be introduced to many different types of peer assessment that can be used in engineering education, such as peer reviewing (each other’s work), peer grading(continuous feedback on mastery), and peer evaluation (group work) whether face-to-face, hybrid or in a fully online environment and how to do so in an inclusive way thus maintaining the important safe place that education should be. Participants will then in small groups discuss what types of peer evaluations they use or want to use in their courses and brainstorm on ideas for implementation in their own specific case or for one of the general cases that the facilitators will have available. At the end of the workshop participants will present their main findings back to the whole group so that they may also learn from each other. We aim for participants to leave feeling inspired at the end of the workshop to implement or improve peer assessment in their own courses. The aggregated main findings and ideas contrived in the workshop on how to implement peer assessment will also be shared with a wider audience through the conference proceedings and the RAPIDE project website.
Keywords
Focus groups, course design, team based learning, project based learning, learning technology
Reference
Saunders-Smits, G., van Helden, G., van der Werf, V., & Specht, M. M. (2022). USING PEER ASSESSMENT IN INCLUSIVE DIGITAL EDUCATION. In H-M. Jarvinen, S. Silvestre, A. Llorens, & B. V. Nagy (Eds.), Proceedings of the 50th Annual Conference Universitat Politècnica de Catalunya · BarcelonaTech (UPC) (pp. 2305-2308). (SEFI 2022 – 50th Annual Conference of the European Society for Engineering Education, Proceedings). https://doi.org/10.5821/conference-9788412322262.1369
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Enhancing Students’ Global Perspective-Taking to Improve Virtual Team Performance: A Swift Trust Theory Perspective
Article written by Michael A. Erskine, Sam Zaza, Rafael D. Araújo, Flávio E. A. Horita and Naomi Wahls and published in the Proceedings of the XVIII Brazilian Symposium on Information Systems, Curitiba, Brazil.
Abstract
Context: Contemporary organizations rely on global virtual teams. This trend, exasperated due to the Covid-19 pandemic, aligns with ongoing globalization and digital transformation efforts. The information system (IS) scholarship has a strong interest in studying groups that develop digital technologies with a frequent focus on global virtual teams. Such teams, which frequently form ad hoc, require a swift formation of trust to be effective. Global-perspective taking overcomes intercultural trust barriers and presents an opportunity for more effective teams.
Problem: However, academic IS programs traditionally do not teach or assess concepts such as global-perspective in their students. Our study assesses whether university IS educators can impart global perspective-taking through online intercultural exchanges (OIEs).
Theoretical reference: We examine the effects of global perspective-taking (comprising cultural intelligence, global citizenship, and civic-mindedness) on the effectiveness of global virtual teams through the lens of swift trust theory.
Method: We conducted an exploratory study by creating OIEs in the context of web development coursework between students in the United States and Brazil (N=131).
Results: We found that an OIE environment led to enhanced global perspective-taking and improved student outcomes. The swift trust theory suggests that such outcomes would ultimately enhance virtual team performance.
Impact on the IS area: We contribute to the IS scholarship by extending the swift trust theory to include global perspective-taking and provide practical suggestions to academic IS programs on implementing effective OIE practices. We also report the benefits of global perspective-taking on international virtual team performance, which is of interest to hiring organizations.
Reference
Erskine, M. A., Zaza, S., Araújo, R. D., Horita, F. E. A., & Wahls, N. (2022). ENHANCING STUDENTS’ GLOBAL PERSPECTIVE-TAKING TO IMPROVE VIRTUAL TEAM PERFORMANCE: A SWIFT TRUST THEORY PERSPECTIVE Proceedings of the XVIII Brazilian Symposium on Information Systems, Curitiba, Brazil. https://doi.org/10.1145/3535511.3535535
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Using Social Network Analysis to explore Learning networks in MOOCs discussion forums
Article written by Ali Soleymani, Laure Itard, Maarten de Laat, Manuel Valle Torre, and Marcus Specht and published in the Proceedings of the CLIMA 2022 Conference.
Abstract
Learning and educational challenges in the field of indoor climate and building services like energy systems are mainly due to the transformation of professional practices and learning networks, a big shift in the way in which people work, communicate, and share their knowledge and the need for additional workforce, either juniors or coming from other disciplines. One of the most important factors that highly influence professional development and workplace learning is networked learning. Our goal in this study, is understanding the learning networks characteristics and patterns of interaction using Social Network Analysis techniques in three MOOCs discussion forums. The result of this study shows not only the importance of Learning networks and peer support on professionalization of learners, but also how pedagogical approach of instructors in MOOCs can foster learning networks. This novel approach in developing learning networks and communities is not only able to help connect young professionals and experienced practitioners digitally, but also it can promote professional development and innovation in the energy installation sector.
Keywords
Professional learning networks, social network analysis, lifelong learning, Massive Online Open Courses
Reference
Soleymani, A., Itard, L., de Laat, M., Valle Torre, M., & Specht, M. (2022). USING SOCIAL NETWORK ANALYSIS TO EXPLORE LEARNING NETWORKS IN MOOCS DISCUSSION FORUMS. CLIMA 2022 Conference. https://doi.org/10.34641/clima.2022.300
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License
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International licence (https://creativecommons.org/licenses/by/4.0/), which permits reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator. The license allows for commercial use.
Blending Your Education: Lessons Learned During COVID
Article written by Naomi Wahls, Wiebe Dijkstra, and Martijn Ouwehand and published by EADTU as part of the EU project ‘Digitel Pro’.
Abstract
This article is a concise analysis of the current COVID situation taking into account the needs of teaching staff and support staff in an emergency situation (IO1) and conditions for change management (IO6) to the design and develop blended education. TU Delft is partner of the EU project ‘Digitel Pro’ in collaboration with DCU, KU Leuven, UOC, and EADTU. This is an analysis (a) completing the literature review from 2018 on and (b) refocusing the conclusions on the COVID 19 needs as the Digitel Pro partners have already made a comprehensive analysis for the EMBED project. Best Practices for Blended Learning during COVID times are still emerging. It is unclear if everyone truly uses the same definition for blended and hybrid teaching within the literature produced during COVID times because not all authors provide a definition in their articles. Some of the authors who published in 2020 and 2021 are completely new to online teaching. Although online education has been around since at least 2003, it is surprising to see authors mention that distance learning is still in developmental stages in 2021. Distance learning will continue to develop, however distance learning is well established as an educational mode with various formats such as online, blended, hybrid, and virtual exchange. Perhaps new during COVID times was that all courses had to face distance learning and prior to COVID, some educators could avoid online formats entirely. The original plan pre-COVID for implementing Blended Learning throughout an entire campus was realized in the document: Research report on state of the art in blended learning and innovation (Goeman, Poelmans, & Van Rompaey, 2018), found here: https://embed.eadtu.eu/results. This article expands on that Research report by explaining the COVID scenarios and what emerged as the secondary or emergency plan, as well as best practices noted by instructors for education during rapid changes for COVID restrictions.
Reference
Wahls, N. L., Dijkstra, W. P., & Ouwehand, G. M. (2022). BLENDING YOUR EDUCATION: LESSONS LEARNED DURING COVID. (v. 9.3.2022 ed.) EADTU. https://digitelpro.eadtu.eu/images/Blending_Your_Education__Lessons_Learned_During_COVID.pdf