learning in the 21st century chapter 10-12 review
SMART LEarning objectives
Learning Objectives for Chapter 10-12
Upon completion of this content you should be able to:
—Compare the difference between Assessment and Evaluation
—Explain how assessment can guide learning
—Discuss how the future of learning will be affected by the Community of Inquiry
Upon completion of this content you should be able to:
—Compare the difference between Assessment and Evaluation
—Explain how assessment can guide learning
—Discuss how the future of learning will be affected by the Community of Inquiry
CHAPTER 10: Assessment and Evaluation
in Chapter 10 Garrison takes a look at the difference between Assessment and Evaluation, and more importantly, he looks at how both need to be implemented and maintained in order to truly evaluate the effectiveness of the learning (Garrison, 2017). Garrison discusses how assessment allows you to know immediately that knowledge has transferred and provides a gauge for the student’s performance. He then goes on to look at how evaluation, specifically sustained evaluation, is needed to understand the complex issues associated with the judging of the worth of the learning experience (Garrison, 2017). He continues to uncover how this type of sustained evaluation is one of the big organizational problems with gauging educational effectiveness because of the varying levels of complexity associated with continuation of evaluation and assessment.
CHAPTER 11: ORGANIZATIONAL ISSUES
In Chapter 11, Garrison looks at the development of online learning programs and how they are reaching widespread acceptance. This is both good and bad; it is good because more and more learning institutions are developing online courses allowing learners to be located anywhere in the world. The bad part is the fact that there is not enough organizational support for these programs to help move them from the incubation phase to the mainstream (Garrison, 2017). This will require multiple levels of the organization to begin working together, from the policy setting bodies to the facilitators to the students themselves. This will require many considerations to ensure a cohesive beneficial educational experience is not only created, but also sustained (Garrison, 2017).
CHAPTER 12: FUTURE DIRECTIONS
In the final Chapter of the book, Garrison looks toward the future of learning and how the Community of Inquiry can be used to create a new concept of learning and thinking collaboratively (Garrison, 2017). Collaboration is at the heart of the human condition and therefore it should be at the heart of learning strategies. Garrison shared that there have been suggestions of adding additional presences to the CoI framework, such as a learner presence. Garrison shared that care needs to be taken when considering additions because they could undermine other presences already existing within the CoI as it exists today. Going forward he suggests instead of modifying the framework, attention should be given to integrating the framework into established educational institutions. Specifically, he calls out higher education as having taken the first steps in establishing the types of CoI, which will lead to sustained learning (Garrison, 2017).
APPENDIX A: COMMUNITY OF INQUIRY SURVEY OVERVIEW
The Community of Inquiry Survey shown in the Appendix of the book highlights the appropriate question to evaluate a courses design to ensure sufficient attention has been given to each of the presences (Social, Cognitive, Teaching) (Garrison, 2017). The questions are designed to be scored on a standard Likert scale.
APPENDIX B: SHARED METACOGNITION QUESTIONnAIRE
The Metacognition Survey shown in the Appendix of the book highlights the questions you would ask yourself to help bring awareness to your level of understanding of self-regulation and co-regulation (Garrison, 2017). It includes a set of questions to help you understand your own understanding and another set of question to help you understand your understanding of a group.
EMBEDDED VOICETHREAD
The VoiceThread presentation below was recorded for participants to leave voice/text/video responses as part of a discussion about how course designers can direct learning through assessment. Feel free to review and leave any comments you may have about the content
References
Garrison, D. Randy (2017). E-learning in the 21st century: A community of inquiry framework for research and practice. (3rd ed.). New York: Routledge