July 2007 Volume 10 Number 3 - Educational Technology & Society

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online graduate school of all places, it is appropriate that a lot more energy can now be devoted to what students can accomplish in terms of real-world problem-solving. In an age when information is literally (and metaphorically) at our finger tips, time is better spent making sense of this information rather than trying to memorise it. Thus, many of the descriptive learning objectives have been re-cast prescriptive learning objectives, incorporating higher level cognitive tasks (Bloom 1956); e.g. “develop an IT plan for a large organisation”. In summary, the authors of this paper believe that the introduction of authentic assessment in the form of OBOW exams has been a positive step from a pedagogical standpoint particularly given the applied business disciplines in the MBA program. Significantly, the OBOW learning design is not something exclusive to online education, and it is clear that campus-based institutions could also implement a similar form of authentic assessment either as formative assessment or, as U21Global has done, in the form of a summative assessment instrument. We would recommend professors introduce one assignment as a formative piece of assessment as a pilot in order to develop a level of comfort with authentic assessment. We do remain concerned about the high proportion of adjunct professors at U21Global who experience difficulties in writing OBOW exam cases, clearly indicating that some form of training or faculty development program is needed particularly to support those who are unfamiliar with authentic assessment. One of the early reservations when U21Global was deliberating over the introduction of authentic assessment was that it would develop students who could solve problems but not be able to master the ‘basics’ pertaining to a particular domain. So far, there is little evidence to suggest that this is the case at U21Global, particularly as U21Global adopts a pluralist approach to its pedagogy through the use of other assessment instruments such as selfassessment exercises, discussion board assignments and business case analyses. Hence, a broad mix of assessment instruments may be the ideal. The authors acknowledge that research into the efficacy of the OBOW instrument is still at a relatively formative stage and have noted several avenues for further work. One of these, quite simply, is to gather additional data aimed at answering more specific research questions related to the OBOW examination approach. For example, comparing the feedback on OBOW examinations in qualitative versus quantitative subjects would throw further light on the issue of the transferability of the model. Another interesting question would be to see if there is any correlation between the feedback on OBOW examinations and examination results; i.e. are students more likely to give positive feedback on OBOW examinations if they perform well? Another avenue for research, in conjunction with the first, is to improve the richness of the data collected. To this end, a project is under way to collect qualitative data from both student and faculty focus groups to enable research results to date to be better corroborated. Finally, there is the complex issue of whether OBOW examinations do, in fact, contribute to real-world problem solving skills in the way they have been purposely designed. For this, U21Global is in the process of creating survey instruments for its MBA graduates aimed at establishing whether or not the skills amassed though taking OBOW examinations have proved useful post-graduation. References Biggs, J. (1999). Teaching for Quality Learning at University, Oxford: Oxford University Press. Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I, Cognitive Domain, London: Longman Group. Cole, V. (2006). Hot Coffee is a lesson for MBA students, Retrieved June 1, 2007, from http://www.joystiq.com/ 2006/03/01/hot-coffee-is-a-lesson-for-mba-students/. Fitzsimmons, J., & Williams, J. B. (2005). Creating authentic learning environments: a strategy for student engagement and deeper learning in introductory statistics. OLT-2005: Beyond Delivery Conference, Retrieved June 1, 2007, from https://olt.qut.edu.au/udf/OLT2005/index.cfm?fa=getFile&rNum=2420394. Hanna, N. R. (2002). Effective use of a range of authentic assessments in a web assisted pharmacology course. Educational Technology & Society, 5(3), 123-137. 217
Herrington, J., & Herrington, A. (1998). Authentic assessment and multimedia: how university students respond to a model of authentic assessment. Higher Education Research and Development, 17(3), 305-322. Herrington, J., & Standen, P. (2000). Moving from an instructivist to a constructivist multimedia learning environment. Journal of Educational Multimedia and Hypermedia, 9(3), 195-205. Hung, D., Tan, S. C., Cheung, W. S., & Hu, C. (2004). Supporting problem solving with case-stories learning scenario and video-based collaborative learning technology. Educational Technology & Society, 7(2), 120-128. MacKinnon, G. R. (2000). The dilemma of evaluating electronic discussion groups. Journal of Research on Computing in Education, 33(2), 125-131. Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2 nd Ed.), London and New York: Routledge. Mueller, J. (2005). Authentic Assessment Toolbox, Retrieved June 2, 2007, from http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm. Savery, J. R., & Duffy, T. (l995). Problem-based learning: an instructional model and its constructivist framework. Educational Technology, 35(5), 31-38. Svinicki, M. D. (2005). Authentic assessment: testing in reality. New Directions for Teaching and Learning, 100, 23- 29. Wiggins, G. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance, San Francisco: Jossey-Bass. Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2), Retrieved June 2, 2007, from http://pareonline.net/getvn.asp?v=2&n=2. Williams, J. B. (2002). The plagiarism problem: are students entirely to blame? Proceedings of the 19 th ASCILITE Conference, 721-30, Retrieved June 2, 2007, from http://www.ascilite.org.au/conferences/auckland02/proceedings/ papers/189.pdf. Williams, J. B. (2004). Creating authentic assessments: a method for the authoring of open book open web examinations. Proceedings of the 21 st ASCILITE Conference, 934-937, Retrieved June 2, 2007, from http://www.ascilite.org.au/conferences/perth04/procs/williams.html. Williams, J. B. (2006). The place of the closed book, invigilated final examination in a knowledge economy. Educational Media International, 43(2), 107–119. 218
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July 2007 Volume 10 Number 3
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Advertisements Educational Technolo
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Distinguishing between games and si
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“sometimes” is less demanding t
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Figure 2. From generic skill to lea
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The large window on the left presen
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define competencies of individual a
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competency is composed of a single
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Generic Skills Classes 1 2 3 Receiv
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Figure 6. Extension of the competen
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Competency scale By combining the g
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activities, and resources present i
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Conclusion The importance given to
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Ainsworth, S. (2007). Using a Singl
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different instruction. For example,
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Author-focused studies Studies 1 an
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egression showed that students were
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REDEEM is now a senior citizen in t
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Chieu, V. M. (2007). An Operational
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When students discuss with peers, t
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COFALE as a learning environment an
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COFALE supports a set of predefined
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Tom is asked to prepare a list of g
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45-minute-long lecture and 2-hour-l
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as an easy-to-use technological mea
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Spiro, R. J., & Jehng, J. C. (1990)
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learning settings. However, such a
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introduced in the LOCO-Cite ontolog
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‘virtual subsection’) of the LO
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Accordingly, TANGRAM provides stude
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learning environment is to define t
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Acknowledgment This work is support
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Dron, J. (2007). Designing the Unde
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wikis and blogs (or at least, colle
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The darker side of social software
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for the beetles, whose guts act as
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The principle of sociability The pr
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Bonabeau, E., Dorigo, M., & Theraul
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Klamma, R., Chatti, M. A., Duval, E
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We perceive adaptivity and personal
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Mixed-method evaluation approach tr
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Garden of Knowledge - with a commun
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equirements for collaborative adapt
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Law, E. L.-C., & Hvannberg, E. T. (
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Wang, T. I., Tsai, K. H., Lee, M. C
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2.3 Recommendation Model Survey In
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Figure 1. The portion of the concep
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STEP4: Associated with concepts in
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A modified TF-IDF approach is used
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P(CK j x LOM ) = k NW max ∀ T∈
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4.2.2 Correlation-based algorithm I
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content feedback, it can be intuiti
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66% improvement in average, and, wh
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(a) (b) (c) Figure 10. Comparisons
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index.aspx. ADL-2 (2001). Advanced
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Wolpers, M., Najjar, J., Verbert, K
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activity is taking place. For examp
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Figure 2: The CAM schema elements (
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• Context: the context element ca
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4.1 Generation of Attention Metadat
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addition, such keywords can be extr
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Action related data, data about sea
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Braun, S., & Schmidt, A. (2006). Do
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El-Bishouty, M. M., Ogata, H., & Ya
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collaboration (Ogata, et al., 1999)
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In case of LOI value is equal or cl
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Also, the learner can click on an e
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System Evaluation An experiment was
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In the fifth phase, 89% of the stud
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Fischer, G., & Konomi, S. (2005). I
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application for specific needs, whi
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(4) Multimedia: The truth is that e
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Program Company Price OS 6 eZediaMX
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Program Text editor Text import for
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Program Sound Formats Image Formats
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Program Image Painting Export Scrip
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Program Effects Needs player 5 Easy
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Program WYSIWYG Design Interactivit
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the grades awarded to the programs
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Grade Image formats Sound formats V
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Figure 3. Adequacy of image formats
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Animating objects, pictures, etc.,
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Educational overview Having taken m
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In summary, the final outcome is th
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Developing the Interactivity Survey
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Page 177 and 178: Discussion and conclusion Although
Page 179 and 180: Juwah, C. (2003). Using peer assess
Page 181 and 182: Publish results Set a few goals for
Page 183 and 184: familiarity with computer terms, ex
Page 185 and 186: provide a framework for the integra
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Page 189 and 190: associated with the effective use o
Page 191 and 192: portrayed as even more time-consumi
Page 193 and 194: Clarke, B. (2001). Corporate curric
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Page 199 and 200: entertaining (Neuhauser 1993). The
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Page 207 and 208: Figure 6. NARRATE phase screen afte
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Page 213 and 214: Rumelhart, D. E. (1975). Notes on a
Page 215 and 216: The School of Business at Universit
Page 217 and 218: Authentic assessment and OBOW exams
Page 219 and 220: iii. The assessment asks the studen
Page 221: world problems in relation to the s
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Page 227 and 228: Wisdom. J. P., White, N., Goldsmith
Page 229 and 230: Work outside the U.S. has also prom
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Page 233 and 234: Parent-advocate respondents also re
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Page 239 and 240: Thus, while we have reason to belie
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Page 245 and 246: Table 3: An Analysis of Different V
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Page 249 and 250: Conclusion This study examined the
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Page 253 and 254: The design and validation of a text
Page 255 and 256: Predetermined goal of a game The pr
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Page 259 and 260: Bain, C., & Newton, C. (2003). Art
Page 261 and 262: Prensky, M. (2005). Adopt and Adapt
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(e.g., cheese) or loses the game (a
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collaboration is not an easy task.
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Collazos, C., Ortega, M., Bravo, C.
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Soller, A., & Lesgold, A. (2000). K
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Is the usual hierarchical organizat
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The final step 7 in the procedure i
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This methodology is summarised in F
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‘IsBasisOf’, ‘HasConstraint
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The presented results are a reflect
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‘HasExample’, and ‘HasFurther
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DCMI (2003). DCMI Metadata Terms, R
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Literature review Astronomy educati
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Systems of type I provide different
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night. To prevent students from get
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Figures 2-5 display screenshots of
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Results of the study reveal the imp
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vertical axis leads to the disappea
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Dede, C., Salzman, M., Loftin, R. B
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Trumper, R. (2000). University stud
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ased on pre-defined adaptation rule
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Therefore, the higher-level items o
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common prefix with the existing pa
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later should be omitted (presented
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5.1 The Average Length of each Sequ
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Recall 6. Discussion 0.8 0.7 0.6 0.
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easily take lessons in a good learn
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Laborda, J. G., & Royo, T. M. (2007
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Chapter 8, Online reference tools,
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Kenyon, D. M., & Malabonga, V. (200
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and concise manner (e.g. Weeding =
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stream are chapters 7 and 8 which f
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