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Wikifolios and Participatory Assessment for Engagement, Understanding, and Achievement in Online Courses
ARTICLE

, , Indiana University, United States

Journal of Educational Multimedia and Hypermedia Volume 22, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper presents new insights from ongoing design-based research of graduate-level online courses in a school of education. This research has been refining the use of widely available wikis and online assessment tools to deliver broad learning outcomes. The research started with a general goal that reflects current situative theories of instruction and assessment, and resulted in five general design principles and course features used to enact those principles. Reflecting the first two principles, each student articulates the relative relevance of chapter concepts for a personally meaningful problem context and then engages threaded discussions within and across networking groups via comments placed directly on wikifolios. Reflecting the third principle, wikifolios and comments are not directly graded; rather, they are evaluated using student reflections placed directly in their wikifolio. Reflecting the fourth and fifth principles, conceptual understanding and aggregated achievement are discreetly assessed with timed exams using conventional items. Examples and learning outcomes from two recent courses are presented.

Citation

Hickey, D. & Rehak, A. (2013). Wikifolios and Participatory Assessment for Engagement, Understanding, and Achievement in Online Courses. Journal of Educational Multimedia and Hypermedia, 22(4), 407-441. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 18, 2019 from .

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Cited By

  1. Using Participatory Professional Development to Impact TPCK

    Rebecca Itow & Daniel Hickey, Indiana University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3243–3250

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