Showing posts with label BOOC. Show all posts
Showing posts with label BOOC. Show all posts

Wednesday, June 10, 2015

Is Self-Paced Participatory Learning Possible?

by Suraj Uttamchandani and Daniel Hickey

In this post, we discuss current efforts to offer the flexibility of self-paced learning with the interactive social engagement of participatory learning. We describe two new features in the Big Open Online Course (BOOC) on Educational Assessment that allow current learners to interact with prior learners and let learners proceed at their own pace.

Sunday, May 11, 2014

My Participation in the First Assessment BOOC at Indiana University: A Unique Learning Experience

 Marina was a student of mine in 2003-2004 at the University of Georgia.  She worked with me on a project that provided the core theories behind the participatory approaches to motivation and assessment that eventually formed the Participatory Learning and Assessment design research framework used to create the BOOC.  I asked her to write about her experiences.  Dan Hickey

Monday, May 5, 2014

Major Highlights of the 2013 Educational Assessment BOOC

by Tara Kelley and Dan Hickey

This post summarizes the high levels of engagement and learning that occurred in the Big Open Online Course (BOOC) on Educational Assessment in fall 2013.  The course will be offered again during summer 2014, starting May 13.  You can earn a certificate, digital badge, credit, or even just learn.  For more information and to register, visit here.

Wednesday, December 4, 2013

The Varied Functions of Digital Badges in the Educational Assessment BOOC


by Dan Hickey and Tara Kelley


This extended post details how open digital badges were incorporated into the Education Assessment Big Open Online Course.  In summary there were four types of badges:
  •  Assessment Expertise badges for completing peer-endorsed wikifolios and an exam in each of the sections of the course (Practices, Principles, and Policies)
  •  Assessment Expert badge for earning the three expertise badges and succeeding on the final exam
  • Leader versions of the Expertise and Expert badges for getting the most peer-promotions in the networking group
  • A Customized Assessment Expert badge for completing a term paper by assembling all of the insights gained across the 11 wikifolios assignments into a coherent professional paper.  This badge allows earners to indicate the state, domain, or context in which they have will have developed local expertise about assessment.
Along the way, this post explores (a) how open badges are different than grades and other static (i.e., non-networked, evidence-free) credentials, (b) how we incorporated evidence of learning directly into the badges, and (c) the role of badges in making claims about general, specific, and local expertise.

Previous posts describe the BOOC, the peer promotion and endorsement features, the role of the textbook, and how one student experienced the course and the badges.  Future posts will describe the code and interface used to issue them in Course Builder, the entire corpus of badges issued, how earners shared them, and what we learned by analyzing the evidence they contained, and the design principles for recognizing, assessing, motivating, and studying learning that the BOOC badges illustrate.

Monday, September 2, 2013

On MOOCs, BOOCs, and DOCCs: Innovation in Open Courses

This post examines the features of Anne Balsamo's DOCC (distributed open collaborative course) in light of current issues in open courses.  This extended post discusses the pros and cons of a distributed approach to curriculum in light of the BOOC (big open online course) on educational assessment that Indiana University is offering in Fall 2013