#PLENK2010 Reflection on Learning and Assessment

Jenny asks in her post of The tyranny of teaching with content: How do we prevent the type of assessment which measures content coverage and memory of facts on one day, only for it to be forgotten on the next day?

My response: How about project, workplace or problem-based projects?

I have been using project-based learning as a driver of learning and assessment for myself and my learners. So practical experiential and project or problem-based learning/assessment is  just like virtual driving, where the learner would be applying what he/she has learnt in a course of study at work or on a particular task, research project both online and offline.  Through such a hands-on action task (creation of blog posts, a wiki, an artifact or an eportfolio), the learner is continuing growing his/her capability of learning, like the growth model of knowledge here as espoused by Stephen. The PLE/N that is built around the project would be another useful tool to achieve the purpose – learning through the production of an artifact. So, learning to be would be based on (a) technology, tools and systems (PLE/N), (b) identification of a problem, filtering of information, analysis of the issues involved, development of options, make a recommendation or decision and implement (i.e. the plan-do-check-act-review) learning and reflect cycle, and (c) immerse oneself into different networks based on PLE/N and work out an adaptive solution that would suit ones’ needs, and (d) refine the goals of learning and assessment – with self and peer assessment through continuous research.

Photo: From wikipedia

Here the learning and assessment could be built around the knowledge of how people learn and so I would argue that learning and assessment are juxtaposed, and shouldn’t be separated from each other in a formal course of study.

As assessment is the collection of evidences by the learner in the learning process, then any artifacts and portfolios collected could be used as a management framework upon which Personal Knowledge is based upon. This is also the Personal Management Knowledge that is referred to by Lilia here.

I think this is also the focus of PKM and here by Harold when a learner is managing knowledge in a professional field, as part of his her personal life-long and wide learning journey.


4 thoughts on “#PLENK2010 Reflection on Learning and Assessment

  1. Pingback: Tweets that mention #PLENK2010 Reflection on Learning and Assessment | Suifaijohnmak's Weblog -- Topsy.com

  2. Hi John,
    Learning involves more than merely knowing facts it involves understanding concepts and relationships, and more. You use problem-based and project-based learning strategies to get your students to demonstrate their understanding of the content, and that is laudable. When students process data in many ways and receive feedback along the way, are you are suggesting that students use the PLE and PLN to develop a personal learning management system (PLM)?

  3. Pingback: CCK11 Connectivism and Assessment | Suifaijohnmak's Weblog

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