We are currently embarking on the pilot phase of our project, which involves field-testing our draft good practice guidelines on the assessment of student Web 2.0 activities.
There will be 18 pilot projects in total, drawn from different learning and teaching settings in five Australian universities (The University of Melbourne, Monash, RMIT, Swinburne, and Victoria University). The university teaching staff who have agreed to take part in our pilots have expressed great enthusiasm for the project, and we have been impressed with the range of innovative learning activities that our participants have implemented in their courses. The 18 pilot projects come from a wide range of subject areas, and include a variety of Web 2.0 tools and different learning activities. These include: wiki writing in accounting, social networking in languages, vodcasting in business, role-playing blogs in legal studies, reflective blogs in cultural studies, virtual worlds in business studies, virtual worlds in language studies, along with many others.
Each pilot project will focus on a particular assignment in which students are assessed for their Web 2.0 activities. We will be examining the processes lecturers and other teaching staff follow when designing, implementing, marking and reviewing the assignment. The main aim of this stage of the research is to assess the usefulness of our draft guidelines, to determine how the guidelines could be improved, and to provide detailed examples of case studies of the assessment of student Web 2.0 activities in higher education. These examples will be incorporated into the final good practice guidelines document, which will be disseminated to Australian universities at the end of this year.
You might be interested to know about the changes in the University of Hawaii Medical School. They are using Problem Based Learning and teaching the clinical professors how to do this.
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