Tranforming Assessment

The new season of online presentations on Transforming Assessment continues on the 7th of September with a presentation on “Stealth assessment: embedded evidence-based assessment in games” from Valerie Shute

During gameplay, students naturally produce rich sequences of actions while performing complex tasks, drawing on a variety of competencies. Evidence needed to assess the competencies is thus provided by the players’ interactions with the game itself (i.e., the processes of play), which can be contrasted with the end product(s) of an activity—the norm in educational environments.

This presentation will describe the design and development of evidence-based assessments (embedded in a game) to measure 21st Century competencies. When embedded assessments are so seamlessly woven into the fabric of the learning environment that they’re invisible, called ‘stealth assessment’ (Shute, 2011; Shute, Ventura, Bauer, & Zapata-Rivera, 2009). Stealth assessments within games provide a way to monitor a player’s current level on valued competencies. That information can then be used as the basis for support, such as adjusting the difficulty level of challenges or providing timely feedback. One to two examples of the approach will be provided, time permitting.

Audience members are encouraged to participate and contribute.

More details, including link to local times for your time zone from the Transforming Assessment site: http://www.transformingassessment.com/

Open Education: My Year

Over the past couple of years I have become increasingly interested in Open Education Resources (OER). Though I have to admit that I often find the task of finding OER resources for use in my own classes more challenging than it should be – having to plough through pages of results from an Jorum search, for example, looking for resources that actually match what I need for my class.

As far as releasing my own resources, over the past few years I’ve increasingly been posting Creative Commons licensed images and documents to Flickr, Scribd and Slideshare – though these are often related more to my research & development work than my teaching. This year I finally took some steps towards sharing my teaching resources with the wider public.

My 3D graphics classes rely heavily on copyright material from books written by others – which makes it a challenge to share what I’ve been doing. This last year, however, I started a blog  on 3d game development where I could post some of my own additional lab and lecture materials. The very first post on Getting Started with GLTools details how to install the required software. I included notes on getting the libraries to work with the latest version of Visual Studio in an embedded Scribd document – which has now been viewed over 6,000 times, while the linked zip files have been downloaded over 1,000 times. I had around 50 students in my graphics classes, so I’ve been able to reach 20 to 100 times as many people as I actually taught – simply by placing some of my materials online. I didn’t post the notes to a repository, in the vague hope that another tutor might find the materials and think them useful. Instead, I simply posted the materials online in the form most convenient to me and let other students, tutors, professionals, or whoever, find them however they might.

In the second semester I took over a first year Computing Systems class – this was a bit of a challenge as it required a substantial rewrite as the class had to be applicable to a much wider audience than previously. I wanted to provide much greater context and to make the material much more approachable and up to date. I looked to Jorum and existing text-books, but generally the available materials were aimed squarely at Computer Science and Engineering students – too much depth, not enough context – and it would have been a major task to revise the material to suit. Instead I opted to pick a very general book that had broad coverage of material and provide additional depth myself through tutorials, lab exercises and additional notes. This would still have been impossible without Wikipedia and Wikimedia Commons, which respectively provided a great deal of information for use in lectures and images for the presentations. I could also refer students to Wikipedia for further reading, rather than trying to fit everything into the lectures. The PowerPoints I created are currently available online here, while Screencasts are available here. To be honest, I think there is a mass of room for improvement, but I was working to a very tight deadline – and I’m happy how well these materials and other changes to the class (including online formative and summative tests and SMS polling in class) were received by the students. In the module review feedback at the end of semester I received probably the highest praise and most positive response from any class I’ve taught… ever.

I may not have deposited any OER into any recognised repository, and I may have only made minimal use of the same, but in using open resources and in sharing what I’ve produced openly online, I made my life easier, improved the classes for my own students, and reached out to an audience well beyond my university campus. Not a bad result, all told.

Posted in Education, Game Development. Tags: . No Comments »

Computer Games and Instruction

Nothing for ages, then it all happens at once…

My short piece for EDUCAUSE Review “Second Life is Dead. Long Live Second Life?” is now online. I’ve had a few emails from different folk, generally in agreement. No hate mail yet :-)

In the same week, I learned that Computer Games and Instruction, edited by Sigmund Tobias and JD Fletcher, is now available. I co-wrote a chapter in this book with Jon Richter on Multi-User Games and Learning – trying to encapsulate this broad, broad area in a single chapter, quite a challenge. The book also contains chapters by James Paul Gee, Chris Dede and Kurt Squire amongst others – so we are in very good company. I’m looking forward to receiving my own copy, but for now I have to settle for scanning the pages available via the Google-books preview (available from the book page, here)

Table of contents below.

(more…)

Policy Schizophrenia

Am I alone in thinking that the ConDem education policies are fundamentally schizophrenic?

This week we have the release of the new school league tables for England. These include the results and league rankings for the new English Baccalaureate which was only announced weeks ago. So schools are already being rated on a new system which they have not been given any opportunity to prepare for. And what is this English Baccalaureate anyway? Well, its a set of different subjects – English, Math, one science, one modern language and either history or geography. If a student passes these five subjects, they have achieved the English Baccalaureate.

Many head teachers are unhappy that the results of this arbitrary new qualification are already in the league table:

ASCL’s Brian Lightman said: “We are in favour of a broad curriculum and for as many pupils as possible to get into the best universities – but education is not just about university entrance.

“This will devalue vocational education and marginalise it.”

The selection of courses that count as a humanity for the Baccalaureate is very arbitrary – Religious Education, Music or Art don’t count. A very academic (non-vocational, non-creative) model is now being pushed for schools while at the same time David Willetts, Gove’s Conservative cabinet colleague, is promoting vocational education as an alternative to academic education for school leavers and considers that too many children may be going to university (e.g. here and here).

That there is no need for, and that government should not support, lots of (unneeded) humanities graduates is a recurring theme of commentators in the Telegraph – so why is history being given more importance as a school subject than art, at a time when creative arts (including animation) are a cornerstone of modern commerce and industry?

I watched this Ken Robinson video again on YouTube. I wish Michael Gove would watch it and pay attention. But given Gove’s brush off of similar complaints that his Baccalaureate undervalues creativity and art, I doubt it would have any effect.

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The Students Are Revolting

Off topic for this blog, and a bit delayed – but better late than never. This is my attempt at a round up of the major changes to university funding in the UK, the raising of student fees, and the protests themselves…

The big protests against the raising of student fees resulted in some vandalism and violence – with plenty of coverage online. The Guardian has fairly extensive coverage, generally sympathetic to the plight of students and prospective students, and a good collection of images (with generally sympathetic comments) at Boston.com.

Ben Goldacre posted about the student protest Google Map – a clever use of free technology to allow protesters to keep tabs on current events and policing. It was from this that I discovered that around a thousand protesters were still being kettled (or ‘contained’) on Westminster Bridge while politicians were discussing the days events on Newsnight as if it was all over already. Of these, many had tried to leave earlier in the day but had been prevented from leaving. Children as young as 14 were prevented by Police from leaving Parliament Square for many hours – which left them exposed to significant risk when violence did erupt.

Gabriel Lukes, 14, left Dunraven school in south London on his own to join in the march. He was kettled in Parliament Square before being moved to Westminster Bridge just after 9pm. He stood alone for two hours before being allowed off at 11pm. His father Peter was waiting for him. “It was cold, cramped, you had like half a metre to yourself,” he said. “It was just terrible.” (From The Guardian – Police Tactics Questioned)

Several letter writers who were kettled themselves – or whose children were – shared their feelings in letters:

When did we endorse the police holding our children for hours in freezing weather and preventing our presence, despite them having committed no crime? Why are we accepting that the police can trample on the rights of thousands because of the behaviour of a few?

About 10 police officers were injured along with at least 38 protesters - including one who needed brain surgery after being hit by a police truncheon. This is clearly a very inappropriate form of policing in a liberal democracy. Not that the liberal democrats have made much comment on the policing that I have noticed…

And now it appears that anti-terrorism laws are being applied to bully even younger children from engaging in lawful protest:

[12 year old] Wishart said that after the school was contacted by anti-terrorist officers, he was taken out of his English class on Tuesday afternoon and interviewed by a Thames Valley officer at the school in the presence of his head of year.

But all of this it seems has been overshadowed by a single act of thuggery – an attack on the Prince of Wales’ car, that has been the focal point for many of the headlines. Allowing David Cameron to act with indignation, almost as if he’d never been involved in acts of vandalism or thuggery… despite his time in the Bullingdon Club, infamous at Oxford for trashing restaurants. There is a quote oft found on twitter is”Things got out of hand & we’d had a few drinks. We smashed the place up and Boris set fire to the toilets”, purportedly by David Cameron, recalling his time at Oxford university – but I haven’t found the source of this and cannot say whether it is at all authentic, though I’m a bit dubious. But it did allow Ed Miliband to respond to pointedly to a jibe from David Cameron about being a student politician:

“I was a student politician but I wasn’t hanging around with people who were throwing bread rolls and wrecking restaurants.”

Politically, the real losers may be the Liberal Democrats, who appear to have under-estimated how personally people would take their breaking of a pre-election pledge to vote against increases in fees. Signing the pledge is something that Liberal Democrat Evan Harris now realises was a mistake. Damage has been done – time will tell how the party recovers. More here, here, here, and here. There is even speculation over a possible split of the party along right/left lines.

Less well covered in the media is the removal of Education Maintenance Allowance – used by many poor students to support themselves at sixth form school or at college to get the qualifications to go to university. This was removed in the tuition fees bill, but was not in the manifesto of any political party:

When the education secretary, Michael Gove, was interviewed by Education Guardian readers before the general election, he flatly denied that the education maintenance allowance (EMA) was for the chop, saying: “Ed Balls keeps saying that we are committed to scrapping the EMA. I have never said this. We won’t.”

Well, you just did Michael, you just did.

The new fees structure has been welcomed by some university leadersless so by others. Little of the recent coverage has pointed out that the high levels of fees being sought are largely the result of the 79% cut to university teaching budgets inflicted by the government – against more typical cuts of 30% in other sectors. Given that some consider that many universities are at risk of closure due to the cuts (though no institution wishes to admit to being at risk), it is hardly surprising that Universities UK had problems in presenting a united front. Especially when this is coming as the first step in a Conservative programme to reduce the number of research universities in the UK and the percentage of school leavers going to university. And that the Conservatives already have ideas about which universities they’d like to close or re-brand as teaching only institutions. See here for the Conservative view of new universities and here for an annotated David Willets speech to Universities UK just an few months old. The annotator notes:

…that could be called one of the great betrayals of modern times. The new universities were promised by an earlier Conservative government access to research funds in return for breaking the old universities’ cartel on undergraduate teaching. The post-1992 institutions agreed to take lots more students at low cost and that is what enabled the expansion of undergraduate numbers from 1992 onwards. Since then the new entrants have steadily built up their research activity. Now the rug is to be pulled from under them.

And in the background to all of this is the debate over whether education to degree level is a privilege or a right, whether a degree should be viewed purely in terms of training for a future career and enhanced earnings or as a benefit to societyas viewed by some of our European near-neighbours. Perhaps children should be given loans for attending school, so that today’s taxpayers can dodge their responsibilities to the next generation? If this is OK at degree level, why not apply the same thinking to all education?

At times the government is arguing that arts and social subjects should not be supported by public funds as they don’t provide economic benefits to the nation – which is clearly nonsense, as a knowledge economy can have limited value without knowledge. Only heirs to the throne, or others with suitable endowments, will be able to afford to study History of Art in the future it seems. This also ignores (as has most of the media)  that the protected funding for STEM subjects – Science, Technology, Engineering and Mathematics – doesn’t actually protect all STEM courses, with the vast majority of Computing, IT and Maths courses losing all government support. More discussion here, but it is only in the comments that the elimination of funds for IT is raised.

Of course, I’m writing this while the net effect these changes on the Scottish University system are as yet unknown – these changes only affect English Universities. For Scottish students studying in Scotland, our devolved government is currently determined to avoid tuition fees. For our top universities, this probably raises worries over how their level of funding may drop in comparison to English universities. For the ‘widening participation’ institutions this is more likely to be reassuring, however. But the Scottish Government’s budget has been cut and next year is an election year… the reprieve may only be temporary, and this could just be an electioneering political game.

With all of this going on, its a real shame that the single incident which seems to grabbing most headlines and media coverage in the UK is one that happened on the periphery of Thursday’s protests – someone got poked with a stick, and a tin of paint was thrown at a car.

Posted in Education, Students. Tags: . No Comments »

The cuts are coming

A worrying piece in the THES on the impending cuts facing universities as part of the UK’s comprehensive spending review and Browne report. An eye-watering 82% cut to state funding for university teaching is heading our way (For a Scottish university, the actual cuts may be different… but it be a while before we find out specifics. I wouldn’t rule out something equally awful).

The comments in the THES run the usual gamut… with a number of folk with teary eyes remembering the glory days when only the nations elite went to university, and eagerly anticipating the closure of a large number of universities. (Such folk generally see a single factor as the basis upon which to decide which universities should be closed down – the date at which the institution became a university. Anything after 1991 or perhaps anything after 1960…). But wade through the usual trolling, sniping, and predictable arguments and you get the odd gem such as…

Back to basics 15 October, 2010
There is a simple solution here. Remove all IT support, computers, administrative staff, powerpoint, email and buildings. Instead, run all classes uses chalk and blackboard from the upstairs rooms of pubs, and move from region to region as a university, to areas which support universities and their students best – ie, return to the 13th century approach of university management.

Perhaps it’s time for ‘Free Universities’ following the ‘Free Schools’ model?

Augment the blackboard with a laptop, a cheap projector and mi-fi to provide internet access for students (who’ll have their own laptops, phones or tablets of course). Rather than rewind the clock back to the 1950′s, why not go the whole hog – lets go back to the 13th Century model, but augment it with modern communications. All that’s left is tutors and their personal reputations, and students and their personal choice of classes. Indeed, this might be the perfect complement to online Open Education.

The science of immersion

Nice piece on immersion in the Guardian – the Science of Immersion.

We have to be very careful with terms, because a game that’s very immersive is Tetris, but there’s no sense that you’re IN the experience.

Aside from illustrating how varied and elusive definitions of immersion can be, the article highlights the role of the personality of the user. This is a significant issue for education in virtual worlds. If we base benefits on some notion of how immersive the environment is, then what does this mean for students whose personalities limit their sense of immersion in digital 3D worlds?

(This post somewhat painfully prepared on a mobile phone)

Call for Papers: Learning in 3D

Special Issue of the International Journal of Technology Enhanced Learning (IJTEL): Learning in 3D

Guest editors: Carlos Delgado Kloos and Daniel J. Livingstone

Download copy of call for special issue on 3D learning (pdf)

Journal Aims

IJTEL fosters multidisciplinary discussion and research on technology enhanced learning (TEL) approaches at the individual, organisational, national and global levels. Its key objective is to be the leading scholarly scientific journal for all those interested in, researching and contributing to the technology enhanced learning episteme. For this reason, IJTEL delivers research articles, position papers, surveys and case studies aiming:

  • To provide a holistic and multidisciplinary discussion on technology enhanced learning research issues
  • To promote the international collaboration and exchange of ideas and know how on technology enhanced learning
  • To investigate strategies on how technology enhanced learning can promote sustainable development

Subject Coverage of Special Issue

This special issue seeks to bring together research, from different perspectives, on a range of 3D technologies that may be used to enhance or support learning.
Suitable topics may relate to, but are not limited to, the use of a range of 3D technologies in enhancing learning:

  • Virtual Worlds
  • Game-based Learning
  • Immersive Simulation
  • Augmented Reality
  • Cross and mixed-reality
  • Assessment in 3D environments
  • Pedagogies for TEL in 3D environments
  • Communities of Learners in 3D environments
  • Standards and Interoperability

Submission

Prospective authors are invited to notify the intention to submit a paper by
sending a one-page abstract to the editors by 6th August 2010 and submit the full
paper by 6th September 2010.
Abstracts may be sent to the editors at cdk@it.uc3m.es or
daniel.livingstone@uws.ac.uk
Final papers should be submitted electronically via the InderScience online
submissions system at: http://bit.ly/ijtel

Important Dates

6th August 2010: Title and Abstract deadline (optional)
6th September 2010: Full paper submission deadline
15th October 2010: Decision notification
12th November 2010: Camera-ready version
Early 2011: Publication (tentative)

Guest Editors

Carlos Delgado Kloos, Universidad Carlos III de Madrid, 28911 Leganés (Madrid, Spain), cdk@it.uc3m.es
Daniel J. Livingstone, University of the West of Scotland, Paisley PA1 2BE (Scotland, UK), Daniel.Livingstone@uws.ac.uk

Editorial Committee

Ignacio Aedo, UC3M, Spain
John Belcher, MIT, USA
Josep Blat, Universidad Pompeu Fabra, Spain
Darryl Charles, University of Ulster, UK
Thomas Connolly, University of the West of Scotland, UK
Abdulmotaleb El Saddik, University of Ottawa, Canada
Lesley Gourlay, Coventry University, UK
Miguel Lizondo, Deimos-Space, Spain
Judith Molka-Danielsen, Molde University College, Norway
Mariano Rico, Universidad Autónoma de Madrid, Spain
Pilar Sancho Thomas, Universidad Complutense de Madrid, Spain
Kath Trinder, Glasgow Caledonian University, UK

More for Less: The Challenges of Games Education

I’ve finally uploaded the screencast of my keynote from Games:EDU, back in May. Actually, the majority of this relates to any undergraduate teaching in a typical university. Inappropriate strategic goals, growing mountains of paperwork, innovation prevention, the bare pass student and traditional lectures all pop up as challenges – encouraging students to form effective communities of practice and exploiting technology to extend the reach of the university pop up as part of the solution.

See it here, or on screencast.com:

A virtuous circle?

Like me, you’ve probably got used to calls for educators to think more like game designers, to consider how good games help players learn how to play, from James Gee and many others over the past few years.

In this months Edge (UK gaming magazine, Issue 216, July 2010), video-game design consultant N’gai Croal resets a cosmic balance when he suggests that game designers think like teachers…

the primary goal of the developer should be not to punish the player … the developer should be invested not in the player’s failure but in the player’s success

and

developers could probably learn a lot from talking to teachers

Bringing Gee and N’Gai together then tells us that educators can learn from how the best games teach their players – and game designers can learn from how the best teachers teach their students. The circle is complete!