Q: Do you think that the requirement to post (as part of assessment) & ‘feed’ the lifestream changes the nature of engagement? (i.e. posting for the sake of it?)
Though talking about assessed forum contributions, Ke (2010) suggested that forced participation can lead to superficial, grade-driven interaction. Others (see Gourlay, 2015; McFarlane, 2015) have questioned the validity of focusing on and assessing observable, performative behaviours within social constructivist approaches, since this privileges a particular way of learning/demonstrating learning. It’s an area I spend a lot of time thinking about as a teacher, so interested to know your thoughts.
Yup I think that’s correct. I think the requirement of the lifestream blog has the potential to change behaviours and I know I have seen it in myself. I wouldn’t usually post to twitter so much but I’m forcing myself to for the sake of the course. Hopefully, things will calm down as we all get to grips with what’s expected of us.
With assessed participation, yep absolutely, I’m watching colleagues on other courses where participation is part of the mark and they are all grumbling about having to write “something” in the forums even though they have nothing to say.
I understand why we would have marks for participation, but I think by doing that we also force some learners to behave in ways they wouldn’t normally when learning?
I have also been watching the community building for our course and I think that because we don’t have a discussion forum, we were trying to form bonds on twitter with its woeful character count. I guess it will be interesting to watch as things progress and see what happens 🙂
from Comments for Eli’s EDC blog http://ift.tt/2jKtGmJ