How can exploratory learning with games and simulations within the curriculum be most effectively evaluated?

There have been few attempts to introduce frameworks that can help support tutors evaluate educational games and simulations that can be most effective in their particular learning context and subject area. The lack of a dedicated framework has produced a significant impediment for uptake of games and simulations particularly in formal learning contexts. This paper aims to address this shortcoming by introducing a four-dimensional framework for helping tutors to evaluate the potential of using games- and simulation- based learning in their practice, and to support more critical approaches to this form of games and simulations. The four-dimensional framework is applied to two examples from practice to test its efficacy and structure critical reflection upon practice

Formative e-assessment: Practitioner cases

This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 – January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly et al (forthcoming). This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper1

Assessing context-based learning: Not only rigorous but also relevant

Economic factors are driving significant change in higher education. There is increasing responsiveness to market demand for vocational courses and a growing appreciation of the importance of procedural (tacit) knowledge to service the needs of the Knowledge Economy; the skills in demand are information analysis, collaborative working and 'just-in-time learning'. New pedagogical methods go some way to accommodate these skills, situating learning in context and employing information and communications technology to present realistic simulations and facilitate collaborative exchange. However, what have so far proved resistant to change are the practices of assessment. This paper endorses the case for a scholarship of assessment and proposes the development of technology-supported tools and techniques to assess context-based learning. It also recommends a fundamental rethink of the norm-referenced and summative assessment of propositional knowledge as the principal criterion for student success in universities

Evaluating a virtual learning environment in the context of its community of practice

The evaluation of virtual learning environments (VLEs) and similar applications has, to date, largely consisted of checklists of system features, phenomenological studies or measures of specific forms of educational efficacy. Although these approaches offer some value, they are unable to capture the complex and holistic nature of a group of individuals using a common system to support the wide range of activities that make up a course or programme of study over time. This paper employs Wenger's theories of 'communities of practice' to provide a formal structure for looking at how a VLE supports a pre-existing course community. Wenger proposes a Learning Architecture Framework for a learning community of practice, which the authors have taken to provide an evaluation framework. This approach is complementary to both the holistic and complex natures of course environments, in that particular VLE affordances are less important than the activities of the course community in respect of the system. Thus, the VLE's efficacy in its context of use is the prime area of investigation rather than a reductionist analysis of its tools and components. An example of this approach in use is presented, evaluating the VLE that supports the undergraduate medical course at the University of Edinburgh. The paper provides a theoretical grounding, derives an evaluation instrument, analyses the efficacy and validity of the instrument in practice and draws conclusions as to how and where it may best be used

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

The Potential of Simulation for Teacher Assessment

A teacher’s classroom skills, attitudes, and behaviours are fundamental to excellent teaching. Assessing these qualities is a logistically difficult, costly, and at times, controversial task for teacher educators and school administrators. As a result, teacher hiring and subsequent professional development rely on indirect indicators that provide only limited evidence of a teacher’s potential, strengths, and areas for improvement. Simulation techniques have been used as training and feedback tools for many years in occupations where live practice is dangerous, costly, or difficult to organize. Today’s technologies are making simulations practical in new domains. In teaching they can provide practice settings, performance data, and feedback aimed at evaluating and improving a wide range of skills. Drawing from experience in medical and health education, this chapter outlines the potential for simulations to support both teacher hiring and in-service skills development, in order to support teaching excellence with new tools in the future

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Internet-based medical education: a realist review of what works, for whom and in what circumstances

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