The BilBea Learning Journey

Primary School (Years 1-7)
I remember back to primary assessment where assessment wasn’t really planned for (by children) in the way of study and the teacher seemed to hope that some of the message got through for each child to pass. I remember thinking it would be better to assess straight after learning for facts and maybe how to apply this knowledge at the end of the semester/year. Problem was, we often weren’t taught how to apply the knowledge which is a major failing in the education system then (and possibly now).

High School (Years 8-12)

After doing the essential subjects we were now free to choose some subjects to fill the load. Assessment was always a written exam inside an exam block. As we got older, we studied more to get the facts and procedures into our heads. These exams were quiet at all times and certainly no movement allowed. Those without strong reading/writing skills were hugely disadvantaged. I didn’t see value in these exams except to pass – anything above a simple pass was a bonus, but not from striving as assessment and learning of facts was extremely unappealing.

One exception was the Year 12 exams (mostly the Core Skills Test in QLD) to get into university. Since it was testing core skills (similar to IQ testing), only the style of exam needed to be studied.

There was usually no feedback on exams, and limited feedback on assignments (such as good work, needed more here, etc).

University (Bachelor – Computer Science)
The assignments would flow from week 3 onwards, usually some form of project/practical work. I saw the benefit in these and usually looked for feedback. Quite often very little was given. I remember one instance in particular… I was completely new to the language C and through a work experience program, missed the compulsory C subject inserted into the second year. So really struggled with writing a C assignment. Running out of time, I got the program running with my basic knowledge – but it wasn’t the best way. I remember going back often looking for the assignment to be marked wanting to know how to do it properly only to see a big red circle (expected) then “not efficient” written there. Tell me something I don’t know!! It was not until the workforce that I eventually found the answer! To say feedback was lacking might be an understatement.

Of course there was the exam block. 2-3 hour exams – written (despite the computer science major!). The biggest thing I remember is the severe pain in my right hand and not being able to move my fingers without wincing for a long time afterward. I’m sure I’ve damaged it! Again I didn’t see much value in these, but they needed to be done to pass the subject. Again passing was my main goal – as assessment didn’t inspire anything fantastic.

University (Masters – Education)
Exams are gone (mostly) – hooray! Assignments being the main form of assessment, meaning they seem more practical (again mostly). Linguistics assignments were essay after essay with no real imagination to them, but I gave it my best anyway as I had discovered mind mapping and could suddenly write way better than I’d imagined. Feedback was only average from memory, more or less a “good work”.

I soon hit an education subject (Online Strategies) and fell in love. Assessment was in often fun, some initial groupwork to inspire the beginnings of individual work. Later in other education subjects we were submitting conference papers, holding unconferences inside the subject, writing journal-worthy papers (hopefully) and most of all, learning in a community. We got to see everyone’s papers and essays and gain even greater knowledge through the work of others. Feedback was relevant – pointing out misconceptions, pointing to further resources and readings, or agreeing/disagreeing with certain points as if I could “actually talk” to the professor! I’ve never experienced a teacher/professor that is approachable, let alone invites conversation, before joining the education stream.

Needless to say, I have many inspiring teachers to add to my “good teacher” model in my head. Hopefully, one day, I can emulate them fully.

From – Pratt, D. (2005). Personal philosophies of teaching: A false promise? Academe, Retrieved March 15, 2008, from http://www.aaup.org/AAUP/pubsres/academe/2005/JF/Feat/pratt.htm

What an interesting concept that learner centred teaching that has been the mantra of academia and institutions alike is worthless jargon for 2 reasons:-

1. If you get 20 people in a room, you have 20 different definitions of “learner centred”.
2. It tends to ignore learners that don’t fit the Western model of learning, or perhaps don’t fit the teacher’s notion of learning and learning style.

Current notions of learner-centered teaching may also exclude many of our own memorable teachers, those whose passion for a subject ignited our interest and redirected our lives. In short, “learner centered” has become the mantra of faculty development across our institutions in the absence of acknowledgment of variations on its meaning and corresponding views of effective teaching.

Brilliant! This is exactly my sentiments when it comes to waffle/’meant to sound impressive’ jargon words and the people that demand them.

I have a few different categories that possibly relate when it comes to teaching philosophy – as a learner online (and in class), as a teacher of ESL, and as an online teacher.

As an online teacher & learner myself
Some of my greatest inspiration (good or bad) has come from teachers of mine. What to do, not to do, and variations in-between that may or may not work for me personally.

The guide-on-the-side principle is a guiding theory for me, but notice that this can be taken too far making the teacher become more of a lurker at the back and not guiding at all. In the opposite direction, I’ve also recently experienced a controlling teacher mandating participation levels and forced group work.

The social aspect of the teacher is also important. The teacher needs to be contactable, available and with a reasonably short turn-around on requests. I’ve experienced good and bad (non-present) online teachers in this area.

The technical ability or rather, the ability and willingness to learn technology, is highly important. I believe the online teacher is leading the way, introducing new technology that’s useful and helpful for the task. This involves constant searching and updating knowledge along with a general knowledge of what technology can be capable of.

As an ESL teacher
There are extra theories for 2nd language learners on top of the online teaching basics. For example, Krashen’s Comprehensible Input – meaning that instructions and the entire course work needs to be in simpler English according to the students’ level. Students’ need to understand the “input” of both instructions and lessons to be able to learn.

Another is his Affective Filter theory – meaning if the students are uncomfortable or stressed in any way, then the affective filter (like a solid wall in their minds) will raise, bouncing any learning or input straight back out. I believe this filter is more universal than just 2nd language learners as any student who is too stressed (from the course or outside life) will raise their filter and stop learning (possibly due to Maslow’s hierarchy of needs!).

A Good Teacher
A good ESL teacher can tell (without asking) when the students understand and are ‘happy’ with the lesson, or more importantly, don’t understand and can rephrase in simpler language until there is comprehension.

A good ESL teacher tries to have student talk time higher than teacher talk time (with the goal being 80% student to 20% teacher).

A good ESL teacher ensures there is enough practice of the target language trying to make it memorable in the process.

A good teacher attempts to cater for reading, writing, thinking, speaking, activity (physical preferable) and diagramming or visual work into subject matter to attempt to cater for a larger number of learning styles.

A good teacher has enthusiasm about their subject matter and tries to instill this enthusiasm through enjoyable activities and project work (and demeanor).

There’s probably more that I’ll think of later…

I’m thinking of relabeling this course for my own benefit to Assessment Principles in Practice. This new title sits better with the aims I have in mind for this course. Beginning with the end in mind these are my thoughts regarding Assessment Principles in Practice’s learning aims.

What do I need to know about assessment that I don’t know now?
My knowledge of assessment is through VET competency style assessment and testing for English level in 2nd language speakers. So more knowledge in general is my first aim.

I really want to know how to assess people authentically within a learning community that is as painless as possible (for teacher and students), relevant (for use outside of class) while still gathering enough information to judge the students’ competency and knowledge of the subject.

What do I need to be able to do that I don’t do now?

Design, run and mark an authentic, relevant and interesting piece of assessment with ease.

What are the sources of that knowledge/skill?
Literature would be my biggest source as I don’t have as much background knowledge on this subject. Also, I’m interested in the practical of designing a piece of assessment. I’ll be reflecting on the theory and practical also.

Are there useful interactions in which I can participate in order to acquire it? What other things might I do?
Definitely, asking others about their experience as we go through the course and participating heavily in the practical component (designing an assessment). Asking them and myself – how well does this achieve its goal? how could we design a more interactive, pain-free assessment? Is this assessment useful to the student outside of class? etc. And of course, reflection on my own actions.

How will I know that I am accessing the correct information and if I am comprehending the knowledge base adequately?
Checking back at this posting for my personal aims. Perhaps I could create a project out of my aims with to-do’s, etc. Of course, reflecting on my aims and how the course is progressing.

How can I test out my new knowledge/skill in the context of an applied situation, and through social interaction?
The first test would be the practical inside the course. The next would be actually designing and assessing something (possibly online along with a course). For me this will start off slowly, but increase over the next year.

In the interests of “beginning with the end in mind” these are my thoughts regarding online pedagogy learning aims.

What do I need to know about online pedagogy that I don’t know now?
Running a course start to end sounds a little frightening to me still (even at this late stage in my degree). It’s like the first time stepping in front of a class, there’s so many variables to think of… let alone the learning value for the students.

I guess mine is not as much a knowledge quest as an understanding quest. I want to implicitly understand when and what to do to pick up a dying group so they can finish the course easily and happily. When and what to design into the course so that interactivity is maximised and continuous (without dead/boring patches). And just the right level of interaction needed to be a guide on the side without becoming a bossy-boots or lurker.

What do I need to be able to do that I don’t do now?
Being able to deliver content in an enjoyable, interactive and (hopefully) educational manner.

Through the course, creating a learning community with authentic assessment that’s not a chore for the students while adequately measuring their competence and knowledge.

Being a guide-on-the-side without becoming a lurker or overly present.

What are the sources of that knowledge/skill?
Sources might be literature (some theory, some case studies), experiential (delivering something), my other subject (assessment), my prior subject (communities of practice), putting prior knowledge into action (again experiential), vicariously (learning how students and teachers coped), and reflection-on-action from my present and prior experiences as a teacher and learner.

Are there useful interactions in which I can participate in order to acquire it? What other things might I do?
Definitely, asking others about their experience as we go through the course and participating heavily in the practical component (teaching something online). Asking them and myself – how did we keep the interaction going? how could we do it better next time? etc. And of course, reflection on my own actions.

How will I know that I am accessing the correct information and if I am comprehending the knowledge base adequately?
Checking back at this posting for my personal aims. Perhaps I could create a project out of my aims with to-do’s, etc. Of course, reflecting on my aims and how the course is progressing.

How can I test out my new knowledge/skill in the context of an applied situation, and through social interaction?
The first test would be the practical inside the course. The next would be actually designing and teaching something online. For me this will start off slowly, but increase over the next year.

From – http://www.infed.org/thinkers/et-schon.htm
“Hutchins, in a book first
published in 1968, had argued that a ‘learning society’ had become necessary.
‘The two essential facts are… the increasing proportion of free time and the
rapidity of change. The latter requires continuous education; the former makes
it possible (1970: 130).
…

Slavery made this possible – releasing citizens to
participate in the life of the city. Hutchins’ argument is that ‘machines can do
for modern man what slavery did for the fortunate few in Athens’ (op. cit.)”

Do we really have it this easy these days? Most people I know are working and studying, or working more than 1 job and cooking/cleaning themselves to save money. I don’t think our time is that free anymore (if it ever was?)!

I’m Bee a masters student almost at the end of the masters journey but a dedicated lifelong learner! I live in Jiaxing, China (1 hour south-west of Shanghai) teaching English, learning Chinese, translating and anything else that seems interesting. I come from an IT background and have a strong desire to bring the wonderful world of online learning to China.

For now I’m embarking on 2 learning journeys of the principles and practice of authentic assessment and putting pedagogy to practice in an online learning environment.

So without further ado… I bring you the BilBea Learning Journey. Great to see you here!