A Digital Ecosystems Model of Assessment Feedback on Student Learning

Abstract

<p>The term ecosystem has been used to describe complex interactions between living organisms and the physical world. The principles underlying ecosystems can also be applied to complex human interactions in the digital world. As internet technologies make an increasing contribution to teaching and learning practice in higher education, the principles of digital ecosystems may help us understand how to maximise technology to benefit active, self-regulated learning especially among groups of learners. Here, feedback on student learning is presented within a conceptual digital ecosystems model of learning. Additionally, we have developed a Web 2.0-based system, called ASSET, which incorporates multimedia and social networking features to deliver assessment feedback within the functionality of the digital ecosystems model. Both the digital ecosystems model and the ASSET system are described and their implications for enhancing feedback on student learning are discussed.</p

Ecossistema De Aprendizagem on-Line: Construções Teórico-Metodológicas

“…Além disso, com a dinâmica e evolução da internet social (Gomez et al, 2013), assumir caminhos opostos às pedagogias tradicionais pode significar superação do individualismo, da centralidade em determinado indivíduo para um olhar coletivo, social. Nesse aspecto, de acordo com Goudart (2012), mais que acoplamento de humanos e não humanos, a ecologia da partilha, colaboração e participação fundamentam os ecossistemas educacionais.…”

The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

“…There is a general agreement in the literature on the statement that SNSs are intended to promote interpersonal connections and interactions among the community (Abu-Shanab & Al-Tarawneh, 2015;Chiroma et al, 2017;Chugh & Ruhi, 2018;Colás-Bravo, Conde-Jiménez, & Martín-Gutiérrez, 2015;Erjavec, 2013;Gafni & Deri, 2012;Gomez et al, 2013;Heo & Lee, 2013;Hershkovizt & Forkosh-Baruch, 2017;Hollyhead, Edwards, & Holt, 2012;Lang, 2012;Seifert, 2016). Considering the teacher-student relationship, the interactions produced within SNSs are usually framed under a constructivism approach.…”

“…On the contrary, there are some studies that express the negative consequences that exceeding the closeness or keeping an excessive distance in the teacher-student relationship might have. First of all, teachers and students becoming friends might lead to: a) lack of educators' authority (Chugh & Ruhi, 2018;Cole, Hibbert, & Kehoe, 2013;Gomez et al, 2013), b) sense of favouritism felt by some student, c) excess of personal information uploaded on the stakeholders' profiles, d) damage use of information disclosure, complacency, or e) loss of motivation and the deterioration of academic performance (Evans, 2014;Froment et al, 2017;Jones et al, 2011). Subsequently, the promotion of authoritative and non-dialogical interactions (Charles, 2012;Kio, 2015) and the risk of replacing the faceto-face interaction and communication among stakeholders (Badri et al, 2017;Ling, 2014;Martínez, 2014;Rama & Chiecher, 2012;Sadowski et al, 2016;Túñez & Sixto, 2012) have been remarked when their relationship tends to distance.…”

Creation of a Digital Learning Ecosystem Using Research-Based Learning for Future Programming Teachers

“…They allow collaboration through sharing and creating knowledge in web communities (synchronous knowledge creation). And provided that content is not removed, the legacy of materials created in the digital ecosystem ensures that future students can view and learn from previous cohorts (asynchronous knowledge creation) (Gómez et al, 2013). Both kinds of knowledge creation will be considered depending on the target audience to which the knowledge is destined.…”