Repositioning Assessment-as-Portrayal: What Can We Learn from Celebrity and Persona Studies?

Ajjawi, Rola; Boud, David; Marshall, P. David

doi:10.1007/978-3-030-41956-1_6

Cited by 8 publications

(3 citation statements)

References 22 publications

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“…Curation involves combining officially validated achievements with other artefacts including co-curricular accomplishments with a commentary by the graduate that places these in context (Clarke & Boud, 2018). All the building blocks for such assessment portrayals presently exist, but much research and development is needed to produce sufficiently enabling technologies and, importantly to facilitate students to find ways to record and present themselves in the light of developments in social media (Ajjawi et al, 2020).…”

Section: New Portrayals Of Achievementsmentioning

confidence: 99%

Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía

Boud

2020

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¿Podemos estar seguros de que la evaluación en la educación superior satisface la necesidad de desarrollar y garantizar resultados de aprendizaje de alta calidad? La evaluación actual es típicamente una colección de prácticas convencionales que nunca han sido seriamente cuestionadas. Hace diez años, como parte de un proyecto nacional, representantes de universidades australianas se reunieron para identificar una agenda para el cambio en la evaluación. El documento resultante Evaluación 2020: siete propuestas para la reforma de la evaluación en la educación superior, se centró en cómo debía cambiar la evaluación para apoyar el aprendizaje a lo largo de la vida. Es decir, no se trata de cómo los estudiantes pueden aprobar el próximo examen, sino de que aprendan lo que será útil más allá del momento de la graduación. Desde una perspectiva centrada en el aprendizaje, este documento analiza a nivel internacional el progreso que se ha producido en las universidades en torno a la reforma de la evaluación desde la perspectiva de uno de sus actores. Se inicia considerando el documento Evaluación 2020 para ver dónde aún se necesitan acciones. Se revisa algunos de los principales cambios en la evaluación en la educación superior y sus implicaciones. Estos incluyen el tránsito de comparar estudiantes (evaluación referida a normas) a juzgar resultados contra estándares (evaluación basada en estándares) y, lo que es más importante, el cambio conceptual de pasar de un propósito simple de la evaluación, como es el de certificar a los estudiantes, a considerar múltiples propósitos, incluyendo ayudar al aprendizaje y al desarrollo de la capacidad de los estudiantes para emitir sus propios juicios.

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Section: New Portrayals Of Achievementsmentioning

confidence: 99%

Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía

Boud

2020

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“…Ajjawi et al. (2020) have drawn from personal studies of celebrity portrayal to consider what it means for students; perhaps we as educators can also learn how to manipulate our online personas to maximise our students learning and our own comfort.…”

Section: Practical Implicationsmentioning

confidence: 99%

“…This has implications: educators must take account of the different kinds of representing and materialising in the virtual environment, and the social and emotional impacts of this presentation of self. Ajjawi et al (2020) have drawn from personal studies of celebrity portrayal to consider what it means for students; perhaps we as educators can also learn how to manipulate our online personas to maximise our students learning and our own comfort.…”

Section: Practical Implicationsmentioning

confidence: 99%

Longing for connection: University educators creating meaning through sharing experiences of teaching online

Fox

Bearman

Bellingham

et al. 2021

Brit J Educational Tech

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This paper presents a reflexive analysis of how university educators experience the shift to increasing online teaching in 2019. We explore what it means to be an online educator in contemporary higher education and aim to raise questions about how we approach online education and understand ourselves as educators, informed by a sociomaterial lens. The research utilised collaborative autoethnography (CAE) to facilitate meaning‐making and uncover complex perspectives through collaboration and conversation. This enabled us to question what we as educators were losing and what we were gaining as a consequence of shifting to more online modes of teaching via university mandated platforms and processes. Through this methodology, various themes emerged: the role of corporeality; how we constructed ourselves through texts; how others materialised us in virtual spaces; the experience of online time; and our transforming practices and identities. This paper provides a snapshot of a significant cultural milieu in academia as we were afforded time to engage in reflexive practice about teaching online just as the academic world was abruptly mandated to shift almost wholly online. It also provides unique insights into the significance of understanding ourselves as both embodied and social, and the importance of community within academia. What is already known about this topic Higher education's shift online, both before and during COVID, has had a substantial effect on university staff, including discomfort and loss of agency. What this paper adds Considering the material and embodied is important in online education, particularly because it can be taken‐for‐granted and hence overlooked. Feelings of disconnection can result from the inevitable gap between how educators represent themselves online and how others perceive (“materialise”) them online. Experiencing a lack of connection with online students provides the opportunity to question assumptions about student experiences and develop more nuanced online teaching practice. Teaching requires some kind of reconciliation between the linear time as laid out in learning design and the not‐yet‐here/always‐there time of online learning. Implications for practice and/or policy Attention must continue to be paid to the experiences of educators as even experienced ones find teaching online disturbs identities and practices. Collegially sharing virtual spaces may assist university educators in making sense of the shifts demanded by online teaching and allow more active modelling of meaning‐making processes for students. Teaching may benefit from deliberate consideration of developing online personas and reflection on how to accommodate them within academic professional identities.

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Seamful learning and professional education

Fawns

Mulherin

Hounsell

et al. 2021

Studies in Continuing Education

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Workplaces are complex, dynamic spaces. While some practices are routine and highly predictable, informed by disciplinary and practical knowledge, others are unpredictable and emergent. Outcomes-based education, characterised by standardised, objective measurement of performance under controlled conditions, might be appropriate for routinised practice, but cannot account for emergent forms of professional knowledge. Somewhere between developing pre-specified, discipline-based skills and knowledge, and adapting to situated, contextualised conditions, there must be a capacity for dynamically developing unpredictable practices. This, we argue, should be an important focus of professional education across academic and practice settings. We interviewed 14 teachers and professionals studying part-time, across a range of disciplines, including medicine, architecture, law and allied health professions, about the alignment of learning within the workplace and university assessment. Using a sociomaterial lens, we offer a seamful account of educational and professional settings, manifested through assessment, regulatory bodies, technology and materials. Each seam represents ways of patching contexts together (e.g. accreditation stitches requirements of professional practice into educational approaches). Exposing such seams can reveal limitations and possibilities of classrooms and workplaces as sites of professional learning, whereas hiding the complexity of professional practice may be counterproductive to developing students' adaptive capacity to successfully negotiate practice settings.

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Repositioning Assessment-as-Portrayal: What Can We Learn from Celebrity and Persona Studies?

Cited by 8 publications

References 22 publications

Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía

Retos en la reforma de la evaluación en educación superior: una mirada desde la lejanía

Longing for connection: University educators creating meaning through sharing experiences of teaching online

Seamful learning and professional education

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