Tools for Evaluating Students' Work in an Interactive (Open) Virtual Space: Case Study of an eLearning Course in an International Network of Universities
Abstract
This article presents a brief analysis of changes in educational practices associated with the "third role" of higher education institutions (HEIs) that are occurring not only at an institutional level, but also within the learning process taking place at lower levels (individual, course, program) and could be effectively combined with the introduction of eLearning methodologies into teaching that stress the social aspects of learning. Teaching in the open space provides the opportunity to use active forms of teaching / learning and creates conditions for social learning.
Conceptual and practical shifts would also involve methods of assessment to justify their benefits and stress certain qualities in higher education (HE). Based on these theoretical considerations, practical experience with the eLearning course "Multiple Perspectives on Globalization and Sustainable Development" operated as part of the international Virtual Campus for Sustainable Development (VCSE) eLearning program is analyzed.
The method of teaching was geared toward independent and collaborative student work in a wiki environment and the development of key competences necessary to understand and be active in the complex field of sustainability. The authors show how to practically apply the pedagogical principle that educational objectives, methods, learning environments and assessment procedures must be aligned.
For assessment, a combination of evaluation tools was introduced, such as rubrics evaluated by teachers and questionnaires completed by the course participants which provided feedback on course outcomes in comparison with its educational goals. The method of assessment focused on "students' approaches to learning" is described, and the possibilities for promoting and evaluating social learning processes that would contribute to the development of capabilities to communicate across disciplinary and academic boundaries within higher education are discussed.