Abstract
This paper describes the design and implementation of an assessment inspired by Papert's approach to learning. The assessment is part of a course unit called Digital Making and Learning on a masters programme in Education aimed at students with a predominantly social sciences background.
The design of the assessment as part of this course is fundamentally based on Papert's work, and maintains a 'mathetic' approach, focusing on the process of learning rather than a transfer of knowledge and competencies. In order to do this, an online collaborative concept-mapping tool with history-tracking functionality is adopted.
The paper describes the social theory lens that informs the entire course and associated assessment design. The practical implementation of the course and how the assessment task functions as part of this learning design is explained, and finally some early evidence for the efficacy of the assessment is discussed.
The design of the assessment as part of this course is fundamentally based on Papert's work, and maintains a 'mathetic' approach, focusing on the process of learning rather than a transfer of knowledge and competencies. In order to do this, an online collaborative concept-mapping tool with history-tracking functionality is adopted.
The paper describes the social theory lens that informs the entire course and associated assessment design. The practical implementation of the course and how the assessment task functions as part of this learning design is explained, and finally some early evidence for the efficacy of the assessment is discussed.
| Original language | English |
|---|---|
| Publication status | Published - 9 Jan 2019 |
| Event | 3rd Conference on Computing Education Practice - Durham, United Kingdom Duration: 9 Jan 2019 → 9 Jan 2019 http://community.dur.ac.uk/cep.conference/2019/ |
Conference
| Conference | 3rd Conference on Computing Education Practice |
|---|---|
| Country/Territory | United Kingdom |
| City | Durham |
| Period | 9/01/19 → 9/01/19 |
| Internet address |