Authors

Latest text of pad aaaopenconf11-12
Saved Aug 5, 2013
==Student publishing==
===Russell Butson,Higher Education Research Centre, University of Otago, New Zealand===
 
Question for academics to consider: How to address the sense that student effort in completing research is bartered for a grade and invariably ends up in a drawer?
Change to thinking that the research would have an audience of peers and graded after feedback. Issues of governance so that it could be student driven. 5-6 students did in own time. Important to make distinction between department and student driven for motivation and integrity of outcomes. 
Students 'own' topics, developed own template, produce print and online versions.
Open journal systems - http://en.wikipedia.org/wiki/Open_Journal_Systems
 
Outcomes: 
Meaningful outlet for work - exposes students to research culture- broadens professional development of those running the journal - opportunity to publish the student voice. 
Situating student journals within the curriculum - 70 HS students over 3 cohorts. 
Private closed site - author and reviewer; two to three papers to review; author received 3 reviews to then work on final draft.
Assessment pushed to the side of the process. Template for reviews. 
 
Highlights:
Clarity of standard for publishing - aimed higher for publication than just for a grade.
Audience - "people actually read my work" - more meaningful. 
Post-course access to site was high  - showing others their work.
 
Q:  When students receive their reviews do they have to show something separate to show how they addressed reviewers comments?
R:  No compliance or requirement at all.  
Q: Could they be rejected?
R: Not intially but now very popular so they do have more articles than they can publish. 
 
==Recognising Contextual Learning==
===Willie Campbell, Otago Polytechnic, New Zealand.=== 
The RCL program is designed to support people to have contextual learning valued in a real sense. An Individual approach is taken to pull out evidence - three pieces of assessment that goes to a panel for verification and approval. 
Three parts : Presentation - multi media ; Professional Conversation - discussion about what has been presented; Portfolio of evidence - paper based or digital.
Mostly carried out in vocational courses but also at Degree level - assessed against graduate attributes. Mostly done by distance with as many graduates as teaching schools.
 
Q: How acceptable it is within community? 
W: No difficulty with being accepted, but originally we didn't provide grades, but now we do as some areas required this.
 
==Psychology student-generated-book==
===James Neill, Centre for Applied Psychology, University of Canberra===
 
James has used collaborative writing by students to generate a textbook on Motivation and Emotion - third year final semester unit.
Alternative approach - each student produces a chapter and presents in a multi media format.
It provides an Assessment and learning exercise with additional social skills attainment.
Time input for students - 100 authors 50 hours to produce essays - capture social potential and value of this effort, and at the same time address generic skills.
 
Subsequent change in focus from replacing textbook - diverse topics made it hard to produce coherent textbook. Focus is now on writing for a lay audience with useful information, evidence based with Wikiversity the platform; licensing Creative Commons; Academic Integrity - they need to be primary author and original work, ways to collaborate and give feedback; word length introduced but not required component of marking; use of hypertext wikilinks - makes it rich text with links for external resourcces; referencing to peer reviewed articles; features to lift off the page and engage the reader; feedback and peer review part of book. 
Marking criteria detailed: Theory 30% Research 30% Written Expression 30% Social Contribution through collaborative space 10%.
Multi media task - 5 min - post on web and linked to chapter.Communicate key ideas the aim. 
http://screenr.com 
 
Feedback 
Students liked choice, using new medium, relevance to real life.
Students did not like focus on wikiversity, social media; did not like challenge of learning content and medium at same time.
Multi media tools get easier to use and more accessible all the time. 
 
Q: Has the book been printed from the wiki?
J: Did not get around to it as editing not finished - students still go back and edit. Does not see need for paper based, may do selection.
Feedback but not mark in public domain.
 
==Peer assessment== 
===Dennis Wollersheim, La Trobe University===
 
HOPE - boundless
ATTENTION - finite 
Blame the victim - Blame the structure?
RACE   GENDER   CLASS - students are impacted in their atttitudes and behaviours by all three factors.
Opportunity - internal locus of control 
Change in the way we receive information 
Fail fast - learn from  mistakes and try new things - peer assessment in Moodle - marks for how well you assess others. 
Be a model for learning - learn something every time you teach. 
Excitement about publishing in wikipedia - test case by student putting up "rubbish" and having it taken down immediately - proof that there is peer review.
Take home exam - each student got a different set of content drawn from the web. 
 
Community of Practice - keep the conversations active and lively.