Background
Designing blended learning courses using digital education platforms allows to track multiple aspects of the learning process by capturing student’s interactions, submissions and feedback (through purposefully designed knowledge checkpoints and surveys) which can be aligned with specific learning objectives aimed to enhance the students control over their learning process.
Opportunity and potential benefits.
By creating an educational passport that is based on mastery levels in educational “skills” that the student can collect from participation in different digital arenas, students could carry on and monitor their prior learning gains in multiple courses overtime.
- This can help deepen their knowledge in further courses. At the end of three or four years students have a mastery book.
- Students, teachers and eventually employers could know about future professionals’ mastery of different but compatible competences (e.g. research and interaction skills in the third sector).
- Online guidance can help students by linking their results to more general learning outcomes. If students can carry on their prior learning in other courses, they can deepen their knowledge in further courses. At the end of three or four years students have a mastery book.
- Students know their strengths and can learn on this basis, because the system is already implemented so that they know their own learning outcomes. Universities can endorse their claims that they are ‘experts’ in certain outcomes.
- Students can choose graduate education against their mastery, but they are aware.
- The system can allow students to access their record if they want, but no external actor should be allowed to.
Read more in the following post: https://blearn-autonomy.eu/2022/06/06/aligning-learning-analytics-with-explicit-pedagogical-objectives-ii/
Post by Abdelnour Alhourani and Damiano Rotondo (UiS), Ali Mostfa and Franck Bertucat (UCLy) and Xavier Rambla (UAB)
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