Knowing with New Media
The Ripples’ five-dimensional—self-reflection multimodality collaboration distributed agency DIY creativity—pedagogical model serves as
a scaffolding to assist the improvised progression to learning. The self-reflective others'-feedback circuity, which is maintained by means of distributed agency, multimodality and DIY creativity becomes a circuity of learning assessing.
Assessment of learning
The indication of the depth of involvement in learning, as well as
the quality of produced knowledge in Ripples, is evaluated through ongoing feedback loops. The feedback loops provide ‘a systematic review of what is being learned’ (Johnson & Johnson, 2004, p. 5). They show the steps ‘of integration of what is being learned with previous learning’. They also help to organise what is being learned schematically and therefore promote a ‘higher-level reasoning’
about it (p. 5).
Given that the Ripples' philosophy rests on the discovery and invention of individual pathways towards the construction of new knowledge, fixed instructions may become an obstruction in achieving this goal. In this context, an effective system of feedback loops provides guidance for what needs to be learned, and at what point of the progression .
Feedback also provides assurance that the learning is moving in
the intended direction.
Deborah Meier &
Dianne Johnson &
Roger T, Johnson
Online interest groups'
of cinematic writing
A group project
a collective outcome:
blueprint for innovation, prototype, documentary, animation, infographics,
blogs and so on
Formative assessment is carried out through ongoing feedback loops.
It is oriented towards assisting students in analysing what they are fit to do and learning
what they can do to develop new competencies and skills with available resources and technological affordances.
An individual digital journal is a record of the student’s responses to the ongoing multi-directional feedback loops.
It is a reflection of the student’s progress in the generation of new knowledge and self-transformation. Through critical self-reflection, the student self-grades, -marks or -evaluates their progress.
A summative assessment is given to a student at the conclusion of the learning
task by the teacher, or a group of teachers if the project is of an interdisciplinary nature. It is formulated on the quality of ongoing self-reflections recorded
in an individual digital journal produced by means of cinematic writing.
Each student obtains two summative comments on:
a) individual development demonstrated through the production of a self-reflective folio
b) individual contribution to the collective outcome
a) AN INDIVIDUAL'S PROGRESS
AND PARTICIPATION IN
A COLLECTIVE PROJECT
b) THE GROUP'S FINAL
WITH OTHER GROUP MEMBERS