Living dangerously: Discovering possibilities and pitfalls of using technology to determine assessment and progression decisions

Date:  Saturday 5 September 2020
Time:  0930-1230
Location:  Castle III, Crowne Plaza

  • Richard Fuller, University of Liverpool, UK
  • Viktoria Joynes, University of Liverpool, UK
  • Vishna Nadarajah, IMU, Malaysia

Summary of theme and why it is important:  The possibility of educational institutions, their learners and faculty, all connected by mobile devices, presents exciting opportunities for educational innovation. New uses of technology (and the resultant ‘big data’ generated by this technology) allows for the design of highly adaptive learning, assessment and feedback. Previously unimaginable possibilities are now on the horizon for increased personalisation of learning experiences, assessment and even entire curricula. Yet these opportunities are counter-balanced by complex ethical and academic dilemmas about the use, misuse and misapplication of learning analytics ‘interventions’ and artificial intelligence. How can educational institutions balance these challenges and support learning through innovative, technology driven assessment?
What participants will gain:  This highly interactive workshop will explore the benefits of using technology-captured data to understand learners’ academic progression. Models of self-regulation will be applied to explore how technology can be used ‘diagnostically’ to track learner outcomes. Group work will also focus on the misapplication of this data (for example, via the use of predictive analytics) and the negative consequences for learners and teachers. The workshop will draw on examples across different international and cultural perspectives. Workshop participants will gain confidence in identifying learners needing extra support (e.g. around key transition points) across complex health care educational programmes, and explore a toolkit of technology based interventions for learners and teachers that provide differential, personalised assessment, feedback and support. Participants will be encouraged to focus on how they can use their own assessment/progression frameworks to generate potential tailored take-home solutions for their own institutions.
Who should participate:  This workshop has particular significance for those responsible for the identification of learners in need of additional support, remediation and progression decisions. The workshop will also support colleagues who wish to make more effective use of technology generated ‘learning data’ or explore the impact of an era of technology solutions without evidence or consequence.
Level of workshop:  Advanced

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