What did I learn from #edcmooc peer gradings?

My final assignment can be found in this Feb 27 blog post. This time I will analyze the feedback I got from the ‘official’ peer gradings and other comments. The inspiring quality of #edcmooc can be identified in the way that students shared their digital artefacts all the time, before the dead line and after it. The official gradings were written into Coursera platform, other comments to my blog, FB group and my FB timeline.

I copy first the criterion (2 = achieves this fully or almost fully ) and then the gradings of peer 1,2, and 3.

The artefact addresses one or more themes for the course and suggests that the author understands at least one key concept

My peer graders agreed with this statement.

Peer 1 explained that ” I found this addressed a Utopian view into a human entering the digital world. While mentioning technology a lot of it was about new world, blogging environments and social networking – many of which are themes that echo across the course’s weeks of materials. I think the author has taken concepts such as humans in the digital world and addressed them clearly in their artifact.”

Peer 2. ” I could see the link between considering the nature and scope of one’s online identity can be related to engagement with digital education, and having a sense of being human and oneself. So the artefact asked some interesting questions about fear of online spaces, confidence to experiment, and fearlessness in wading into new spaces. I liked the idea of being a digital Viking – a nice metaphor. Yes, the author understands at least one key concept from the course, and expands upon the ideas of human interaction and identity.”

Peer 3 used the concepts given and agreed with it, I suppose he/she is not native English speaker.

The artefact has something to say about digital education

Again the peers agreed with the criterion and showed excellent understanding. I have to admire them.

Peer 1. “While there’s no direct link to education, you can see they have been a self-paced learner during the process and so on a personal perspective it addressed education.” and peer 2  “Indeed, I think it does engage with digital education, although I didn’t feel the artefact explicitly drew attention to the many dimensions of digital education with which it could have expanded upon, the notion of online identity seems broadly connected to digital education”. and peer 3 copied the criteria as such.”

The choice of media is appropriate for the message

Peer 1. “The media used (Prezi) worked well, it drove me through the ideas neatly and provided a narrative. The whole thing got me thinking, parts like ‘try a new technology’ made me think of how some people want to explore, break, tweak technology and others want things that ‘just work’ or to pick up one new thing at a time – this is a reduced demand, but still a very normal way to approach things.”

Peer 2:  “Choice of media seems good – though now wish I’d seen something other than Prezis – as I did one and now I think I’ve made a mistake.” (I could not follow which mistake ?)

Peer 3 “The choice of media is appropriate for the message”

The artefact stimulates a reaction in you, as its audience, e.g. emotion, thinking, action

Peer 1 “I enjoyed this artifact, thanks for sharing it &* thanks for making it personal. The artifact clearly expresses an individual who has been avatared into the digital world, perhaps with some reluctance but also what’s most important is they have seen acceptance into this new environment.

Peer 2: “I didn’t feel a strong reaction to it, perhaps because I feel that as adult educators having an online identity should be par for the course. But it’s good to be reminded that many educators are nervous and anxious about engaging with the online world, and therefore perhaps there are mature students who also share such anxieties.”

Peer 3: “Beautiful made. Triggers me ‘thinking’ (criteria 5): what’s my opinion and emotion?”

Peer 2 commented that  “My impression is that this artefact raises a good point about the lack of comfort human beings with frailties and shyness might experience when thrust into the online world for education, for participating in global or local issues and projects. It had a nice narrative, and a strong thread linking the points raised together.”

The comments from other forums were very warm and supportive:

  • I enjoy your presentation a lot Heli. Digital but very human at the same time and a very warm message;o)
  • I liked being reminded of how our identity expands when we go virtual.
  • It is very intellectual, but has a personal angle that makes it easier for me to understand.

New ideas I got from my daughter: voice or music was lacking. I had no time and competence for doing this. And my Peer 1  assessed that “The journey was very personal and as such; the reflections would be focused around the individual and the person how they have gone through this.” Yes it was personal but the interpretation was not.

My self reflection: I did the artefact in a hurry and I surprised how well it was received. The content I chose from my earlier works, all the images were saved  in my computer. The idea of Digital Viking came from the course participants.  The content is a mix and could be organized better. My energy went to training Prezi, which I did not know and it didn’t obey my fingers at all. I deleted all my doings on Monday evening and began to plan a new presentation on Tuesday ; Wednesday was the dead line day. The presentation seems better than I believed, I had a feeling of chaos. The most important insight is that Prezi tells narratives, stories, and I can make the order to follow the story. It is much better than only ‘text and images’. I took a step forwards in using new devices and I am proud of this step. My identity is empowering … thanks to all my peers!

 

4 thoughts on “What did I learn from #edcmooc peer gradings?

  1. i think you had great peer assessments heli…others on the forums have been complaining about rude comments:)

  2. Yep, Fran, I was lucky but in my former coursera I got assessements from 30 peers and they were all great
    http://helistudies.edublogs.org/2012/10/06/fantasy-and-science-fiction-peer-feedback/ also the lowest grades I got at the beginning.

    If you get rude comments they tell about their writers not about the artefact, and you can forget them soon, I hope. 7000 people means that there are all kind of people and always complaining, too.

    So you are back at work but you still have warm summer there?

  3. I’m glad that you got something more than I did out of the experience, Heli, and who am I to take away from you or anyone else what you got out of the readings, exercises, etc? I do think it is interesting how the comments you received seemed a little more thought-out than mine, but I guess that’s just the luck of the draw. See http://stevendkrause.com/2013/03/06/e-learning-and-digital-cultures-ends-with-a-meh-edcmooc/

    My main complaint about MOOCs generally (and this one specifically now) is that they are not college classes or even close to the equivalent of what a college class should be. Now, you might say “that’s not a problem because I’m not interested in taking this for some kind of college credit,” and that’s fine by me. I’m all for things like this as learning for learning’s sake. But let’s be clear: people are investing money in Coursera and blindly hyping it (see Thomas Friedman’s latest crazy article in the New York Times) as if MOOCs could bring higher education to the masses. That’s both crazy and dangerous.

    So sure, as a life-learning experience, I think MOOCs are great. As a replacement for people taking actual classes and getting actual credit, not so much.

  4. To me edcmooc was a life-long-learning experience and I learned a lot. There are different pedagogical traditions in different cultures. I appreciated that the digital culture was quite open, we could choose what to do, so it could be creative and self-motivated. The criteria must also be open and self-assessment is a mirror to peer gradings. I did not miss teachers or guidance or more rules.

    If you want self-directive students, they must have freedom. It is the trend I have lived through in Finland, as a teacher educator. But I don’t say how colleges all over the world should be organized.

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