|Inaugural ICT4D event participants.|
I know one of the biggest influences in my adult life was my participation at the inaugural ICT4D event at Royal Holloway in 2006. Ever since then I have been focusing a large part of my working and volunteer efforts in blending technology and education for the greater good. The paper I presented was about what I called a "critical technologist". It is really about the role someone could take in assisting to develop capacity with ICT in developing countries. The "critical technologist" is a play on Paulo Friere's Critical Pedagogy. I am strong believer in Paulo Friere's work. The three areas of work I have done within this capacity since 2006 have been;
- WikiEducator (2007 - 2010) - I will always look fondly upon my work with WikiEducator. I was a large contributor at its early stages and wrote a few key pieces that are still in use today. To see my participation, review my profile; http://wikieducator.org/User:Prawstho. I was honoured and fortunate to be nominated to WikiEducator council, and in 2010 we parted ways. On occasion I still contribute to WikiEducator, though my focus is more in Wikiversity.
- Continuing Legal Education of BC (2008 - 2011) - I was Senior Project Manager / Lead Technical Architect for a large grant to increase access to education for the lawyers of British Columbia. We used a lot of open source software and open approaches to provide a services orientation for building learning communities; This 2011 post titled "Increasing access to education", does good job describing what we did.
- Progressive Video Assessment - I came up with this learning systems architecture in 2008 and had the opportunity to implement it in a couple of projects; AIM Language Professional and CLE Engagements Questions.
- It should be peer-based
- It should be scalable
- It should be fun and enjoyable
- It should provide many reusable instruments
- It should play well with others
- It should be reference-able
- It should support open data
- It should feed into open credentialing
|OERu parallel learning universe with an additional dimension.|
Approaches to Open Assessment:
- In the immediate term we should build peer-assessment to utilize and promote the use of badges (see wikieducator: http://wikieducator.org/User:Prawstho or Mozilla badges for example). This will get us going quickly and then build upon this with greater automation and other assessment approaches.
- In the near term we should build rubrics to allow people to perform self-assessments and then submit portfolio for a peer-review. Peer reviewers should also be given badges for executing N peer reviews. This does not require a lot of automation, can be implemented quite quickly.
- In the close term we should build formative and summative assessment instruments that can be baked into websites, apps and tools. People should be able to edit / improve on instruments in a community kind of way.
- Beginning immediately and through the next year we should start building apps and experimenting with mass collaboration for assessment.
- In the medium term we should build a repository of guidelines, templates, assessment instruments and approaches.
- In the long term we should build a fun community around assessment and broadening peoples skills and knowledge regarding assessment and accreditation.
- As an ongoing initiative we should encourage research and centers of excellence around open assessment and its relationship with open accreditation.