Emergent learning

footprintIn footprints of emergent learning came this question:  Is it possible to assess emergent learning? How do you ‘capture’ learning that is not expected? How do you measure or value it? Are these the right questions or are they flawed?

Student and teacher and peers need to look out for Emergent Learning artefacts. When someone produces an unexpected answer or learning product we mostly do think it a mistake or a false answer. We need to be careful to call unexpected learning artefacts false or wrong. Artefacts = products of the student as a result of work in a course. 

Once we do recognize an artefact as a product of EL we could assess it.
To assess these EL outcomes we need to use very broad objectives. The assessor needs to be an expert or a forum of experts in the field to recognize the EL outcome as useful and valuable. The expert is needed, because courses mostly do not use these very broad objectives and goals.

Would it be possible to ask for emergent learning as a result of a course? Would EL be expected when a student is doing synchronously  two courses in different fields?



http://zmldidaktik.wordpress.com/footprints/  (German)

4 thoughts on “Emergent learning

  1. Jaap – it’s great to have you in the SCoPE discussion forums. Thanks for joining us. Just to add to this, that I liked Deidre Bonneycastle’s idea of adding something to an assessment rubric that would allow for emergent learning to be recognised. She said ‘I always ask for a bonus area for students who demonstrate learning something new or unexpected.” This might fit with your idea of an emergent learning artefact?

  2. Jenny, thank you for your kind words. In my view the Emergent Learning Artefact is a proof or evidence of this emergent learning of this student. You are right I think, the Emergent Learning Artefact does fit into the bonus area of the rubric of Deirdre Bonneycastle.
    Great idea of Deirdre to make a special room for the unexpected. If we do not expect that some unexpected thing could be happening, we will not notice it.

  3. Jaap, (at least ) two ways to approach this:

    1. As you, Jenny (and John Mason) say, its important to watch out for the unexpected – Dave Snowden calls it ‘watching the outlier events’ – what happens on the margins of a learning event / space. This can, as you suggest, usefully be incorporated into pedagogical design and management / facilitation.

    2. As I replied in a post to Barbara, we should all be more mindful of the ‘shadow course’ which often lurks in the shadows of the ‘main’ course – even the most prescriptive courses. Before the days of the internet, the ‘shadow course’ took place outside the classroom, in discussions between students, and others, but it left few ‘traces’. We are now fortunate that many of these ‘traces’ (see the quadrant on ‘presence/writing’ in the footprints) are captured as we use social media, and can be accessed (with permission, of course).

    That means we the possibility is open to access, aggregate, incorporate the shadow course (and shadow curriculum/ curriculae) into the formal course.

    TIme to get to know (and love) our own shadows, no?

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