In 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?