Had the tutorial this morning, and very helpful it was too. What emerges is a landscape.
It would seem that I have four key concepts – assessment, learning, policy and technology. Each of these informs the landscape. We talked about the need to paint this landscape and then draw out the salient features of it that inform my research questions. In the foreground of all of this is the learner perception/construct of their learning in ICT and the way in which it is assessed. Lurking over the landscape like some cloud is the thorny question – what is ICT anyway. This provides another theme which filters the light and colours the landscape.
Maybe I need to paint a picture.
We also talked about what the research is not about, and how that needs to be explained in my writing. In particular e-assessment – while a hot topic, it is not something that is especially relevant to my aims and less relevant still to the students I’ll be researching into as they won’t have had any e-assessment (probably).
Then there is the nature of ICT (the cloud above) and of assessment itself. We talked a lot about the so-called problem of ICT assessment at 16 being too easy in that it just assesses what people know rather than what was learnt in school. Actually I don’t see this as a problem. I think we need to look at our assessment and accreditation system to ensure it is fit for purpose (and valid). Why shouldn’t we give accreditation students who can demonstrate the four pillars of knowledge, understanding, attributes and skills at the appropriate level. Does it have to be only accreditation of the value added by schools.
This then led to another picture – a continuum going from the individual at one end, through family, friends, peers, teachers, schools to the education system itself. Each of my four features might have dimensions in each of these.
And the landscape metaphor has broken down… no picture needed perhaps!