The Open/Technology in Education, Society, and Scholarship Association Journal

Technology-Integrated Assessment: A Literature Review

Colin Madland, Valerie Irvine, Chris DeLuca, Okan Bulut — Wed, 01 May 2024 00:00:00 -0700

The purpose of this paper is to explore the nature of the scholarly literature between 2016 and 2023 on the impact of classroom technology on higher education instructors’ assessment practices through the lens of the assessment design in a digital world framework (Bearman et al., 2022). Specifically, the paper focuses on (a) describing the assessment design in a digital world framework, (b) identifying the scope and breadth of the literature relating to technology-integrated assessment, and (c) highlighting any gaps between the Bearman et al. model and the literature. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

Developing the Technology-Integrated Assessment Framework

Colin Madland, Valerie Irvine, Chris DeLuca, Okan Bulut — Wed, 01 May 2024 00:00:00 -0700

The purpose of this paper is to describe the development of a new framework for understanding technology-integrated assessment in higher education based on a review of the literature using the assessment design in a digital world framework (Bearman et al., 2022) as a lens. Our review (Madland et al., 2024) revealed both congruities and incongruities between the literature and the framework, leading to the need for further work to accurately conceptualize technology-integrated assessment. In this article, we contribute to the literature on technology-integrated assessment in higher education by proposing the technology-integrated assessment framework. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

Generative AI Adoption in Postsecondary Education, AI Hype, and ChatGPT’s Launch

Isabel Pedersen — Mon, 22 Jul 2024 00:00:00 -0700

The rapid integration of generative artificial intelligence (AI) into postsecondary education and many other sectors resulted in a global reckoning with this new technology. This paper contributes to the study of the multifaceted influence of generative AI, with a particular focus on OpenAI's ChatGPT within academic settings during the first six months after the release in three specific ways. First, it scrutinizes the rise of ChatGPT as a transformative event construed through a study of mainstream discourses exhibiting AI hype. Second, it discusses the perceived implications of generative AI for writing, teaching, and learning through the lens of critical discourse analysis and critical AI studies. Third, it encourages the necessity for best practices in the adoption of generative AI technologies in education.

An e-Book of One's Own

Sun, 18 Aug 2024 00:00:00 -0700

As we enter a new age of technological innovation and subsequent educational instrumentation change, there is increasing demand for innovative methods that encourage student learning experiences in virtual, online spaces. ePortfolios and e-book projects are designed and owned by students and are centered within the student’s learning. They provide a structured, online space for students to learn new technological skills while intentionally integrating it with their learning experience. We have utilized the content creation platform Pressbooks for our student learners to develop and create their “e-Book of One’s Own” (eBoOO). A simplified derivation of the “Domain of One’s Own” (DoOO) philosophy, our intention with eBoOO was to address the high bar for digital literacy required to get started while staying true to the embodied ideology of Virginia Woolf’s A Room of One’s Own.

Designing an Online Collaborative Exam:

Mariel Miller, Safoura Askari — Thu, 29 Aug 2024 00:00:00 -0700

The ability to collaborate online is an essential skill that allows learners to bring together diverse perspectives to deepen understanding regardless of physical location. As online learning and hybrid workplaces have become more prevalent since the COVID-19 global pandemic, the critical nature of this skill has become particularly relevant for post-secondary graduates. While exams are traditionally viewed as solitary endeavors, collaborative exams offer invaluable opportunities for learners to develop these skills. However, this form of collaborative assessment can be challenging for both learners and educators, and few studies offer guidance for the effective design of collaborative exams. As such, in this paper, we report on the design and implementation of a synchronous collaborative midterm exam in a large first-year undergraduate course. Specifically, we describe how we drew on a theoretical framework of self- and socially shared regulation of learning to design a three-phase exam fostering learners’ engagement in key processes of planning, strategic enactment, and reflection on collaboration processes and products. Finally, we discuss key considerations that arose during the design and implementation of the exam, including ensuring an emphasis on process and authenticity, ethical use of video, and equity of access.

Towards a critical co-construction of equity communities of practice in education

Lorayne Robertson, Jessica Trinier, Roland Van Oostveen — Mon, 23 Sep 2024 00:00:00 -0700

Students in Canada have unequal access to safe environments and learning in schools, which impacts their participation in education and their achievement of educational goals. Equity, diversity, and inclusion (EDI) courses for future educators are one way to help them see that the benefits of schooling are not equally available to all students. The authors describe how post-secondary students, who were members of equity-seeking communities and their allies, worked together with instructor guidance to co-create EDI courses. The students were already familiar with the fully online learning community model (FOLC) where student voice and agency feature prominently. As the students co-designed new EDI courses, the critical co-construction of equity model was developed. The model is anchored in human rights and relies on a shared spirit of equity humility. The model recognizes the need for student safety as well as the necessity of potentially uncomfortable conversations. While, in the past, equity teaching tended to focus on distinct aspects of oppression in society as individual topics, the co-construction of equity model relies, instead, on building bridges of equity concepts that cross oppressions. These cross-equity understandings can help future educators see the importance of dismantling oppression and rebuilding safer and more inclusive learning spaces in education.