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ERIC Number: EJ943531
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1449-5554
Marking Machinima: A Case Study in Assessing Student Use of a Web 2.0 Technology
Barwell, Graham; Moore, Chris; Walker, Ruth
Australasian Journal of Educational Technology, v27 n5 spec iss p765-780 2011
The model of learning best suited to the future may be one which sees learning as the process of managing the different kinds of participation an individual might have in complex social systems. Learning capability and engagement is thus dependent on the relationship between an individual identity and social systems. We report on the incorporation of "machinima", a Web 2.0 technology, as part of an interdisciplinary and collaborative project where the focus is not on the mastery of the tools or the acquisition of predetermined knowledge, but on the development of learning engagement. We provide the case study of a pilot project involving students across two Arts disciplines collaborating via the game, "World of Warcraft", to produce an animated adaptation of one of Geoffrey Chaucer's "Canterbury Tales". Their contributions were differently assessed according to the pre-existing requirements of their home disciplines. We argue that the assessment in such projects, in conjunction with innovations and experimentation with Web 2.0 technologies, should shift from an emphasis on product to process. We believe that this has a sound pedagogical and theoretical foundation, and also fits better with the increasingly digitalised, unfixed and interdisciplinary world that students will face on graduation. (Contains 3 figures.)
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A