Module One - McLoughlin Article

In evaluating the use of surveys, interviews and Wikis as assessment tools, I feel there is 'room' for all of these tools if presented in the right context for learning and they are correctly designed to capture the essence of what it is the students are expected to learn for a particular course.

As McLoughlin & Luca (2001) points out that assessments are based on constructivism so that the learner is in 'charge' so to speak of their learning and take on the responsibility of building that knowledge base, I find though that some students do not like to take that responsibility and want to be 'spoon fed' and to just tell me what I need to know for the exam and then forget the rest of it. In other words, 'can't I only memorize the important stuff and forget it?' However, in nursing, the content of one unit or semester builds upon the next so application of the content is essential and this causes problems for some students. . . . . So . . . . looking at the pros/cons and possible applications and preferences are . . . .

Interviews: This is good as an ice breaker. I think with the different learning styles and personality styles this is less intimidating and can help get the learner engaged in the course. However, with f2f, this may be more intimidating for some. But if kept simple, it is a good tool. I use this like the pair-share concept in that I pair up students and they ask each other 3 basic questions (ie - one thing in common, one unique thing, and favorite place to travel if no limitations or something fun) and then have them introduce each other --- like we did here.

Wikis: I've tried a Wiki in a class last year, but it wasn't that successful. The issue was technology and with the log on. I experienced the same thing here. I think frustration takes away from the learning. With the tool itself, I see great potential with the interactive style of providing input and learning from the ideas of others. I like this way of learning. With the mission of the technical college to produce graduates that are ready for the real life workforce, there needs to be a push to not only empower the student, but to be sure they have achieved the designated level of competency and skills that are expected for an entry-level job in their speciality. If designed for the right activity, this would be an alternate assessment tool that has the potential to build that sense of community among students and force some responsibility for one's own learning. My preference would be to try a Wiki again in an activity for developing a nursing care plan. I think this would work well with a clinical group of eight students. This would give me the advantage of monitoring progress, engagement, how well the content is applied, etc. I feel this is an example of backward design as described in the article by Wiggines and McTighe from our readings for module one where you first identify the desired results then end with planning the experience or learning activity.

Surveys: I feel are good way to gather feedback. I may get more information with an open-ended question but not always. If statements are developed that prevent bias, surveys can gather useful data. I feel that surveys need to be anonymous or confidential as I feel most people won't really share their true feelings/thoughts knowing it may impact on them later (ie - grades, work performance evals, friendships, etc). Just like research, one would need to have some type of question or objective behind the survey in which to utilize the results. Jeanne/Eau Claire, WI