New articles on Participatory Learning and Assessment (including inclusion)

  Yikes, it has been a long time since we have posted.  Partly what happened is we redirected our energy from blogging to publishing.  Starting in 2019, we began translating the theory-laden design principles to practical steps for readers who may or may not be grounded in sociocultural theories. This was serendipitous in light of the pandemic and the explosion of interest in asynchronous online learning. 

In contrast to our earlier articles, these new articles reflect the influence of current research on power and privilege in the learning sciences.  Each includes design principles and/or steps that are intended to "reposition" minoritized learners.  In particular, the changes reflect the influence of papers by Priyanka Agarwal and Tesha Sengupta-Irving on Connective and Productive Disciplinary Engagement (CPDE, 2019) Each of the descriptions below is hotlinked to a copy of the article.

This first article is a very gentle introduction to online participatory learning and assessment (PLA). It was written for educators with no experience teaching online and who are not grounded in any particular theory of learning

• Hickey, D. T., Duncan, J., Gaylord, C., Hitchcock, C., Itow, R., & Stephens, S. (2020).  gPortfolios: A pragmatic approach to online asynchronous assignments. [Joint special issue on "Evidence-based and pragmatic online teaching and learning approaches: A response to emergency transitions to remote online education."] Information and Learning Sciences, 121 (5/6), 273-283. 

This article describes how we translated the PLA principles into fourteen steps, focusing on engagement routines.  It was written for instructional designers and others who are grounded in more conventional cognitive-associationist and cognitive-constructivist theories of learning

• Hickey, D. T., Chartrand, G. T., & Andrews, C. D. (2020).  Expansive framing as a pragmatic theory for instructional design.  [Special issue on "The crucial role of theoretical scholarship for learning design and technology."] Educational Technology Research and Development  68 (2), 751-782.

This one introduces ten new situative assessment design principles, building on the "multi-level" assessment model in Hickey and Zuiker (2012).  While it includes the theoretical grounding, it was written for readers who might not be grounded in situative theory.

• Hickey, D. T. & Harris, T. (2021).  Reimagining online grading, assessment, and testing using situated cognition. [Special issue on "reimagining assessment in online and distributed learning."] Distance Education, 42 (2), 1-26.