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Documenting Student Connectivity and Use Of Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2016 DOCUMENTING STUDENT CONNECTIVITY AND USE OF DIGITAL ANNOTATION DEVICES IN VIRGINIA COMMONWEALTH UNIVERSITY CONNECTED COURSES: AN ASSESSMENT TOOLKIT FOR DIGITAL PEDAGOGIES IN HIGHER EDUCATION Laura Gogia Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Educational Assessment, Evaluation, and Research Commons This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License. Downloaded from https://scholarscompass.vcu.edu/etd/4307 This Dissertation is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. Laura P. Gogia 2016 This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License Documenting Student Connectivity and Use of Digital Annotation Devices in Virginia Commonwealth University Connected Courses: An Assessment Toolkit for Digital Pedagogies in Higher Education A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Research and Evaluation at the School of Education, Virginia Commonwealth University by Laura Park Gogia M.D., Virginia Commonwealth University, 2002 B.S., College of William and Mary, 1998 Director: Jonathan D. Becker, J.D., Ph.D. Associate Professor, Department of Educational Leadership Virginia Commonwealth University Richmond, Virginia February, 2016 ii Acknowledgements In true connected learning fashion I was planning on creating color-coded network maps to demonstrate how everyone interacted with each other, the content, and me. However, my itinerant scholar-friend Frances Bell warned me that it is best to keep dissertation acknowledgements short and sweet. I find Frances to be the right about most things, so I will keep this simple. I approached this doctorate very differently than my medical degree. Among other things, I decided to be publicly vulnerable in the learning process. I’m sure my openness was not to everyone’s taste, but it afforded me something I’d never really experienced before: the true kindness of strangers who then became something more than strangers. Many passages within this work represent my ongoing struggle to find a balance between what could be and what was good enough. Woven into that struggle is the impact of people who took time to read, think, and comment on my work; who told me to keep going; who removed barriers and pushed back deadlines; who quietly took care of things so that I had space to think. The tweets, likes, retweets, replies, direct messages, emails, and Google Hangouts you provided for me – I felt and benefitted from them all. Therefore, to all of you who crowdsourced my learning and saw me all the way through, thank you. I understand that I am meant to repay your kindness by paying it forward. Please know that I am working on making it happen. Thank you, dissertation committee. Thank you, Enoch Hale and Suzie Fairman and the rest of Virginia Commonwealth University Academic Learning Transformation Lab. Thank you, Academic Twitter and Twitter Journal Club. Thank you, Lee Skallerup Bessette and Valerie Holton. Ken Bauer, Alan Levine, Steve Greenlaw, Eric Likness, Dave Quinn, and Jeffrey Keefer. Maha Bali, Joan Rhodes, and Marcia Devlin. Thank you, Frances Bell and Catherine Cronin. Thank you Gardner Campbell, for spearheading the revision of the Quality Enhancement Plan that triggered the writing of this dissertation. Thank you, Jon Becker for many important things, but I think the most striking was your patience and belief that I could do and be something really interesting if you just gave me enough time. And, finally, thank you to Amit, Sydney, and Lindsay Gogia. You have been with me the entire time in really interesting, special, and perfect ways. I am a very lucky person to have you in my life. iii Table of Contents Table of Contents ...................................................................................................................... iii List of Figures ......................................................................................................................... viii List of Tables ..............................................................................................................................x Abstract ................................................................................................................................... xii Chapter 1 ....................................................................................................................................1 Background .............................................................................................................................1 Overview of the Study .............................................................................................................5 Significance of the Study .........................................................................................................6 Summary of the Literature .......................................................................................................7 Research Questions .................................................................................................................9 Design and Methods .............................................................................................................. 10 Researcher Bias and Assumptions ......................................................................................... 10 Definition of Terms ............................................................................................................... 11 Chapter 2 .................................................................................................................................. 16 Connected Learning for a Networked World .......................................................................... 17 Philosophical approaches. ................................................................................................. 18 Connected learning. .................................................................................................... 18 Open education. .......................................................................................................... 20 Design and practice .......................................................................................................... 22 iv Connected learning. .................................................................................................... 23 Open education. .......................................................................................................... 27 Putting it all together: The VCU connected course. ........................................................... 30 Philosophical approach. .............................................................................................. 30 Course design. ............................................................................................................ 31 Pedagogical activities: Blogging. ................................................................................ 34 Pedagogical activities: Tweeting ................................................................................. 35 Learning that Matters ............................................................................................................. 39 Connection as a learning process. ..................................................................................... 40 Learning by connecting with people. ................................................................................ 40 Learning by connecting concepts. ..................................................................................... 42 Learning by connecting through space and time................................................................ 44 Putting it all together: Learning goals for connectivity. ..................................................... 45 Meaningful Assessment for a Digital Age .............................................................................. 46 Assessment in higher education. ....................................................................................... 47 Digital age assessment reform. ......................................................................................... 48 Integrated assessments. ............................................................................................... 49 Sustainable assessments. ............................................................................................. 49 Scalable assessments. ................................................................................................. 51 Open and connected assessment strategies. ....................................................................... 51 Social network analytics (SNA). ................................................................................. 53 Discourse analytics. .................................................................................................... 57 Pulling it all together: Assessing connectivity. .................................................................. 58 v Chapter 3 .................................................................................................................................
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