R. Albon (Malaysia)
collaboration, heutagogy, online, assessment, motivation
With the future of work signalling a greater emphasis on collaboration, teams and sharing information it seems imperative we align teaching in higher education to developing student’s human qualities. If we believe that professional life is social and should be practiced with competence, it follows that we emphasise this human dimension in teaching. Learning collaboratively implies particular values and approaches to teaching and learning, enabling students to graduate in being confidently critical in responsive and caring ways. Motivation embedded ubiquitously in student’s social use of technology dominated by conversation and dialogue, combined with a heutagogical approach to learning are argued to be key factors to designing online learning to promote self-development and human capital through critical self-reflection and critical action. Designing complex, challenging, and collaborative online assessment to drive learning will ultimately produce graduates for the future with these skills and abilities. Online learning has moved beyond the linear approach of ‘read and discuss a topic’ and transfer of didactic, face– to-face delivery to more self-determined, nonlinear and collaborative approaches. This paper presents arguments for developing collaborative assessment online, synthesises several theoretical approaches, suggests a newer more relevant model, and offers guidelines supplemented with two examples from a higher education context.
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