Mathew Hillier 4:50 PM 57 registrations for this session :-) YvonneW.au 4:53 PM Hi - may I ask a question before we start? Geoff Crisp 4:53 PM Hello Yvonne Of course, ask away - do you want to use the mic or just type? 4:54 PM YvonneW.au 4:54 PM I am using the wi-fi at the local library and am not sure how it woill hold up. If I have to leave, will the session recording be available later? Geoff Crisp 4:55 PM yes, session is recorded and archived and Mathew will let everyone know when it is available. can always check transformingassessment.com for any details YvonneW.au 4:55 PM super thanks :) Mathew Hillier 5:04 PM ok talk here! 5:04 PM Robert and Phill 5:05 PM Gretings from Melbourne Mathew Hillier 5:05 PM brisbane, australia Terry Freedman 5:05 PM me: from UK alli 5:05 PM Hobart, Tasmania, Aus Russell Waldron (UNSW) 5:05 PM Hi Russell from Sydney Zac P 5:05 PM Brisbane, Aus YvonneW.au 5:05 PM Hi - Yvonne from UK but in Canberra. Rebecca Scriven 5:05 PM Hello from Perth WA Mathew Hillier 5:05 PM http://www.transformingassessment.com/ YvonneW.au 5:06 PM (shazam)just to see what it looks like Nhan Tran 5:07 PM Nhan Tran: Hi from Newcastle Uk Geoff Crisp 5:08 PM world scoop Mireilla Bikanga Ada 5:08 PM Hi from UWS Paisley, UK Carol Higgison 5:09 PM Hi, I am based in Bradford, West Yorkshire in England but am originally from Scotland Mathew Hillier 5:11 PM http://conversationsim.org/ Robert and Phill 5:11 PM http://conversationsim.org Mathew Hillier 5:11 PM llive link ! lol 5:12 PM Geoff Crisp 5:13 PM healthy scepticism is the foundation of academic discourse! Mathew Hillier 5:13 PM a branching would make it rich... e.g moodle 'lesson' style setup. Anne-Marie Scott (Edinburgh) 5:17 PM works for me Eileen Dessaso 5:17 PM Yes I can see it Russell Waldron (UNSW) 5:18 PM i can read it YvonneW.au 5:18 PM i'm on tiny screen and see this fine Geoff Crisp 5:19 PM it looks fine Mireilla Bikanga Ada 5:19 PM it is ok Wilma (Edinburgh) 2 5:19 PM It's fine:) Geoff Crisp 5:19 PM yes Carol Higgison 5:19 PM maybee Wilma (Edinburgh) 2 5:19 PM yes Mireilla Bikanga Ada 5:19 PM yes Terry Freedman 5:19 PM yes Anne-Marie Scott (Edinburgh) 5:19 PM No Mathew Hillier 5:19 PM yes Russell Waldron (UNSW) 5:19 PM maybe Khawla 5:19 PM yes Eileen Dessaso 5:20 PM yes Rebecca Scriven 5:20 PM yes alli 5:20 PM maybe YvonneW.au 5:20 PM yes Nhan Tran 5:20 PM fine for me too Mathew Hillier 5:20 PM you can do 'a b c. Geoff Crisp 5:21 PM does the computer have an opinion? Mathew Hillier 5:22 PM go ahead Geoff Crisp 5:22 PM we can read it fine Terry Freedman 5:23 PM yes Wilma (Edinburgh) 2 5:23 PM Yes Carol Higgison 5:23 PM no Robert Avery (York St John) 5:23 PM yes Eileen Dessaso 5:23 PM Yes Terry Freedman 5:23 PM good logic! Russell Waldron (UNSW) 5:23 PM no YvonneW.au 5:23 PM no Geoff Crisp 5:23 PM yes Anne-Marie Scott (Edinburgh) 5:23 PM no Wilma (Edinburgh) 2 5:23 PM Need space for putting ion our own caveats. Rebecca Scriven 5:23 PM no Mireilla Bikanga Ada 5:23 PM yes Khawla 5:23 PM no Mathew Hillier 5:23 PM depends on the ethics cotte! Wilma (Edinburgh) 2 5:23 PM @Matthew excatly! Mathew Hillier 5:25 PM nobody is getting holes drilled in their head ;-) Geoff Crisp 5:25 PM what happens if you just keep sayng maybe? Wilma (Edinburgh) 2 5:25 PM That's why we need our own space to put in e.g. ethics cttee controls prevent deception from going too far Yes/No/Maybe doesn't allow a real argument? 5:26 PM Geoff Crisp 5:26 PM i assume you do a big map of the branching and see what the marks look like for different options? Russell Waldron (UNSW) 5:27 PM yes Mathew Hillier 5:27 PM is this true branching or a sequence of 4 questions? Terry Freedman 5:27 PM yes Wilma (Edinburgh) 2 5:27 PM yes Rebecca Scriven 5:27 PM yes Eileen Dessaso 5:27 PM Yes Robert and Phill 5:27 PM No branching... yet Terry Freedman 5:27 PM but does it matter? alli 5:27 PM depends if the benefits outweigh the costs Anne-Marie Scott (Edinburgh) 5:27 PM no Geoff Crisp 5:28 PM so you could this with definitely yes, yes, but ,,,,, maybe, no, but ..., and definitely no? Mireilla Bikanga Ada 5:28 PM no Russell Waldron (UNSW) 5:28 PM can you trust the data gained by a method that proves that at least one o the subjects is a fraud? Mathew Hillier 5:28 PM but - the richness is in this text box??? alli 5:28 PM thats what the ethics comitte would probably look for, and there would need to be debriefing etc Wilma (Edinburgh) 2 5:29 PM Is maybe different from "it depends on conditions?" Mathew Hillier 5:29 PM if it is only online with 3 responses can you get that rich argument? Geoff Crisp 5:29 PM 5 options as suggested above? Mathew Hillier 5:30 PM or 3 options + text box? Wilma (Edinburgh) 2 5:30 PM Or linking it through to a times discussion area Russell Waldron (UNSW) 5:30 PM yes wilma Mathew Hillier 5:30 PM ah ok.. if they are precursours to disucssions! Geoff Crisp 5:30 PM it certainly makes us think of other ways of using MCQ format Wilma (Edinburgh) 2 5:31 PM I like the idea that a series of maybe's can be good and high-scoring responses Robert and Phill 5:31 PM :) Carol Higgison 5:31 PM yes Wilma (Edinburgh) 2 5:32 PM Seems like one of the hard things is helping students understand the grey areas in any "scientific" investigation Mathew Hillier 5:32 PM yes. Russell Waldron (UNSW) 5:32 PM phil sounds like a chipmunk. Is that just my end of the network connection or others too? Khawla 5:32 PM yes Mireilla Bikanga Ada 5:32 PM yes Wilma (Edinburgh) 2 5:32 PM yes Mathew Hillier 5:32 PM wilma - agree! Eileen Dessaso 5:32 PM Yes Rebecca Scriven 5:32 PM yes Terry Freedman 5:32 PM y alli 5:32 PM most def Geoff Crisp 5:32 PM maybe - just for the hell of it Russell Waldron (UNSW) 5:32 PM no its good now Khawla 5:32 PM it is good here Mathew Hillier 5:33 PM :-D Russell Waldron (UNSW) 5:33 PM thanks khawla Geoff Crisp 5:33 PM imagine combining this with semantic web approach to generating the feedback? Mathew Hillier 5:33 PM it would be a good tool to use in real online disucssion sessions like this. Nhan Tran 5:35 PM I'm just thinking if audio version should be included as it may add a lot more meaning to it - Rich Goodman joined the Main Room. ( 5:35 PM ) - Geoff Crisp 5:35 PM good example to explain assessment as learning as a useful tool Mathew Hillier 5:37 PM a lecturer in UQ made a video in which he filmed himself having a debate with himself using a split screen. it was entertaining. Wilma (Edinburgh) 2 5:37 PM How complex do you find the mapping through the options? Terry Freedman 5:38 PM is that video online, Matthew? Geoff Crisp 5:38 PM could be added to role play as a process for leading people through their role and how that persona might respond? Mathew Hillier 5:38 PM unfortunatly not. Terry Freedman 5:38 PM :-( alli 5:38 PM thanks guys! gotta dash - alli left the Main Room. ( 5:39 PM ) - Terry Freedman 5:39 PM what do u think of the idea of getting the students themselves to devise the various responses? Wilma (Edinburgh) 2 5:40 PM Some of our medics have worked with a system called Labyrinth for authoring a complex branching structur - to help students deal with the consequences of decisions through a branching series. It is very demanding on the writing and mapping, as you say 5:40 PM Mathew Hillier 5:40 PM the video was done by Frank Alpert at UQ. you can probably google his details. he is in school of business. Terry Freedman 5:41 PM thanks, Mathew Nhan Tran 5:41 PM Thank you for your information Mathew Hillier 5:41 PM if you email him let him know it came from me so he doesnt egt a schock haha. Terry Freedman 5:41 PM lol of course Geoff Crisp 5:42 PM Open Labyrinth http://sourceforge.net/projects/openlabyrinth/ Wilma (Edinburgh) 2 5:42 PM Thanks Geoff Mathew Hillier 5:42 PM do you want to swap back to the slides? Robert and Phill 5:42 PM Yes please Wilma (Edinburgh) 2 5:43 PM Ilike the idea of interactive reading. It is indeed engaging but perhaps more so because supported by voting and seeing what others think? Russell Waldron (UNSW) 5:44 PM I like "people want to automate and then create difficulties for students" Nhan Tran 5:46 PM Could it be a matching game between research methods and research questions Geoff Crisp 5:47 PM (6) Terry Freedman 5:47 PM what do u write te conversation in? i there a program? Mathew Hillier 5:48 PM moodle quiz in this case. Robert and Phill 5:48 PM Yep Lesson even 5:48 PM Mathew Hillier 5:48 PM a moodle 'lesson' module could also work Terry Freedman 5:49 PM i think a powerful form of learning would be to get the students to develop the answers -- or even the questions Geoff Crisp 5:49 PM A contribution to the history of assessment: how a conversation simulator redeems Socratic method: Russell Waldron (UNSW) 5:50 PM Have you used this for any quantitative science courses? Mathew Hillier 5:51 PM Paul Denny created 'PeerWise' this can croud source MCQ questions from students. http://www.cs.auckland.ac.nz/~paul/ 5:51 PM Russell Waldron (UNSW) 5:51 PM Joyful:) Robert and Phill 5:51 PM Peer wise + conversation sim... hmmm... sounds interesting Mathew Hillier 5:51 PM so it would be interesting to have student write sim questions. http://peerwise.cs.auckland.ac.nz/ 5:51 PM Russell Waldron (UNSW) 5:52 PM i think it would be possible Geoff Crisp 5:52 PM would be good for science/engineering where it makes students think about what is really absolutely known Mathew Hillier 5:52 PM there are still apsects of forming hypothesis that could lend itself to this. Geoff Crisp 5:53 PM all science is contestable - facts are just the currently held truths of a discipline - they may change over time Russell Waldron (UNSW) 5:53 PM but we don't much value fact recall - we want students to devevlop judgement about methods of calculation or research or reasoning Geoff Crisp 5:54 PM if we stop contesting things we stop learning and stop thinking Russell Waldron (UNSW) 5:54 PM yes please i'm in engineering 5:54 PM yes 5:54 PM how do you extract student choices 5:55 PM i.e. analytics 5:55 PM Mireilla Bikanga Ada 5:55 PM I found it very interesting. Thank you Khawla 5:55 PM Thank you :) - Eileen Dessaso 1 joined the Main Room. ( 5:55 PM ) - Russell Waldron (UNSW) 5:56 PM Ah yes! Mathew Hillier 5:56 PM at least you can do that! Terry Freedman 5:57 PM v interesting, thank u Robert and Phill 5:57 PM ) :) 5:57 PM Russell Waldron (UNSW) 5:57 PM v interestin, yes Nhan Tran 5:58 PM That's nice if there is an open box for students to give their answers. Thank you so much, - Eileen Dessaso left the Main Room. ( 5:58 PM ) - Mathew Hillier 5:58 PM yes- text box, croudsource with peerwise etc :-D Robert Avery (York St John) 5:58 PM It's given me some ides on how I could incorporate this Mathew Hillier 5:58 PM thanks phil and robert :-D - Mireilla Bikanga Ada left the Main Room. ( 5:59 PM ) - Mathew Hillier 5:59 PM it worked well :-D will relase in due course. 5:59 PM (probably after eassessment scotland has ended. 5:59 PM Carol Higgison 5:59 PM thanks and bye Mathew Hillier 5:59 PM thansk again! Khawla 5:59 PM Thnak you Terry Freedman 6:00 PM i missed sessions yesterday. is there a link to them please? Mathew Hillier 6:00 PM the TA session was recorded. but not relased yet. 6:00 PM Terry Freedman 6:00 PM ah ok, thanks Mathew Hillier 6:00 PM the eAS ones you will have to contact the e-assessment scotland folks fro their recording relase arrangments Geoff Crisp 6:00 PM we will have links to all these sessions on the transformingassessment.com website after the conference Terry Freedman 6:01 PM great! thanks again Mathew Hillier 6:02 PM any last questions? (before i close of the room).