Abstract
The general purposes of this chapter are to provide a related literature review and share current pedagogical practices supporting formative digital-based assessments, especially as pertains to online/hybrid environments shared among a variety of educational community members (preservice teachers, in service teachers, undergraduate and graduate students, university faculty, K-12 students and family members). The authors have implemented a cross-course collaborative model in which university undergraduate and graduate students collaborate with each other toward greater service to community family events. The literature review includes 1) pedagogies in online/ blended learning environments, 2) top inquiry-based learning digital tools within collaborative learning systems, 3) digital-based formative and summative assessment, 4) gamification and computational thinking. The authors then present frameworks of a cross-course collaboration model: 1) pedagogical applications of their journey storytelling as digital formative assessments, as well as 2) empathy and journey mapping.
TopIntroduction
The general perspective of this chapter is from preservice or inservice educators, university faculty members seeking related, current research-based practices. The objectives of this chapter are to:
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Discuss current research primarily related to digital-based formative assessments, design thinking in gamification and computational thinking, and awareness of top inquiry-based learning digital tools within collaborative learning systems;
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Present related theoretical frameworks, as well as more innovative combined frameworks;
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Share pedagogical practices supporting formative digital-based learning assessments based upon hybrid, inquiry-based learning instructional designs.
This chapter’s key sections include background literature review, cross-course collaboration model for pedagogical applications, future research directions, and the conclusion.
TopBackground Literature Review
The section is comprised of pedagogies in online/blended learning environments, inquiry-based learning digital tools within collaborative learning systems, digital based formative and summative assessments, and gamification and computational thinking.
Key Terms in this Chapter
Educator: Is broadly defined as anyone in an educator role. Preservice teachers, inservice teachers, nursing educators, trainers, and instructional designers are all examples of educators.
Persona: In the Hero’s Journey, this represents the individual that is traveling the journey’s path.
Cross-Course Collaboratives: Multiple courses taught by multiple educators contribute to the same service to community project. Each course contributes at least one major course learning outcome in a collaborative service to community event.
Productive Balance: The desired overlapping area amongst technical accommodation, task clarity, and integrative potential.
Service to Community Event / Family Event: Is defined as university students’ individual contribution to a cross-course collaborative event. Each university student leads in an activity they designed or contributed to for the service to community/family event.
Student: Is broadly defined as anyone in a student role. College or university students in their courses or inservice teachers in professional development are examples of students.
Scenario: With respect to the Hero’s Journey, this is the series of events that comprise a chapter of a journey.
Socioconstructive: With respect to education, this is a belief that through experiences, while socially engaging, all those involved in the experiences learn and grow in various ways.