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.
Published in Chapter:
Formative Journeys: Formative Assessment With Journey Mapping Through Hero Stories, Gamification, Computational Thinking
Susan A. Elwood (Texas A&M University, Corpus Christi, USA), Misty R. Kesterson (Texas A&M University, Corpus Christi, USA), Kelli Bippert (Texas A&M University, Corpus Christi, USA), Heather DeGrande (Texas A&M University, Corpus Christi, USA), and Patricia Boyson (Texas A&M University, Corpus Christi, USA)
Copyright: © 2022
|Pages: 29
DOI: 10.4018/978-1-6684-2468-1.ch001
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.