Anderson (2008, p51) points out that “the challenge on online learning is to provide very high quantity and quality of assessment, while maintaining student interest and commitment--something that is often best done by developing a learning community.” My photography classes are built on a community of learners’ platform and that will continue as the class crosses over to an online environment. As I look towards Anderson’s model of assessment-centered learning systems (2008, p50), the suggestion is to ease teacher workload by using strategies that provide formative and summative assessment without increased teacher participation. The assessment tools described by Anderson that best fit my course would be: collaborative learning groups that document and assess their own learning, student agents who facilitate and monitor peer activities to informally assess and aide each other, and the development of project-based artefacts that are valued informally in class and on the World Wide Web (Anderson, 2008,p50).
The collaborative learning groups will be meeting to choose resources for the class wiki. The contributions for the wiki will be managed on a point system where the students will track their own submissions. Students in the class will be “experts” and will provide aide and support to their learning group. The whole second term will be project based with input from peers, the World Wide Web and self-assessments. Feedback and support for their learning will occur weekly through the e-portfolio pages and group meetings.
My goal continues to be one of a self-directed classroom with my role being a facilitator and supporter of my students’ learning. The details of the rubric for portfolio work and the point system for the wiki submissions are in process now. I hope to foster a classroom environment of collaboration, research, experimentation, reflection and, most of all, a passion for the power of photography.