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Plato versus AHELO: The nature and role
of the spoken word in assessing and
promoting learning.
Gordon Joughin, The University of Queensland,
Australia
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Déroulement
1. Context
2. A short story: Explorations in orality
3. Orality examined
4. Blogs, podcasts, transformations?
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The learner learning
LC TC
LP TP
Concepts
Action plans
Guidance
OC
OP
Articulating ideas
Others’ ideas
Preparing Outputs
Others’ Outputs
Asking Questions
Investigating
Listening/ Reading
Reflection
Producing
Revising
Working to a goal
Feedback
LC Tuition
Practice LP
Adaptation
Discussion
Collaboration
being supported, acting thinking,
The Conversational Framework (Laurillard)
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Deep approaches to learning
Deep approach Surface approach
Intention To understand To complete the task
Structure Holistic Atomistic
Focus Underlying meaning
of the task
The surface of the
task: words,
sentences, product
Learning by Relating & organising Memorising
Learning is .. A window into reality Separate from
everyday reality
Ramsden, P. (2003). Learning to teach in higher education. London: Routledge.
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U = V x R x C x I x A x F
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Viva the viva!
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Law students on the ‘viva’
“ …I’ll just write some
kind of rubbish,
whether it relates to
the topic or not. But in
the viva you know
you’re going to look a
fool so you make sure
you know what you are
saying.”
“In a written
assignment you can
remain quite remote
from what you write.”
“In an exam you’re just a
number but the viva’s
personalised and you’re
in direct contact with the
people who assess you.”
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Theology students: Purpose
“ the whole process was to try to explain
it to other people”
“ I tried to be really certain that I knew
what I was talking about”
“I’ve really wanted to convince people”
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“ I tried to be really certain that I knew what I was
talking about”
“ It’s your way of trying to define meaning or to
interpret the things happening around you.”
“You take a line and you stick to it.”
“you’ve got to really understand it because if someone asks you a question …”
“it’s really a battle between me and them”
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Fear and loathing in OA
“I was dreadfully nervous.”
“It’s directly associated with you.”
“When it’s verbal, people often take it as an attack.”
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• Intention
• Content
• Interaction
• Feelings
• Audience
• Comparison with written assessment
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Oral assessment as richer
‘David’
• More authentic
• Higher quality learning
• Deeper engagement
‘Tom’
• More preparation
• More personal
• More understanding
• More learning
• More ownership ‘Mary’
• More understanding
• More work
• Greater responsibility
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Feelings
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Feelings approaching the viva
• “The unknown is a bit stressful; really stressful”
• “Pretty nerve-wracking – you never know if they’re
going to ask you the one question that you don’t
know. .. it’s your last exam and after this you’re a
vet ... heightened sense of arousal”
• I’m happy with it. I don’t really particularly get
overly nervous or stressed out.
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Does the viva improve learning?
• “... in exams, they get you to remember a specific list
of something, and so you just rote learn it. You don’t
understand it. Whereas a viva is more,
understanding.”
• “I try and make it clinically relevant, because my brain
doesn't work by remembering. It's like what I said, I
like working backwards. If I start just trying to learn
everything, I don't retain my knowledge.”
• “... it's mostly rote learning and making lists; lists are
fun.”
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Written vs oral
• “I feel like it's a more reasonable assessment of my ability
as a clinician”
• “The viva lets you explain more and then they can ask
more questions”
• “the written exams - you can hide”.
• “(the written exam) It's not really training you to think. I
suppose it's just training you to tell.”
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The viva as a rite of passage
“I think it's been a verification
for me that I am going to be
able to be a vet next year, in
terms of speaking to people,
looking at something,
explaining. I think it's been
quite - it's a validation.”
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The Vet Viva: Assessors’ perspectives
• Probing
• Assessing thinking
• Clarifying
• Adapting
• Modelling
• Confirming
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Summing up
Deep approaches Engagement
Anxiety Interaction
Audience Uncertainty Confrontation
Authenticity Learning Judging
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Orality
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The psychodynamics of orality: Ong
• Dabar!
• Writing separates the knower from the known.
• Orality is the sphere of controversy and
aggression.
• The spoken word proceeds from the human
interior and shows us as human.
• Speaker and hearer are fully present.
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“Writing restructures consciousness”
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Collaboration, Contextualisation and
Communication Using New Media:
Introducing Podcasting into an
Undergraduate Chemistry Class
Emma Bartle, Nancy Longneckerb, Mark Pegrumc
International Journal of Innovation in Science and
Mathematics Education, 19(1), 16-28, 2011.
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Talking about chemistry with other people – get a
different perspective of the topic from other people
The main advantage was the research that was put
in – I found I understood the topic more after doing
the research and taking the time to understand it.
The podcasting assignment encouraged us to take
a more active role in studying our topic and reinforced
the main ideas of the topic.
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“I just stumbled upon the most awesome
podcast! Check out Wed 2-5 lab group,
Alum4 AB; it will seriously be worth your 3
minutes!”
This post received a reply: “Yeah big
respect to this one…takes an uppercut!! Lol”.
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Assessment 2: Blog on beliefs about LL
For this blog-based task, you are required to write an
academic-style opinion piece about your beliefs about
language learning and the use of technologies in your
language learning experience. ...
Your blog will be available for other students to see
unless you prefer that only the course coordinator will
be able to see your blog
You also should utilise the affordances of blog
technologies to express your opinions in a multi-
modal format (for example, using pictures, links,
videos etc).
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A short guide to oral assessment. LMU