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When classroom interactions have to go online: the move to specifications grading in a project-based design course

When classroom interactions have to go online: the move to specifications grading in a... PurposeThe events surrounding the COVID-19 crisis had a profound effect on higher education, forcing students and instructors to face a sudden transition to wholly online learning contexts. This paper aims to examine how the design of a residential course was adapted to an online context and how this adaptation may prove beneficial to future iterations of the course.Design/methodology/approachThis analysis centers on a master’s-level course in which students design software to support learning. One of the major changes to the course revolves around the transition from a traditional rubric-based grading scheme to a specifications grading system. This latter approach provides a series of binary (pass/fail) requirements (specifications) that students must meet to pass. Various forms of interactions were also altered during the transition; the authors investigate these in the paper.FindingsThis study found that the move to specifications grading helped students and the instructor to focus on the important work of meeting course learning goals. The approach also aligned well with authentic scenarios in which software projects are tested against certain specifications. Finally, this study concludes that thinking about specifications grading in the future can help us to develop more resilient pedagogical design approaches that respond to various forms of disruptions and changes.Originality/valueThe course design insights described in this paper illustrate alternative ways of instruction that can be especially useful during times of emergency, but which may also provide an added level of authenticity and learner motivation during times of stability. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Information and Learning Science Emerald Publishing

When classroom interactions have to go online: the move to specifications grading in a project-based design course

Quintana, Rebecca; Quintana, Chris
Information and Learning Science , Volume 121 (7/8): 8 – Jul 16, 2020
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References (9)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2398-5348
DOI
10.1108/ILS-04-2020-0119
Publisher site
See Article on Publisher Site

Abstract

PurposeThe events surrounding the COVID-19 crisis had a profound effect on higher education, forcing students and instructors to face a sudden transition to wholly online learning contexts. This paper aims to examine how the design of a residential course was adapted to an online context and how this adaptation may prove beneficial to future iterations of the course.Design/methodology/approachThis analysis centers on a master’s-level course in which students design software to support learning. One of the major changes to the course revolves around the transition from a traditional rubric-based grading scheme to a specifications grading system. This latter approach provides a series of binary (pass/fail) requirements (specifications) that students must meet to pass. Various forms of interactions were also altered during the transition; the authors investigate these in the paper.FindingsThis study found that the move to specifications grading helped students and the instructor to focus on the important work of meeting course learning goals. The approach also aligned well with authentic scenarios in which software projects are tested against certain specifications. Finally, this study concludes that thinking about specifications grading in the future can help us to develop more resilient pedagogical design approaches that respond to various forms of disruptions and changes.Originality/valueThe course design insights described in this paper illustrate alternative ways of instruction that can be especially useful during times of emergency, but which may also provide an added level of authenticity and learner motivation during times of stability.

Journal

Information and Learning Science – Emerald Publishing

Published: Jul 16, 2020

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