Following on from Sylvia’s question about the last ten years we have found that the RSD framework is hard for people- educators or students- to understand the first or second time round. At the same time, the RSD articulates something that some people find illuminating, and helpful for learning, teaching and researching. And it turns out the complexity is helpful for some.
After 10 years of RSD use and evaluation we are starting to find out the difficulties that educators and students face.
What was your first encounter with the RSD like? Instant epiphany? Slow dawning? Disineterest.
What ways did you find helpful to overcome any initial barriers of understanding/applicability/implementation?
As we are starting to use reskidev to encourage sharing of RSD practice, you might not only repond to my questions, but also pose your own questions and problems with RSD use! You may get some insightful answers.
My hope is that as people begin to share their ideas/resources/questions/ problems, we see an organic and growing set of RSD resources, reviewed by colleagues, thet may eventually go oto
A perennial problem is student group work – students dont like being lumped into groups, as some bear the load and some dont contribute. Sometimes one member is too bossy and prevents the others from working or working effectively. Frequently, students are asked to assess others’ contributions, and this results in sometimes higher marks.
In the Austrlian 29/10/15 one author slammed the practice of groupwork, as inneffective.
Yet group assessmnets are often valuable as ways that students learn skills of communication, collaboration, leadership, management and to be accountable to others.
So, why dont we flip group work?: Make it more valuable if students have a dysfunctional group?
Especially early in a degree, we could ask students to focus on team processes, identify impediments and articulate strategies that they (individually) dealt with them, as well as other processes, drafts and final product.
Why not have interim feedback from other teams that identify strengths and weaknesses according to criteria, but the allocation of marks relate to how they respond to peers, rather than what peers say. Also, the effectiveness of the feedback they give to other groups could be an assessable feature.
Maybe this needs to be more on my problems
eg At symposium, someone said ‘RSD doesn’t show groupwork’
I thought it does- ‘students’ plural. The word ‘team’ is in facets a, d,e & f.
Suggest ways to make the RSD capture a sense of team processes more clearly (without writing off individual work)
Invite people to give ideas on RSD in groupwork
RSDzone is a linkedIn group
#rsdzone for any tweets
MELTeducation 