This section is for individuals who do not want to read the full dissertation but would like to know a little more of the theoretical and empirical foundations for the learning and assessment tools found under “For Faculty” and “For Students.”
This work is based on two big assumptions, namely, that (1) learning can be framed as the forming of connections and (2) that classroom assessment can be framed as documentation.
- Framing Learning as Connection addresses the first assumption, introducing a model of connectivity that is closely based on Kolb’s experiential model for learning and draws from social learning theory, cognitivist theories, and knowledge transfer research.
- Assessment by Digital Annotation addresses the second by drawing on the progressive education literature to argue for assessment FOR learning rather than just assessment OF learning. It situates the use of digital annotations within that literature, suggesting that digital annotations are reified object of social, digital learning.
- Limitations provides a list of caveats related to using digital annotations in classroom assessment.