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**How can new paradigms of evaluation and assessment better support peer-to-peer collaborative principles and the way students learn in today’s digital world?**
Crafting a New Generation of Assessments The power of technology to improve assessments, by providing information not only on what students know, but how they arrive at their answers, has been largely untapped. This article explores the advantages of computer testing technologies.

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices. A growing body of scholarship suggests potential benefits of these forms of participatory culture, including opportunities for peer-to-peer learning, a changed attitude toward intellectual property, the diversification of cultural expression, the development of skills valued in the modern workplace, and a more empowered conception of citizenship. Access to this participatory culture functions as a new form of the hidden curriculum, shaping which youth will succeed and which will be left behind as they enter school and the workplace.


 * HASTAC Scholars Discussions:**

Grading 2.0: Evaluation in the Digital Age Many educators agree that it's time to expand the current notion of assessment and create new metrics, rubrics, and methods of measurement in order to ensure that all elements of the learning process are keeping pace with the ever-evolving world in which we live. This new framework for assessment might build off of currently accepted strategies and pedagogy, but also take into account new ideas about what learners should know to be successful and confident in all of their endeavors.

Teaching with Technology and Curiosity The rapid proliferation of digital tools and media is encouraging many of us to rethink our course development and classroom strategies. The adoption of these exciting new tools, however, is not simply a matter of grafting digital elements onto the traditional classroom methods. Instead it uncovers and unsettles many of the basic pedagogical assumptions that have long driven our teaching. But, these technologies have also created some new challenges as instructors and students.

Making Invisible Learning Visible This forum explores key questions related to the impact of technology on learning. Framing our discussion will be the findings of the Visible Knowledge Project, a collaborative effort by more than 70 faculty from 22 institutions who not only experimented with incorporating new media technologies into their classrooms, but also drew on the scholarship of teaching and learning in order to document and reflect on their experiences.

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