Assignments as a focus for what is important to learn

Take a moment to reflect on your own experience of learning in a formal course. At what point in the process did you start asking questions about the way in which you would be assessed? When did you first sit down to read the assignment descriptions in your course outline, or ask your teacher what would be required of you in the assignments?   

If you are like most learners, this was probably something you did fairly early on in the course. And as a result, if you are like most learners, your understanding of what you would be assessed on, and how you would be assessed, probably helped you decide what to focus on as you progressed through the course. It probably also helped you decide what to ignore.

Assignments help learners to focus on the essential learning and not to get swamped by details. Being transparent about the exact requirements of assignments from the start of the course is an important way in which you can support your learners in managing their time.

Assignments are also an opportunity for the tutor to provide individual feedback to learners. Your feedback will help learners to gauge their progress throughout the course, and can play a critical role in either motivating or demotivating learners as they continue with their studies.

A third role that assignments can play is in helping you evaluate what is working on your course and what aspects need improvement. If large numbers of your learners struggle with a particular assignment, or a particular aspect of an assignment, that is possibly an indication that you need to revisit the relevant section of the course and build in more support for learners. It could also be an indication that the assignment itself needs to be revised.

Assignments as scaffolding

Assignments, more than any other component of an online course, create the scaffolding that enables learning to occur. (Have a look at the section on constructivism in Unit 3 if you need a brief reminder of the concept of scaffolding.)

A thoughtfully constructed assignment can take the learner on an exhilarating journey into unknown territory, all the while providing signposts and pit stops exactly where they are needed. At the end, the learner should be able to look back in pride and say, 'Wow! I did that!' Each successfully completed assignment should contribute to the learner’s growing sense of confidence in himself as a professional in the field in which he is studying. The assignments themselves acted as the scaffolding for the learning to occur.

Here are some ways in which you can create assignments as scaffolding:

  • If possible, try designing the whole course around a series of assignments, each one building on the last. If learners can see that Assignment 1 helps them to get to grips with the concepts that will be applied in Assignment 2, they are likely to put a great deal of effort into Assignment 1. (In this scenario, it is even more critical than ever to provide learners with prompt feedback on their assignments, so that they can clarify any misunderstandings before they embark on the next assignment.) 
  • Create staged assignments. Each stage has to be completed before the next one can be started, and there is some form of feedback – either from other learners, or from you – at the end of each stage to help learners judge their own progress towards the expected outcomes. 
  • Build in a requirement that learners have to collaborate on some part of the assignment. This is surprisingly easy to do using online communication tools, such as discussion forums and wikis. These tools allow learners to participate at times that suit them over an extended period, and provide a permanent record, for the learners and for you, of the communication, for later reference. This idea is elaborated on in the next section.

Reflection

  1. How do you approach assignments in the distance course(s) you teach? Do you use any of the approaches described above – i.e. a series of assignments all building on one another; staged assignments; and/or a requirement of collaboration on some part of the assignment? If so, can you give examples of how your assignments provide scaffolding for learners in your particular discipline?
  2. Perhaps you're a tutor on a course where someone else designs the assignments. But nevertheless, which of the suggestions given above could you use to support the learners to complete their assignments well?