APPLICATION OF THE CONSENSUAL ASSESSMENT TECHNIQUE IN 21ST CENTURY TECHNOLOGY-PERVASIVE LEARNING ENVIRONMENTS

H.P. McKenna1, M.P. Arnone2, M.L. Kaarst-Brown2, L.W. McKnight2, S.A. Chauncey3

1AmbientEase (CANADA)
2Syracuse University (UNITED STATES)
3Benchmark Education (UNITED STATES)
This research study examines application of the consensual assessment technique (CAT) as a way of assessing creativity and innovativeness in 21st century technology-pervasive learning environments. Combining the emerging technology of ambient intelligence (AmI) with the next generation technology of wireless grids, an ambient and emergent 21st century learning environment is generated, experienced, and imagined. Using a case study approach, research is conducted with students and faculty in a postsecondary, virtual distributed educational environment. Quantitative and qualitative data are gathered based on the use experience of study participants with WeJay social radio, an early stage pre-standards wireless grid software application. Multiple methods of data collection are used to gather information from participants on their use experience. Content analysis and descriptive statistics are used for the analysis of qualitative and quantitative data, respectively, contributing to emergent insights.
Through content analysis, idea artifacts are extracted contributing to development of a glossary of terms and definitions. The CAT is employed as a way of assessing the creativity and innovativeness of ideas generated during the use experience; and extending the assessment to four other dimensions of the creativity construct – meaning, value, transformativeness, and satisfaction. This research adheres to CAT processes and procedures, with the use of two or more judges and Cronbach's coefficient alpha for reliability. This empirical study makes a contribution to the research literature in demonstrating the potential for application of the CAT in a number of domains including: AmI, wireless grids, digital learning environments, and emerging technologies. Further, a key contribution to the literature is made through recommendations for adaptation of the CAT to emerging technology-pervasive learning environments which are characterized by awareness, autonomy, collaboration, and real time data analytics potential. Finally, this study invites use of the consensual assessment technique in future, larger studies with wireless grids, emerging technologies, and autonomy and awareness-based learning environments.