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Formative e-assessmentPractitioner cases 普通类
vThis paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project ‘Scoping a vision of formative e-assessment’, namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 to January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the ‘domain’ of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly, Pachler, Mor, and Mellar (in press). This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009). In addition, Laurillard’s Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper1. Article Outline
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The role of student feedback 普通类
The collection of student feedback is seen as a central strategy to monitor the quality and standards of teaching and learning in higher education institutions. The increasing use of technology to support face-to-face, blended and distance courses has led managers as well as practitioners to become increasingly concerned to identify appropriate ways of assuring the quality of this e-learning provision. This paper presents a study of the collection of student feedback in higher education e-learning courses and the use of this feedback for quality assurance and enhancement. We carried out a series of case studies of the procedures in place in four e-learning courses, and in each case study we collected the quality assurance documentation and interviewed stakeholders (administrators, educational technologists, tutors and students). The comparative examination of these two sets of data showed that the main strategies for collecting student feedback – module evaluations and student representation – were both strongly affected by the distinctive features of the mode of delivery in e-learning courses, and as a consequence they were not able to adequately support quality enhancement. The remote location of the students impacted on both student representation and on the response rates for module evaluations. The enhancement function of the module evaluations were adversely affected by lack of appropriate course management arising from the disaggregation of course processes and the resulting ambiguity in the allocation of responsibilities.
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Using a digital medium to support learning 普通类
This small scale action research study investigated the experiences of learners over two iterations as they completed a patchwork text assignment within the digital medium of a personal learning system (PLS). The aim was to investigate the extent to which using a PLS can facilitate formative and collaborative feedback to assist student learning. A secondary question, linked to the course being a post graduate Certificate for new HE teachers within a geographically dispersed university, was to examine if using a PLS in the programme would influence their interest in using it with their own students in the future. This question is of particular importance for the tutors of this programme, as the university attracts mainly part-time students who are studying at a distance from the university campus. The study was carried out as part of the JISC funded Flourish Project, whose overall aim was to examine the use of a PLS to support the development of academic staff. A patchwork text assessment is a series of short independent pieces of writing, completed following formative peer feedback and then ‘stitched’ together by a reflexive commentary. A PLS provides a flexible digital online medium in which a learner is able to build a range of objects providing evidence from their professional practice or learning activities and to link these through reflective writing creating an e-portfolio for assessment. The digital medium allows the learner to share selected elements with others, including their peers and tutors, and to receive and give timely feedback electronically.
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Student engagement and blended learning 普通类
The widening participation agenda was instigated by a government seeking to develop skilled workers in the global economy, yet it has consistently refused to fund the burgeoning student population adequately. Managers and academics within the HE sector have to reconcile requirements for the implementation of policies with an increasing ‘audit’ culture and a mass education system. For these stakeholders, perceptions of the benefits of moving aspects of learning online can be attractive. But does this help the widening participation student, struggling to adjust to University life, juggling working to minimise debt and family commitments? A model has been developed through cross case analysis of students’ learning experiences at a post-1992 University to illustrate how students are creating new and innovative ways to negotiate their engagement with Higher Education. The negotiation involves their individual expectations of: • Their ability to control technology. • Their forthcoming educational experience. • Expectations of managing their ‘learning space. The model provides a way of mapping aspects of course design to different portraits of students, enabling students to be mapped as high, medium and low risk in terms of retention. The use of this model to design and analyse courses, in order to identify such risks for students, will then be demonstrated.
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The design of Cloudworks 普通类
This paper describes a new social networking site, Cloudworks, which aims to provide a dynamic environment for finding, sharing and discussing learning and teaching ideas and designs. The paper begins by discussing the mismatch between the potential application of technologies in education and their actual use in practice. It considers some of the reasons for this and suggests ways in which this gap might be addressed. It goes on to outline the vision behind the development of Cloudworks, the phases of development and findings to date. It then contextualises this work theoretically drawing in particular on the notion of ‘social objects’ and a framework for sociality. The paper concludes with a discussion of the implications of this work and future research plans.
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MuseumScouts 普通类
In this paper we report on the successes and challenges of a creative project involving museums, schools and interactive technologies. The MuseumScouts project is EU Comenius 2.1 funded and involves teachers, teacher educators, museum staff, students and researchers from five European countries: Germany (Berlin and Munich), Lithuania (Vilnius), Portugal (Porto), Austria (Linz), and the UK (Bristol and London). The MuseumScouts project arises from a European-wide desire to bring schools and cultural and educational institutions such as museums of different kinds, art galleries, science centres and historic buildings, together in collaborative learning experiences. The project aims to develop learner-centred approaches in the ‘museum’ environment: learners use information they collect during authentic learning opportunities to design short interactive multimedia teaching presentations with collaborative authoring tools. The focus is on knowledge acquisition, transformation and communication.
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Layered learning design 普通类
The use of ICT to enhance teaching and learning depends on effective design, which operates at many levels of granularity from the small to the very large. This reflects the range of educational problems from course design down to the design of activities focused on specific learning objectives. For maximum impact these layers of design need to be co-ordinated effectively. This paper delineates a reference model of ‘layered learning design’ where designs at one layer should use and incorporate designs from lower (more specific) layers in elegant and powerful ways. This would allow different designers, or tutors, to focus on different levels of abstraction in the learning design process, and to collaborate in combining designs to make a substantial impact on practice. The paper first delineates a model of the different layers of learning design. These layers range from the strategic structuring of learning activity (to achieve high-level goals) down to the design for basic learning activities. The paper then tackles the issue of the integration of this model with a major ‘aggregation’ model for learning objects. The essential insight is that learning objects should be viewed as instances of learning designs. This leads to a combined reference model where there is a correspondence between learning designs and learning object types at each layer. Finally, the paper applies the combined model to map some major contributions to learning design research and development.
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Cognitive learning efficiency 普通类
Nowadays we need to teach students how to become flexible problem solvers in a dynamic world. The pace in which technology changes and complexity increases requires increased efficiency in learning and understanding. This requires the engineers of tomorrow to quickly gain knowledge and insight outside their prime area of expertise. To transfer practical, how-to knowledge, to re-use design solutions and to teach students design solutions in the context of a specific domain, design patterns can be used. Design patterns offer a way to transfer knowledge that is more practical and ‘ready for use’ than a generic theory-based transfer of knowledge. However, the advantage of design patterns might go beyond re-use, design efficiency and flexibility. This paper argues that in addition to the benefits described above, there is a specific added value for the use of design patterns by students to acquire design skills and domain knowledge. To analyze this proposition we will analyze the literature on cognitive load and cognitive learning processes, and relate this to experiences from three case studies in which novices and experts were offered design patterns to develop and implement systems and processes. We will reflect on implications of the use of design patterns in computer-based teaching as well as on a potential support tool to improve the accessibility of pattern languages.
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Not all wizards are from Oz 普通类
Abstract This paper presents a methodology for the design of intelligent learning environments. We recognise that in the educational technology field, theory development and system-design should be integrated and rely on an iterative process that addresses: (a) the difficulty to elicit precise, concise, and operationalised knowledge from ‘experts’ and (b) the crucial differences between the communication modalities that experts can relate to, and those that are available to a computer-based system. Inspired by the well-known wizard-of-Oz methodology we discuss the need for characterising and carefully controlling the range of its possible variations. We refer to our approach as ‘tapering’ of the communication capacity of carefully engineered didactical situations and present its application, and a case study from our work with an exploratory environment. We then discuss the generality of the methodology and pragmatic constraints which can be useful in similar research.
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The role of physical representations 普通类
This research aims to explore the role of physical representations in young children’s numerical learning then identify the benefits of using a graphical interface in order to understand the potential for developing interactive technologies in this domain. Three studies are reported that examined the effect of using physical representations (blocks) on children’s (aged 4–8 years) strategies in a numerical partitioning task. The first study describes the role of certain perceptual and manipulative properties of the physical materials, comparing performance with paper and no materials conditions. The study demonstrated an advantage for physical materials and identified a key property reflecting strategies: whether blocks were moved individually or as a group. This finding was investigated in the second study by comparing strategies when children were asked to constrain movements to one block at a time. Significant differences were found in strategies used although differences were reduced by children moving individual blocks quickly in succession using both hands. The final study examined the effect of constraining manipulation using a graphical user interface, where on screen squares could only be moved individually. As predicted, significant differences were found for strategies used between physical and virtual conditions. The findings suggest that differences in the manipulative properties of interfaces may affect children’s numerical strategies and are discussed with respect to the design of effective interactive technologies in this domain.