Fellenz, M. R. (2004). Using assessment to support higher level learning: the multiple choice item development assignment. Assessment & Evaluation In Higher Education, 29(6), 703-719.
Faulkner
welcomes the students and talks about
the day's task as he puts a couple of
key problems on the electronic whiteboard to check for understanding on
last night's video lesson.
. If several students are
stuck on a problem, he might work
through more examples on the board
at the front of the class. And, just to
be sure, there are daily spot quizzes,
often using clickers so the students
and teacher get immediate results.
create a Moodle
site for each course. It soon became
clear that they'd have to create their
own video lessons rather than relying on prepackaged web courses or
lessons. Once the district agreed to
unblock YouTube, they embedded
the video lessons in each course site.
Classroom management was another challenge, says 20-year veteran
teacher Rob Warneke: "Kids need to
be trained and guided to stay on task,
work collaboratively, solve their own
problems, be disciplined," he says.
"This is harder than making everyone
be quiet during a lecture. Thinking
and learning can be quite noisy!"
Although teachers set goals and expectations for
homework, students must independently complete homework by
practicing self-regulatory behaviors such as planning, inhibiting distractions, persisting at difficult assignments, organizing
the environment, overcoming unwanted emotions, and reflecting on what they have learned
Savage, J. (2012). Moving beyond subject boundaries: Four case studies of cross-curricular pedagogy in secondary schools. International Journal Of Educational Research, 5579-88.
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This is the second in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forma." This paper deals with the question: How is teaching online different from conventional teaching? By comparing these differences along several dimensions, a set of recommended practices for online teaching emerges. This article examines issues such as online course organization and planning, teaching guidelines and constraints, relationships between students and teacher, lectures versus tutorials, and assessment of student performance. A transition is underway. The same networking and computing technology that has revolutionised global commerce, and many other facets of modem life, is now being targeted at education. Partnering the Internet with modern course management systems makes it possible for universities to offer online courscwork on a global basis. The critical task that lies ahead is to create and disseminate curricula of high quality online that students can embrace and educators can sustain. The overall objective of JISE's Online Education Forum is to examine the realities of college and university online teaching, and the processes of education using today's information technologies. The issues and insights discussed in this forum will provide educators with important tools and the understanding needed to embrace the world of online education. Reprinted by permission of the publisher.