However, Falchikov (2007) urged us to be wary of all grading processes, not just peer-assessment, and she argued that concerns about the validity and reliability of peer-assessment can be addressed.
Using self- and peer-assessment to enhance studentsfuture-learning in higher education. - 0 views
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Be careful when giving grades to students for peer editing
Size Matters: How Much Reading to Assign (and other imponderables) - Center for Teachin... - 1 views
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Getting carried away reading other students links and exploring websites assigned for class takes a lot of time. The measurement of what becomes important to the student changes as the student exp[lore. The teacher on the other hand is stagnent with assigned expectations.
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Similarly, assigning four different articles in one week might mean than they aren’t getting as much as they could out of any of them. Less can be more.
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Novices and experts. Many of the above points relate to the fact that we read as experts while our students are still novices and are really learning how to read appropriately to build up their expertise.
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How many assignments are resonable to expect of students to complete
Limiting Structural Stress for Online Learners - LimitingStructuralStressforOnlineLearn... - 1 views
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This article by Matthew Putz discusses ideas for course structuring that will help students better navigate the course. Sound theories at work here!
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This article by Matthew Putz discusses ideas for course structuring that will help students better navigate the course. Sound theories at work here!
Alex's Manual - 0 views
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Connect: create course so it is easy for students to follow and understand right at the beginning
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Six Factors to Consider when Planning Online Distance Learning Programs in Higher Educa... - 0 views
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The WWW has caused the biggest change in education and learning since the advent of the printed book a little over 500 years ago
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"The WWW has caused the biggest change in education and learning since the advent of the printed book a little over 500 years ago "
Course Design Factors Influencing the Success of Online Learning. - 0 views
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Factors that affect the success of asynchronous online learning by looking at course design and student perceptions.
Asynchronous Discussions and Assessment in Online Learning - 1 views
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Asynchronous Discussions
Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carn... - 0 views
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he goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning
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strengths and weaknesses and target areas that need work
Drafting - A writing process - 0 views
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Improving clarity
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dynamic
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namic v
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Writing is a dynamic process. It is something that evolves over time.
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Working Memory Capacity Limits - 0 views
Learner Attribute Research Juxta posed with Online Instructor Experience: Predictors of... - 0 views
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The purpose of this study is to balance student characteristic research with external, direct data from the perspective of online instructors in order to provide a practice-oriented understanding of the unique factors predictive of student success in accelerated, on line courses. Four issues emerge as the most predictive of online learner success: time, technology, initiative, and competence. Discussion examines the practical, deliberate application of this information to facilitate students' successful completion of online courses.
A CONSTRUCTIVIST MODEL FOR THINKING ABOUT LEARNING ONLINE - 0 views
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This paper provides a brief overview of constructivist learning theory and explores its implications for instruction in terms of the design of online learning environments that are learner-centered, knowledge-centered, assessment-centered, and community centered. It then presents a model for organizing thinking about technology-mediated learning within a social constructivist frame. The RCET model distinguishes three interacting domains of knowledge construction -- conceptualization, representation, and use --within which the unique affordances and constraints of the online medium and their effects on learning can be scrutinized. It is hoped that so narrowing the focus of inquiry might guide research to pursue findings which can meaningfully inform practice and advance online learning.
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