PGCAPP Unit 6

this site is good becuase .........................

Finding a technology you are comfortable with.....

HEA case studies

"Development of authoring software for peer and self assessment of text based exercises using the web as an interface"

Development of authoring software for peer and self assessment of text based exercises using the web as an interface

Student assessment of other students' work, both formative and summative, has many potential benefits to learning for the assessor and the assessee. It encourages student autonomy and higher order thinking skills. Its weaknesses can be avoided with anonymity, multiple assessors, and tutor moderation. With large numbers of students the management of peer assessment can be assisted by Internet technology.

The Centre for Educational Developmentay Queen's Belfast has identified a selection of online materials and resources to assist colleagues who may be interested in implementing peer and self-assessment.

Includes discussion of the Mazur Sequence, used by Comp Science

It allowed time to think, to dream, to gaze, to get a new idea and try it and drop it or persist, time to talk, to see other people's work and their reaction to yours

"This paper reports the findings of a case study in which audio feedback replaced text-based feedback in asynchronous courses. Previous research has demonstrated that participants in online courses can build effective learning communities through text based communication alone. Similarly, it has been demonstrated that instructors for online courses can adequately project immediacy behaviors using textbased communication. However, we believed that the inclusion of an auditory element might strengthen both the sense of community and the instructor's ability to affect more personalized communication with students. Over the course of one semester, students in this study received a mixture of asynchronous audio and text-based feedback. Our findings revealed extremely high student satisfaction with embedded asynchronous audio feedback as compared to asynchronous text only feedback. Four themes, which accounted for this preference, were culled out in an iterative, inductive analysis of interview data: 1. Audio feedback was perceived to be more effective than text-based feedback for conveying nuance; 2. Audio feedback was associated with feelings of increased involvement and enhanced learning community interactions; 3. Audio feedback was associated with increased retention of content; and 4. Audio feedback was associated with the perception that the instructor cared more about the student. Document analysis revealed that students were three times more likely to apply content for which audio commenting was provided in class projects than was the case for content for which text based commenting was provided. Audio commenting was also found to significantly increase the level at which students applied such content. Implications of this case study and directions for future research are addressed in the discussion and conclusions section of this paper. "

This paper reports the findings of a case study in which audio feedback replaced text-based feedback in asynchronous courses. Previous research has demonstrated that participants in online courses can build effective learning communities through text based communication alone. Similarly, it has been demonstrated that instructors for online courses can adequately project immediacy behaviors using textbased communication. However, we believed that the inclusion of an auditory element might strengthen both the sense of community and the instructor's ability to affect more personalized communication with students. Over the course of one semester, students in this study received a mixture of asynchronous audio and text-based feedback. Our findings revealed extremely high student satisfaction with embedded asynchronous audio feedback as compared to asynchronous text only feedback. Four themes, which accounted for this preference, were culled out in an iterative, inductive analysis of interview data: 1. Audio feedback was perceived to be more effective than text-based feedback for conveying nuance; 2. Audio feedback was associated with feelings of increased involvement and enhanced learning community interactions; 3. Audio feedback was associated with increased retention of content; and 4. Audio feedback was associated with the perception that the instructor cared more about the student. Document analysis revealed that students were three times more likely to apply content for which audio commenting was provided in class projects than was the case for content for which text based commenting was provided. Audio commenting was also found to significantly increase the level at which students applied such content. Implications of this case study and directions for future research are addressed in the discussion and conclusions section of this paper.

Dianna Laurillard explains her model and extends it to analyse collaboative and mobile learning

Primarily focussed on educational research this provides a useful review of methods

Wikis as research notebooks - open, closed or ajar?

An example of using wikis as individual student workspaces.

A useful study from the OU - examines the effect of the wikis' functionality on the students' use of the tool, and the consequences for the students' engagement with the activities and learning opportunities. Large scale 56 wikis and 250 students.

A good example of an e-learning inquiry.

Produced by the ESU at the University of Bristol

Produced by the ESU at the University of Bristol