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...equipping students for the learning and assessing they will need to do after completing their course and the challenges they will face after graduation.

"The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation." The ten innovations are: Assessment for learning Badges to accredit learning Learning analytics MOOCs New pedagogy for e-books Personal inquiry learning Publisher led mini-courses Rebirth of academic publishing Rhizomatic learning Seamless learning

studies of alternative means of assessment for large classes in engineering

(View webinar archive and support resources) - Next Generation Learning Challenges has identified six essential dimensions of next-generation learning: - learning goals focused on deeper, more comprehensive outcomes - measurement of progress through embedded and adaptive assessment - learning designs that are personalized, competency-based, and supportive - blended and open-source implementation and change management - conditions that enable "breakthrough models" to succeed - broad and rapid scaling to match the widespread need

Also allows for providing voice feedback for assessments using Speed Grader app.

Matt Bower, John G. Hedberg & Andreas Kuswara (2010): A framework for Web 2.0 learning design, Educational Media International, 47:3, 177-198 This paper describes an approach to conceptualising and performing Web 2.0-enabled learning design. Based on the Technological, Pedagogical and Content Knowledge model of educational practice, the approach conceptualises Web 2.0 learning design by relating Anderson and Krathwohl's Taxonomy of Learning, Teaching and Assessing, and different types of constructive and negotiated pedagogies to a range of contemporary Web 2.0-based learning technologies. The learning design process can then be based upon the extent to which different Web 2.0 technologies support the content, pedagogical, modality and synchronicity requirements of the learning tasks.

Excellent exa,mple of game theory, or indeed problem based learning in a university course.

What do we know about how people learn? How do young people's motivations and emotions influence their learning? What does research show to be the benefits of group work, formative assessments, technology applications, or project-based learning and when are they most effective? How is learning affected by family background? These are among the questions addressed for the OECD by leading researchers from North America and Europe. This book brings together the lessons of research on both the nature of learning and different educational applications, and it summarises these as seven key concluding principles.