"The Assessment and Feedback area of the Design Studio gives access to existing and emergent work on assessment and feedback of significant interest. Under a series of themes, you can explore what we currently know about enhancing assessment and feedback practice with technology, find links to resources and keep up to date with outputs from the Assessment and Feedback and other current JISC programmes."

Open textbook produced by JISC funded DFTE project and introduced during activity week at JISC e-Learning Conference 2012.

This is the project blog for a JISC funded project - Evaluating assessment diaries and GradeMark at the University of Glamorgan. This project is part of the JISC Assessment and Feedback Programme. The programme has three strands. Our project is in Strand B where we will evaluate assessment and feedback related innovations which are already underway in a faculty or institution, and report on lessons for the sector.

Another app that I've seen discussed in the context of electronic assessment and feedback. Useful if the original document is Word or one of the other Office files. Reviews claim that it doesn't work with an external keyboard. Premium edition syncs with Dropbox and Google Docs and costs £11.99. Worth a punt at that price anyway?

One option for marking work on an iPad that I'm looking at.

Bucky Roberts (thenewboston.com) introduces the HTML5 family of features and APIs in this YouTube playlist of 53 (so far) 4-5 minute tutorials. As Bucky Says, HTML5 is an evolution of the "HTML Burrito" of HTML, CSS and JavaScript and he has earlier video courses on these as well. I've only watched two episodes, but they seem good quality to me. Thanks to mrparkin for the recommendation.

I asked for suggestions for a replacement for Netskills TONIC and Chris Hall (@chris_hall) passed on this recommendation from one of his students: BBC WebWise. This is a beginner's course aimed at adults who are new to computers and the internet. It has a very wide brief which seems to be the closest to TONIC in it's range of topics. Very high-quality resources as well as you'd expect from the BBC. Although not a direct replacement, WebWise was the best alternative that I have come across so far, and is the one I will be using with my EG-152 class this year (I will be linking to the Internet Detective and OU Safari too).

I asked for suggestions for a replacement for Netskills TONIC and Sam Oakley (@rscsam) also suggested SAFARI "a guided expedition through the information world." This resource was developed by the Open University (OU) and looks like a comprehensive tutorial on accessing, finding and reviewing information  -- and not just from the Internet. The recommended time to work through the examples is 10-13.5 hours. TONIC was much more of a beginners guide to the internet but Safari looks an excellent resource for students embarking on a research project.

I asked for suggestions for a replacement for Netskills TONIC and Sam Oakley (@rscsam) suggested the Internet Detective (developed by the University of Bristol and Manchester Metropolitan University from an original tutorial by Marianne Peereboom. Though launched in 2006 it doesn't appear to have been updated since 2009. TONIC was about the internet generally though, not just research.

Thought provoking blog post from David White. Some interesting ideas that have come out of interviews related to his Digital Residents and Natives and Open Edducational Resources research, viz the "emergency collaboration" 24 hours from coursework submission (I'm sure that goes on a lot in Swansea) and Google> Wikipedia> References which is a popular technique with students but is kept hidden because of the overt discouragement of academics for Google and Wikipedia as valid academic research tools. I've personally never had a problem with either G or W in my own learning. Am I prejudiced against them in my students' learning?

"This study investigated the impact of Open Educational Resources (OER) use on teaching and learning. To achieve this, the project team reviewed current research in the area; surveyed, interviewed and ran workshops with suitable participants to collect data; and produced an accessible report on the study findings. The report considered the use of OER from both an individual and institutional perspective looking at the benefits OER can offer each and identifying the pedagogic, attitudinal, logistical and strategic factors conducive to uptake and sustained use of OER, as well as the associated issues and challenges." Video, "accessible" report and full report available. Cited on Paul's e-Learning Resources https://sites.google.com/site/technologyenhancedlearning/home/the-resources/open-educational-resources-oer

Interesting discussion on the Higher Education Teaching and Learning (HETL) group on LinkedIn (itself an interesting resource). You may need to be a LinkedIn member and join the HETL group to access the discussion.

"This website provides an introduction to digital collections designed for education. They are mainly aimed at university students, researchers and librarians but many of the online archives are open to anyone. The collections cover areas such as history, social sciences, or science and engineering and include, for example, journals, newspapers and images."

"Minds on Fire: Open Education, the Long Tail, and Learning 2.0 EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16-32" Cited in Mike Sharples' keynote for Theme 2: Navigating Pathways of the 2011 JISC Innovating e-Learning Conference

Abstract - Staff and students in the UK often dismiss MCQs (Multiple Choice Questions) as being associated with rote learning, but not understanding. However one of the biggest results ever published in education shows how mistaken this attitude is. The most important aspect of deep learning is probably being concerned with reasons rather than only with conclusions. If you want to test for knowledge of reasons then you can easily design MCQs to give the facts and ask about reasons. More interestingly, you can use MCQs that ask about facts to provoke learners to search for reasons. One method is to have students design MCQs (together with automatic feedback explaining why each response is right or wrong): the PeerWise software can organise this as an assignment in large classes. Another method is to use questions delivered by EVS (electronic voting systems) to catalyse peer discussion, even in huge classes. This talk will discuss some of the big educational results, and also psychological research that partially illuminates the mechanism. Supporting website for a SALT seminar presented by Steve Draper of Glasgow University at Swansea on 23rd November 2011.

Effective Assessment in a Digital Age http://t.co/5tjaRMTi + online resources http://t.co/nV6S0EKu #jiscassess

"FASTECH is designed to use readily available technologies to support the systemic enhancement of assessment and feedback strategies and practices at programme, faculty and institutional levels. A key aim is to provide evidence of, and guidelines for, technological improvements and change processes that can be used to enhance the effectiveness and efficiency of assessment and feedback at these levels throughout the sector. By welcoming engagements, developing our work with, and inviting contributions from members of the HE community throughout the project, we aim to build a strong community of practice, focussed upon developing understanding of how to improve assessment and feedback practices and environments."

This seems to me to be one of the most significant presentations seen at this year's JISC Innovating e-Learning (online) Conference. It;s particularly relevant as it aligns closely with our own agenda.