Group items tagged

Looks a good resource but looks like its school level. "The Chemistry Collective is a collection of virtual labs, scenario-based learning activities, and concepts tests which can be incorporated into a variety of teaching approaches as pre-labs, alternatives to textbook homework, and in-class activities for individuals or teams. It is organized by a group of faculty and staff at Carnegie Mellon University for college and high school teachers who are interested in using, assessing, and/or creating engaging online activities for chemistry education"

"This report is based on evidence from a small-scale survey carried out between April and July 2009 in 35 maintained schools in England. It evaluates the extent to which the schools taught pupils to adopt safe and responsible practices in using new technologies, and how they achieved this. It also assesses the extent and quality of the training the schools provided for their staff."

"The purpose of this post is to provide a concrete description of how curriculum mapping of a Moodle course might work.", i.e., "Map how well the activities, resources and assessment within their Moodle course aligns with a set of outcomes." Gives the example of graduate attributes.

Standards from 2009 on how NZ government departments should design for the web. Includes a website self assessment page from 2011 and seems to use WCAG for accessibility standard.

Peer to peer assessment and accreditation through badges. Very interesting concept and certainly in the Open realm.

"The Mozilla Foundation and Peer-to-Peer University (P2PU), among others, are working to create an alternative - and recognized - form of certification that combines merit-earned badges with an open framework. The Open Badges Project will allow skills and competencies to be tracked, assessed, and showcased."

May not have quite the same clout with the NZQA :) but though you guys might be interested in this...

"We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice."

Building on very small-scale work using MP3 files for summative feedback on one programme, the Sounds Good team will widen the focus to both formative and summative feedback in various disciplines at different educational levels. The experimentation will include delivering digital sound files containing feedback to students via a virtual learning environment, email and mobile devices such as widely-available MP3 players.

"This paper describes the implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in Tel Aviv University during a long term study. The paper presents the cost effectiveness analysis of Tel Aviv University campus. Cost and benefit of 3,453 courses were analyzed, exemplifying campus-wide analysis. These courses represent large-scale Web-supported academic instruction processes throughout the campus. The findings were described, referring to students, instructors and university from both the economical and educational perspectives. The cost effectiveness values resulting from the calculations were summarized in four "coins" (efficiency coins=$; quality coins; affective coins; and knowledge management coins) for each of the three actors (students, instructors and university). In order to examine the distribution of those values throughout the campus assessment scales were created on the basis of descriptive statistics. The described analyzer can be implemented in other institutions very easily and almost automatically. This enables us to quantify the costs and benefits of Web-supported instruction on both the single-course and the campus-wide levels. "

Stefani paper on student engagement, the need for curriculum redesign and innovative and authentic assessment examples.

"Our first year Biological Sciences students have just completed their key skills course. This consists of two modules, one delivered in Term 1 (scientific literature databases, Google Reader & RSS, intellectual property, Google Docs collaborative writing,..."

"This article employs a mixed-method approach to examine the outcomes produced by using Twitter in a large-lecture course as a means to assess the pedagogical impact and potential of Twitter's contribution to large-lecture course dynamics."

"Carpe Diem is a well-researched, well-rehearsed team-based model for promoting change in learner-centred e-learning design and assessment, institutional capacity building and innovation."

Wheel of competencies, assessments and supporting technologies with a more useful table describing potential activities and fleshing out the competencies and rationale.

Digital skills website of the OU. Includes a self-assessment tool.

A set of measurable criteria to assess how well the design of classrooms support and enable active learning