Group items tagged

From Pontydysgu - Bridge to Learning a short interview on continuous evaluation, open to evaluators and evaluatees. Splitting the formative / summative divide.

"Given an expectation of digital literacy among students, why should we worry about student perceptions of CMS tools? For the same reason exemplary instructors stay aware of their students' general learning style preferences-to evolve their teaching styles to meet diverse preferences and maximize learning while also attempting to develop and enhance students' abilities to learn in different ways. Likewise, knowing the CMS tools that students find most effective establishes an important baseline for understanding student needs that can be addressed not only in a CMS but also through other online systems and services. The University of Florida (UF) conducted a survey investigating that question in spring 2009, during the university's most recent CMS evaluation and adoption decision to replace the existing CMS. This research bulletin presents the survey results to help inform other institutions with their own evaluation and adoption processes. The information will also benefit instructors looking to maximize their own use of a local CMS and/or to choose tools that enable personal learning environments, as well as specific tools for learning."

"The WAVE Firefox toolbar provides a mechanism for running WAVE reports directly within Firefox. Because the toolbar reports runs entirely within your web browser, no information is sent to the WAVE server. This ensures 100% private and secure accessibility reporting. The toolbar can check intranet, password-protected, dynamically generated, or sensitive web pages. Also, because the WAVE toolbar evaluates the rendered version of your page, locally displayed styles and dynamically-generated content from scripts or AJAX can be evaluated."  Accessibility checking.

First stable release in 2003 - the following description sounds uncannily familiar! "iPeer is an open source web application application that allows instructors to develop and deliver  rubric-based peer evaluations, to review and release student comments, to build progress report forms online, and to analyze evaluation results. iPeer features a built-in user management system, data import/export, and an easy-to-use installer."

The Scottish iPad study by Hull Uni. Link to full report. http://www2.hull.ac.uk/ifl/ipadresearchinschools.aspx

Post referencing some research on the difference between student expectations of their teachers and their experiences. Some comments includes useful formative strategies.

Student evaluation of courses they have taken.

The MASLE project has the goal of creating a series of tools for the evaluation of spoken language over the internet.This evaluation will be performed by automatic speech recognition software as well as by human raters.

"AbstractWe present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning. Previously students studying the module had communicated using text-based synchronous and asynchronous discussion only. A common criticism of text-based media is the lack of non-verbal communication. Audio communication is a richer medium where use of pitch, tone, emphasis and inflection can increase personalisation and prevent misinterpretation."

"If you want to find out why people might become engaged in OER and Open educational practices (OEP) then you might like to look at the Motivations section. If you are interested in looking at the range of models and approaches adopted for OER Release then the Models page may be useful for you. If you want to know about the impact of the HEFCE funding then we have an Impact section. We have drawn together some critical factors to support OEP for those that want some tips on how to go about this themselves. We have a section that highlights tensions and challenges around OEP and the OER journeys section provides an interesting look at the wider context and how the HEFCE-funded initiatives fit into that. We also offer recommendations. If you contributed to our surveys, polls and interviews then we have a series of supplementary appendices and you can look at out methodology and evidence pages - all available from the main report page http://bit.ly/HEFCEoerReview. We have also produced a summary briefing paper."

Grainne Conole proposes 12 dimesions for better classification of MOOCs. the degree of openness, the scale of participation (massification), the amount of use of multimedia, the amount of communication, the extent to which collaboration is included, the type of learner pathway (from learner centred to teacher-centred and highly structured), the level of quality assurance, the extent to which reflection is encouraged, the level of assessment, how informal or formal it is, autonomy, and diversity. She then evaluates five example MOOCs against these dimensions.

"What factors are most important when evaluating a specific IT collaboration? To answer this question, the authors asked an experienced group of IT leaders to analyze collaborations with which they had direct experience and to identify the most important success factors for those activities. The dozen individuals who agreed to participate in telephone interviews represent more than 300 years of experience in higher education. The authors then reviewed the results of the telephone interviews and consolidated and summarized them to create a list of the 12 most important success factors identified by the participants."

Bundy (2004) paper published in the Journal of eLiteracy, includes a definition of information literacy which looks relevant to the digital literacy concept: "People are information literate who know when they need information, and are then able to identify, locate, evaluate, organize, and effectively use the information to address and resolve personal, job related or broad social issues and problems"

Report on use of Assessment Diaries and also mention of Grademark

Looks interesting - not had time to read through it yet but provides a rubric for evaluating different components of digital fluency.

"I personally believe that the greatest role you [libraries] play is around the documentary national identity. People come to you to find out about their ancestors, to find out what life was like, to critically evaluate and understand the past."