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Cross-institutional peer observation by online tutors: Innovations in Education and Teaching International, January In this paper we consider how peer exchange between online tutors from different institutions may offer a solution to this professional isolation. Exposure to diversity served to challenge institutional pedagogical norms.
We review the engagement strategies and emergent learning outcomes for participants, and discuss the necessary conditions of openness and commitment for effective peer exchange between online tutors from different Research thesis on e-learning and institutional contexts.
Click here to view the paper: Designing for learner engagement with computer-based testing. Research in Learning Technology, v. The exam combined short-answer open-response questions with multiple-choice-style items to assess knowledge and understanding of research methods.
The socialisation and preparation of students for computer-based testing therefore emerge as key responsibilities for instructors to address, with students requesting increased opportunities for practice and training to develop the IT skills and test-taking strategies necessary to succeed in computer-based examinations.
These findings and their implications in terms of instructional responsibilities form the basis of a proposal for a framework for Learner Engagement with e-Assessment Practices.
Peer observation for online distance learning tutors: Drawing on the reflections of participants from two cohorts and at the University of York, the article reviews the learning outcomes arising from the peer observation process and investigates the necessary conditions for fostering critical reflection on practice between tutors.
Feedback from participants highlighted the importance of investing time in relationship-building at the outset of the process — a necessary first step before free-ranging and critical exchanges can flourish between partners.
Pairings which invested time at this stage appeared to develop greater levels of trust, enabling them to probe their tutoring practices in a more critical way and explore areas of perceived weakness as well as tackling emergent themes in their dialogue.
These observations have informed the development of a guidance framework for peer exchange at the University of York, which is summarised in the concluding part of this paper.
This chapter explores the challenges of designing a networked approach to problem based learning, encouraging students to engage in collaborative and interdependent learning online.
The chapter reports on a blended design for a postgraduate law programme following a problem-based learning PBL curriculum, which introduced group wiki and blogging tools for students to use in a series of unguided group research activities.
Following a face-to-face PBL session where participants were presented with a new problem and brainstormed learning outcomes and tasks as a framework to solve it, the virtual tools were then employed to support discussion and sharing of research outside the classroom, leading to the production of a collaborative solution by the group.
Click here to access the chapter in full 2. Blended learning occupies a prominent place within higher education teaching strategies, yet there is no clear definition for what we mean by this term as an instructional approach. In this chapter we present a working definition for blended learning that is based around a learner-centred framework, and outline three instructional models for blended course design in support of student-centred learning.
We discuss the reception of these models by students and their relevance to Net Generation learners in promoting socially active learning through collaboration and experience sharing.
Drawing together the lessons learned from a series of course experiments, we present an instructional framework for course designers, focusing on the key phases in the delivery of a blended course and the accompanying instructional responsibilities which underpin this instructional approach.
Effecting institutional change through e-learning: This paper offers a description of an implementation model for e-learning and organisational change, which is currently being employed at the University of York, UK. Discussion focuses on the need for effective project management and an approach to change management that is flexible and able to vary in pace according to the needs of the individual staff, students and departments.
The storage and delivery of video content in education is continually subject to the push pull of technology and resource allocation. Julie Allinson, Wayne Britcliffe and Anthony Leonard University of York desribe some of the latest ways in which they manage their video content — from creation to access.
Two separate case studies appearing in a publication published by Middlesex Univeristy and the The Higher Education Academy.Call for papers The e-Learning conference aims to address the main issues of concern within e-Learning.
This conference covers both technical as well as the non-technical aspects of e-Learning. THE IMPACT OF COOPERATIVE LEARNING ON THE DEVELOPMENT OF NEED FOR COGNITION AMONG FIRST-YEAR COLLEGE STUDENTS by Thomas Dee Castle Jr.
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Educational Informatics: e-Learning Name Institution Educational Informatics: e-Learning Introduction E-learning has become a major part of the current educational system.
This type of learning has come about because of the demands of the learners, as well as the growth and fast expansion of . In an applied thesis, the aim is to come up with something useful that can be applied in the field, such as the design of an e-portfolio template that can be used for an end of course assessment, rather than the traditional research thesis.