Teaching Teachers to Use Blended Learning

Knipe, Sally; Edwards, Miriam

doi:10.1145/1644136.1653246

Cited by 2 publications

(1 citation statement)

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“…It needs to be added here that -for experimental reasons -the wiki process was not explicitly followed or participated in by the teacher, instead, only short oral feedback was given to students after each session as to stimulate a more spontaneous and equal participation. A next possible step of course design development could, thus, be towards participatory assessment forms, since Knipe and Edwards (2009) prove that, by using a wiki to create exam questions, a web-2.0 version of the traditional open-book exam is possible, bringing about credible assessment results and raising motivation -if conducted correctly and carefully. Quite similar, as in the example provided, this could only be possible if careful moderating of the collective wiki usage is provided interactively by the teaching authority.…”

Section: Formative Versus Informative -Wikis Versus Testsmentioning

confidence: 99%

Open Versus Closed Forms of Knowledge Assessment in a Blended Learning Ecosystem

Purg

2011

Journal of Teacher Education for Sustainability

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The article investigates whether two opposite assessment methods, open wiki (online textand-media collaboration) Learning as information processingThe information society of the recent century has been progressing towards the so-called knowledge society for more than a decade now, which means that the (formative) competence of information linking and application should have surpassed mere (informative) ownership of data. It seems as if the immanent dependence of knowledge construction and management on information and communication technology (ICT) is becoming stronger ever since, even more so from the perspective of sustainable development. The rapid socialeconomic changes in the contemporary society indeed call for flexibility of knowledge and skills not only among the workforce, the citizens, the students, but first and foremost among teachers and trainers as primary media of education. So-called new media, such as the internet (especially in its recent mobile developments towards omnipresence), address the human natural information processing potential -that has albeit ever since been multiUnauthenticated Download Date | 5/12/18 10:40 AM

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Section: Formative Versus Informative -Wikis Versus Testsmentioning

confidence: 99%

Open Versus Closed Forms of Knowledge Assessment in a Blended Learning Ecosystem

Purg

2011

Journal of Teacher Education for Sustainability

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Student Perspectives on First Year Experience Initiatives Designed for Pre-service Teachers in their First Weeks of University Study

Larkin¹,

Rowan²,

Garrick³

et al. 2016

JUTLP

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Universities throughout Australia are increasingly investing significant amounts of time and money in efforts to improve the quality of first year students’ experiences and, by extension, increase retention, performance and student satisfaction. This paper reports upon a pilot research project conducted at a Queensland university that investigates student understandings of, and reactions to, a range of initiatives put in place to enhance their “first year experience”. The research showed that students had mixed reactions to the initiatives put in place to support them and that staff played a vital role in terms of how students responded to various forms of institutional support. In analysing the results the paper demonstrates the need for ongoing research into how a diverse cohort of students make sense of the first year experience they are offered.

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Teaching Teachers to Use Blended Learning

Cited by 2 publications

References 0 publications

Open Versus Closed Forms of Knowledge Assessment in a Blended Learning Ecosystem

Open Versus Closed Forms of Knowledge Assessment in a Blended Learning Ecosystem

Student Perspectives on First Year Experience Initiatives Designed for Pre-service Teachers in their First Weeks of University Study

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