Virtual seminars—real networked results? (poster)

Fuller, Ursula; Slater, John; Tardivel, Gill

doi:10.1145/282991.283596

Cited by 5 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…He points out that the ongoing, asynchronous format of the virtual seminars gives formative feedback and that electronic discussion captures the contributions of individual students to the synthesis of a group report. In a computer science context, this can be used to measure students' ability to work in a group, as described by Fuller et al [37]. Virtual seminars for a final year course in Computer Support for Cooperative Working taken by psychology and computing students are described by the ASTER project [42], where the evaluation showed that assessment of seminar participation increased students' motivation to contribute and reflect on the subject matter.…”

Section: What We Can Learn About Caa From Other Disciplinesmentioning

confidence: 99%

How shall we assess this?

Carter¹,

Ala-Mutka²,

Fuller³

et al. 2003

Working Group Reports From ITiCSE on Innovation and Technology in Computer Science Education - ITiCSE-WGR '03

Self Cite

View full text Add to dashboard Cite

Increased class sizes are forcing academics to reconsider approaches to setting and marking assessments for their students. Distributed and distance learning are creating some of the biggest changes. Some educators are embracing new technologies but others are more wary of what they do not know. In order to address this issue it is first necessary to investigate the types of assessment currently in use and the perceptions that are held by academics with and without experience of the new technologies that are becoming available.

show abstract

Section: What We Can Learn About Caa From Other Disciplinesmentioning

confidence: 99%

How shall we assess this?

Carter¹,

Ala-Mutka²,

Fuller³

et al. 2003

Working Group Reports From ITiCSE on Innovation and Technology in Computer Science Education - ITiCSE-WGR '03

Self Cite

View full text Add to dashboard Cite

show abstract

“…Examples of problem-based learning include long projects [M~tnnikk6, 1997] and shorter "virtual seminars" lasting about a week where students work in groups to produce short reports [Fuller, 1998]. Examples of simulation include role plays and case studies [Polak, 1999].…”

Section: Types Of Activitymentioning

confidence: 99%

“…This happened even though the only reward apart from their individual learning was that the best definitions would go on the course web site [Fuller, 1998]. …”

Section: Assessmentmentioning

confidence: 99%

Teaching with Electronic Collaborative Learning Groups

Fåhræus¹,

Bridgeman²,

Rugelj³

et al. 1999

Working Group Reports From ITiCSE on Innovation and Technology in Computer Science Education

Self Cite

View full text Add to dashboard Cite

The integration of technology and collaborative groups has seen the development of electronic collaborative learning groups.Technology supports collaborative learning by allowing collaboration between distributed participants replacing face-to-face meetings. Technology also provides access to supporting tools and methods such as libraries, chat-rooms, and meeting protocols.One maj or benefit of using electronic collaborative learning groups is the ability to provide for the uniqueness of each student in a group. However, managing electronic collaborative learning groups is not simple, and the role of the teacher changes from knowledge provider to facilitator. This has implications for the amount of technical support that the teacher may require.

show abstract