Toolkit | e-Assessment Association. The e-Assessment Toolkit exists to provide clear, current, practical information to e-assessment practitioners, or those thinking of adopting e-assessment. The toolkit offers useful tools and resources, helping users to develop and share their knowledge of e-assessment for effective implementation. What is e-Assessment? E-assessment as a single term describes a range of learning and assessment activities that have distinct meanings in their own contexts e.g. electronic marking, online assessment, computer-aided assessment and direct on-screen testing are all referred to as e-assessment. The toolkit is for those involved in the management and delivery of e-assessment in centres offering accredited vocational qualifications and covers two key aspects of e-assessment: the management and delivery of e-testing and the use of e-portfolios for assessment.
Note: The content of this toolkit has been adapted from material provided by the regulator Ofqual. e-Assessment: Guide to Effective Practice. The Effects of Twitter in an Online Learning Environment. Twitter is a popular microblogging tool designed to answer the question "What are you doing? " The service launched in 2006, and in the past year has brought about an increase in unique visitors of 19 million per month [1]. As defined by O'Reilly and Milstein, "Twitter is a messaging service that shares a lot of characteristics with communication tools you already use," and given its flexibility, "Twitter can fit with nearly anyone's workflow" [2]. Users participate by posting status updates, or "tweets. " Members may also connect with each other by "retweeting" or reposting a tweet and giving credit to the original poster.
Additionally, users may "follow" someone to receive updates when the person in question tweets. It was not too long before two researchers, Mason and Rennie started to discuss the implications of Twitter for educational purposes [3]. This article aims to explore the use of Twitter in an online learning environment. Review of the Literature Methods Results About the Author. Becta research - Research - Narrowing the gap. The hyperlinks below take you to a variety of mainly interactive multimedia materials gathered during the course of this research. There are six videos of teachers and pupils working together in six different subject areas, three short videos of pupils talking about the way technology impacts on their learning, four podcasts of teachers discussing the impact of technology on their own practice and pupil learning and a link to the literature review.
All these materials will also be published [February 2010] in Becta's 'Virtual school'. 1 to 10 of 15 Using video to explore a difficult concept in science A mini clip of students using video to explore the concepts of dynamic equilibrium ... Using video to enhance PE teaching A video which shows how students are using videos in PE lessons ... Technology to support learning across the school A podcast from the Assistant Headteacher on how technology is supporting the students learning ... Science teacher using technology. Becta Impact. Becta Schools Becta Schools Most of our online resources are now available under the Open Government Licence for anyone to re-use. Find out more. Research About Schools Becta's Schools website offers advice and guidance to school leadership teams on how technology can be built into teaching, learning and management.
Leadership and management Curriculum Learning and teaching Professional development Extending opportunities Resources E-safety Self-review framework Get involved Publications Recent publications Download or order Becta publications. Learning platforms: Steps to adoption 11 March… Becta Last update: 2011 Becta Local authorities Becta Local authorities . Becta research Becta research . Becta home Becta home Most of our online resources are now available under the Open Government Licence for anyone to re-use. Industry and developers - Becta Industry and developers - Becta . Further education and skills - Becta Further education and skills - Becta . Curriculum - QCDA Becta Schools. Becta research - Research - Reports and publications - Impact of ICT in schools: a landscape review.
Becta Local authorities Becta Local authorities . Research About Local authorities Becta provides advice and guidance to local authorities to support and encourage schools to improve learning with ICT. We do this by providing information and tools for whole school improvement and best value procurement. Government strategy Funding Self-review framework Procurement E-safety Personalising learning Extending opportunities Get involved Publications Recent publications Download or order Becta publications. Harnessing Technology for Next Generation Learning: Children, schools and families implementation plan 02 March… Becta Last update: 2011 Becta Schools Becta Schools Most of our online resources are now available under the Open Government Licence for anyone to re-use.
Becta home Becta home Most of our online resources are now available under the Open Government Licence for anyone to re-use. Becta research Becta research . Industry and developers - Becta Industry and developers - Becta . Becta research - Research - Reports and publications - Evidence on the impact of technology on learning and educational outcomes. This paper presents an interim review of evidence from published independent studies and analysis on the relationship between technology and the learning outcomes of school-aged learners. This will inform a further Becta publication in November 2009.
It is increasingly important to develop a good understanding of the role that technology has played in supporting improved learning. It is also important to keep up to date, which is why this review focuses predominantly on recent research. Overall there is a strong body of evidence linking the use of technology to improvements in learning and outcomes for learners. The relationship is not a simple one. Schools that take a systematic and planned approach to using technology to support learning achieve better outcomes with technology than other schools. Targeted use of technology to improving (making more efficient or effective) specific aspects of learning based on a systematic understanding or model leads to positive impact.
Establishing a Quality Review for Online Courses (EDUCAUSE Quarterly) | EDUCAUSE CONNECT. A formal review of online courses measures their quality in key areas and reveals changes needed for improvement, if any By Tracy Chao, Tami Saj, and Felicity Tessier Since the inception of online learning in the 1990s, innovative technology and pedagogy have broadened access to higher education.
Many colleges and universities remain concerned about the issue of quality for online educational programs, however, especially compared to face-to-face delivery. Quality issues often manifest as discussions on teaching effectiveness, faculty-to-student ratios, attrition rates, student satisfaction, and institutional resources invested in online delivery.1 Distance or online education programs must develop and maintain quality educational options to successfully compete with conventional academic offerings—institutions cannot maintain a competitive edge solely from innovation of the online delivery format. A quality educational program begins with the development of quality courses. 1. 2. 1. 2. Effective Practice in a Digital Age. Download this document1 See supplementary resources including video clips, podcasts and extended versions of the case studies2 Order a hard copy3 This publication is designed for those in further and higher education whose focus is on designing and supporting learning: academic staff, lecturers, tutors and learning support staff, facilitators, learning technologists and staff developers.
What unites this diverse group is their interest in enhancing the quality of learning and teaching, and a curiosity about how technology can assist them. Much has changed since the publication of Effective Practice with e-Learning4 (JISC, 2004) – the first edition of this guide. National strategies for e-learning have now formally recognised the importance of technology in learning, teaching and assessment in all sectors of education in the UK, and in response many institutions have embedded the enhancement of learning and teaching through technology into their strategic missions. Further information.
Www.jisc.ac.uk/media/documents/publications/effectivepracticedigitalage.pdf. Pay Attention. New report reveals impact of mobile phones on young lives today - 2006 - News archive - News - News and media. The Mobile Life Youth Report, one of the biggest ever social studies to examine how mobile phones have changed the way young people live, was published on 19 September by The Carphone Warehouse, advised by the London School of Economics and Political Science. The report is the second from Mobile Life, a forum set up by The Carphone Warehouse earlier this year to study how mobile phones change the way we live. It offers an unprecedented insight into the world of young people and mobile phones, creating a real sense of the complexity of young lives today.
Over 1,250 young people aged 11 to 17 who own mobile phones were surveyed by polling organisation YouGov. The LSE adviser for this report was Dr Carsten Sorensen| of the Information Systems Group. Ends IT News, Australia Most 10 year-olds have a mobile phone (21 Sep 06) More than half of the UK's 10 year-olds have a mobile phone, according to a study for Carphone Warehouse and LSE. Impact of Mobile phone on young people. 2009-10 Mobile Learning Report. Brookes eJournal of Learning and Teaching | Investigating student experiences of e-learning using the Diary Interview Approach.
With the rapid growth in technology, and its expanding use within an educational context, we feel that more research into students’ experiences of using technology for learning is necessary. Putting the student voice at the heart of the agenda, our research investigates the student experience of e-learning in order to identify areas of good practice and potential areas for improvement. Consistent with previous research conducted at Sheffield Hallam University (Aspden et al., 2003), our research was designed to consider the holistic student experience whilst placing an emphasis on engagement with the virtual learning environment and other technologies used to support student learning (Thorpe and Lyons, 2008).
The aim was to gain a greater understanding of how our students are engaging with technology to support their learning and for this to influence policy and practice at the University. Method The research employed the diary interview approach (Zimmerman and Wieder, 1977). Findings. The Future of Online Teaching and Learning in Higher Education: The Survey Says… (EDUCAUSE Quarterly. The Future of Online Teaching and Learning in Higher Education: The Survey Says... A survey substantiates some ideas about online learning and refutes others By Kyong-Jee Kim and Curtis J. Bonk Institutions of higher education have increasingly embraced online education, and the number of students enrolled in distance programs is rapidly rising in colleges and universities throughout the United States.
In response to these changes in enrollment demands, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. Review of Literature Online Teaching and Learning Pedagogy and Technology for Online Education Method Instrument. Maslow's Hierarchy of Needs, & the Social Media that Fulfill 'Em.
Www.kslll.net/Documents/Key Lessons ICT cluster final version.pdf. Evaluation cookbook contents. Technology and Academic Achievement by Les Foltos. Welcome to New Horizons for Learning - a leading web resource for identifying and communicating successful strategies for educational practice. The Johns Hopkins School of Education does not vet or endorse any information contained on the New Horizons website. Information posted on New Horizons prior to January 1, 2014 can be repurposed as long as the repurposing party provides attribution to the original author of the material being used. Information posted on New Horizons after January 1, 2014 is considered open access information and can be repurposed without attribution to the original author.
In all cases, attribution should be given to the New Horizons website. For questions, contact soe.externalaffairs@jhu.edu. New! Vol.X No. 2, Special Edition: Focus on Autism Vol. It's Here! We just launched an exciting initiative to provide educators with an efficient technology resource database that is teacher-tested.
Vision Click here to see our complete vision. Archives. Working with what You’ve Got! There may be a lot of talk, discussion or debate about ICT in schools. Some people advocate big installations with large networks, ICT suites or ICT rooms. While others talk about handheld devices and wifi or 3G accessibility. Others talk of combining the two. The image seems to be that if we have the money, we’ll spend it. Reality is often different, though, while we may listen or indulge in theoretical discussion about ICT provision, in reality we have to work with what we’ve got. Like this: Like Loading...
Technology Enhances Learning. More Infographics on Good. Tangible Benefits of e-Learning case studies. Benefits of Using Multimedia in Education. 21st century pedagogy. The Benefits and Drawbacks of e-Learning. What Are The Big Issues for Ed Tech Leaders? I’ve done a quick analysis of the entries received so far to my Issues for Ed Tech Leadership survey, and here are the results. Initial findings As you can see, top of the list is a lack of perception by colleagues of ICT’s importance in the curriculum. So, after all these years, we don’t seem to have an unequivocally wonderful job of convincing others of how technology can be beneficial in the curriculum.
It’s interesting to note that the solutions proposed to address this (not shown here) tend to be divided between those who think we should make more training available, and those who think it’s a leadership issue. I have to say, I’m in the latter camp, and I am tempted to agree with UK ICT consultant Bill Gibbon when he says we should have compulsory courses like SLICT (Strategic Leadership in ICT) courses for senior leadership teams. Could it be, perhaps, that there is insufficient research into the benefits of ICT?
This is literally just a quick snapshot. Hitchhikerweb2 - Whatisweb2.