Chapter 1 : Learning Online

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

A Learner-Centred Approach for Lifelong Learning Powered by the Blockchain

The emergence of Blockchain technology promises to revolutionise not only the financial world, but also lifelong learning in many different ways. Blockchain technology offers opportunities to thoroughly rethink how we find educational content and training services online, how we register and pay for them, as well as how we get accredited for what we have learned and how this accreditation affects our career trajectory. This paper explores the different aspects of lifelong learning that are affected by this new paradigm and describes an ecosystem that places the learner at the centre of the learning process and its associated data. More specifically, we outline the ways that ePortfolios, accreditation and tutoring can evolve within this learner-centred ecosystem and we discuss the various benefits that this evolution bears for lifelong learners

Chapter 5: Evaluation

The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

MILO: Models of innovation in learning online at Key Stage 3 and 14-19: Final report

The report presents and analyses eight case studies, which reflect a wide range of models of online learning, each of which has been developed for specific reasons, largely in relation to visions of how technology can transform learning, but also to solve practical problems such as re-engaging disaffected learners and coping with rising pupil numbers

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

Peer-Allocated Instant Response (PAIR): Computational Allocation of Peer Tutors in Learning Communities

This paper proposes a computational model for the allocation of fleeting peer tutors in a community of learners: a student\'s call for support is evaluated by the model in order to allocate the most appropriate peer tutor. Various authors have suggested peer tutoring as a favourable approach for confining the ever-growing workloads of teachers and tutors in online learning environments. The model\'s starting point is to serve two conflicting requirements: 1) the allocated peers should have sufficient knowledge to guarantee high quality support and 2) tutoring workload of peers should be fairly distributed over the student population. While the first criterion is likely to saddle a small number of very bright students with all the tutoring workload, the unconditional pursuit of a uniform workload distribution over the students is likely to allocate incompetent tutors. In both cases the peer support mechanism is doomed to failure. The paper identifies relevant variables and elaborates an allocation procedure that combines various filter types. The functioning of the allocation procedure is tested through a computer simulation program that has been developed to represent the student population, the students curriculum and the dynamics of tutor allocation. The current study demonstrates the feasibility of the self-allocating peer tutoring mechanism. The proposed model is sufficiently stable within a wide range of conditions. By introducing an overload tolerance parameter which stretches the fair workload distribution criteria, substantial improvements of the allocation success rate are effected. It is demonstrated that the allocation algorithm works best at large population sizes. The results show that the type of curriculum (collective route or individualised routes) has only little influence on the allocation mechanism.Distance Learning, Computational Simulations, System Dynamics, Education and Application, Peer Support, Peer Allocation

The practitioner perspective on the modeling of pedagogy and practice

The promotion of e-learning in policies internationally has led to questions about how best to employ technology in support of learning. A range of models has since been developed that attempts to relate pedagogy to technology. However, research into the effectiveness of such models in changing teaching practice is sparse, and work that compares these models to practitioners’ own representations of their practice is absent. The study described here involved asking practitioners to model their own practice, and to compare these with a model developed by a government organisation. Practitioners were adept at using existing models and repurposing them to suit their own context. Our research provided evidence of broad acceptance of the existing model with practitioners, but indicated that practitioners would take this tool and remodel it for their own contexts of learning to make it meaningful, relevant and useful to them