14,185 research outputs found

    Chapter 1 : Learning Online

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    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)

    Chapter 5: Evaluation

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    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

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    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

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

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    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

    How e-portfolio technologies can support the employer engagement agenda

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    The practitioner perspective on the modeling of pedagogy and practice

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    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
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