45,407 research outputs found
Formative e-assessment: Practitioner cases
This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 â January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology â the design pattern methodology â as well as a critical discussion of the findings â namely the patterns and the role of technology â are the focus of a separate paper (see Daly et al (forthcoming). This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper1
Retrieval, crawling and fusion of entity-centric data on the web
While the Web of (entity-centric) data has seen tremendous growth over the past years, take-up and re-use is still limited. Data vary heavily with respect to their scale, quality, coverage or dynamics, what poses challenges for tasks such as entity retrieval or search. This chapter provides an overview of approaches to deal with the increasing heterogeneity of Web data. On the one hand, recommendation, linking, profiling and retrieval can provide efficient means to enable discovery and search of entity-centric data, specifically when dealing with traditional knowledge graphs and linked data. On the other hand, embedded markup such as Microdata and RDFa has emerged a novel, Web-scale source of entitycentric knowledge. While markup has seen increasing adoption over the last few years, driven by initiatives such as schema.org, it constitutes an increasingly important source of entity-centric data on the Web, being in the same order of magnitude as the Web itself with regards to dynamics and scale. To this end, markup data lends itself as a data source for aiding tasks such as knowledge base augmentation, where data fusion techniques are required to address the inherent characteristics of markup data, such as its redundancy, heterogeneity and lack of links. Future directions are concerned with the exploitation of the complementary nature of markup data and traditional knowledge graphs. The final publication is available at Springer via http://dx.doi.org/ 10.1007/978-3-319-53640-8_1
The metric tide: report of the independent review of the role of metrics in research assessment and management
This report presents the findings and recommendations of the Independent Review of the Role of Metrics in Research Assessment and Management. The review was chaired by Professor James Wilsdon, supported by an independent and multidisciplinary group of experts in scientometrics, research funding, research policy, publishing, university management and administration.
This review has gone beyond earlier studies to take a deeper look at potential uses and limitations of research metrics and indicators. It has explored the use of metrics across different disciplines, and assessed their potential contribution to the development of research excellence and impact. It has analysed their role in processes of research assessment, including the next cycle of the Research Excellence Framework (REF). It has considered the changing ways in which universities are using quantitative indicators in their management systems, and the growing power of league tables and rankings. And it has considered the negative or unintended effects of metrics on various aspects of research culture.
The report starts by tracing the history of metrics in research management and assessment, in the UK and internationally. It looks at the applicability of metrics within different research cultures, compares the peer review system with metric-based alternatives, and considers what balance might be struck between the two. It charts the development of research management systems within institutions, and examines the effects of the growing use of quantitative indicators on different aspects of research culture, including performance management, equality, diversity, interdisciplinarity, and the âgamingâ of assessment systems. The review looks at how different funders are using quantitative indicators, and considers their potential role in research and innovation policy. Finally, it examines the role that metrics played in REF2014, and outlines scenarios for their contribution to future exercises
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Interim evaluation of lifelong learning networks
The Open University's Centre for Higher Education Research and Information was commissioned in June 2007 to undertake a formative evaluation of Lifelong Learning Networks (LLNs). Research to inform the interim evaluation has been two-fold:
desk research of LLN documentation and
visits to and interviews with personnel involved in eight LLNs.
The report's main conclusion was that LLNs are making progress in terms of encouraging institutions to offer curricula and put in place procedures that, in the fullness of time, could make a significant difference to the coherence, clarity and certainty of progression opportunities for vocational learners. However, it went on to say that it is too soon to be able to make substantive and well-evidenced statements about LLNs' overall progress on meeting this overarching objective of the LLN initiative
Interactive Teaching Across Culture and Technology
Remember the time when you had a teacher in front of a blackboard endlessly
talking, sometimes in a rambling way to students? Those days are gone. This project
is a proof of that and aims at palliating studentsâ boredom.
Interactive Teaching Materials across Culture and Technology (INTACT) intends
to present an alternative way in the teaching paradigm as it intends to be a
resourceful tool in the teaching/learning process. Both teachers and students can
work together cooperatively and collaboratively, two different ways well explained
by Mary Glynn and IldikĂł SzabĂł further ahead. Teachers will no longer become
the centre of learning but they will become guides and facilitators throughout all
the learning process. Students can learn from their teachers but the latter can also
learn from the former.
The novelty here is that learners are engaged online in a different set of activities
and among students. Therefore, the INTACT platform caters for an online collaborative
learning community comprised of both students and teachers. As Sarolta
LipĂłczi so well puts it, the crux of the matter is âlearning to learn tooâ.
The teaching paradigm is changing and we are witnessing different approaches
and techniques in pedagogical matters. In this context, at the basis of the INTACT
project is a display of a wide array of new techniques and methodologies that account
for active learning based on multimodal teaching and learning resources. Students
will thus interact cognitively and in a constructivist way with different materials,
such as visuals, texts, audio, to name a few. INTACT offers students and teachers
options so that they can choose several actions in the course of the learning unit, for
instance watch, browse, select, compare and manipulate all the resources available.
Bearing in mind this short introduction to the project, in Part 2 Mary Glynn and
IldikĂł SzabĂł give us a better definition of INTACT and the educational arguments underlying its foundation. They also focus on the difference between collaborative
and cooperative learning and on the importance of bilingualism and the advantages
of CLIL, now one of the trendiest bilingual teaching methods,
In part 2, we find a sample of resources ranging from Biology to second language
learning. In the first learning unit, Toni Cramer and Steffen Schaal from the
University of Education-Ludwigsburg, Germany, conceived an 8-lesson unit plan
on the Human Immune System. Through these 8 lessons, students will learn how
to explain blood types, to describe the parts of the human immune system model
and collect data and interpret the spreading of diseases using adequate simulations,
among other useful knowledge.
The second and the third learning units are targeted at primary school students.
The authorsâ main purpose, Mary Glynn, from St. Patrickâs College in Dublin and
Mariangeles Caballero from Universidad Complutense â Faculty of Education in
Madrid, respectively, is to enhance studentsâ knowledge on science and technology
by exploring and applying scientific ideas and concepts. Magnetism and the
Human Circulatory system are therefore the proposals presented by the authors.
Framed in the Geography programme of the 7th grade of the 3rd cycle of the
basic education, for a target audience aged 12-13 years old, Maria AntĂłnia Martins,
from EmĂdio Garcia Secondary School in Bragança-Portugal, conceived the fourth
learning unit on Elements and Climate factors regarding the Translational Motion
and the Seasons of the Year. The temperature element was chosen to be studied
throughout 3 lessons. In the course of these, students should not only be capable
of relating the diurnal and annual variation of the temperature according to the
movements of the earth but also to understand the relation between the annual
variation of the temperature and the latitude of the place.
The fifth and the sixth learning units aim at improving foreign language and
social skills while at the same time students are taken back in time, thus broadening
their knowledge on culture and history. Through the most suggestive title:
âLegends and heroes â To be a Knight in King Arthurâs courtâ, IldikĂł SzabĂł, from
the Kecskemét College, Teacher Training Faculty in Hungary, takes us on a tour
through medieval times meeting the needs of several learning styles, such as acoustic,
kinaesthetic and visual.
Sarolta Lipóczi, also from the Kecskemét College, Teacher Training Faculty, conceived
the sixth learning unit titled âMozart as a child and his travelsâ a way to learn
German as a foreign language. In this unit, primary school students are given the
story of a famous musician born in Austria. Students thus develop cultural knowledge
and language competences through exciting learning objects and activities.
In part 3, Birgit May, Annika Jokiaho and VĂtor Gonçalves, with the collaboration
of José Exposto make a brief overview of the INTACT platform, explaining the
methods adopted and highlighting more technical issues related to results achieved
during the the project. Subchapter 3.2. reflects on good practices resulting from the whole project. It also records the national teamsâ experience in working with
the others for accomplishing the various tasks as well as the numerous unexpected
and unavoidable problems that came up in the three years during which the project
was completed.
Being all said, we truly hope that this ebook can become an appetiser to the
project, largely to make both students and teachers frequent users of the interactive
platform
Brooking no excuses: university staff and students are encouraged to develop their engagement
Brooking no excuses: university staff and students are encouraged to develop their engagement This paper will explore the internal and external factors that have prompted the University of East Anglia's decision to give Public Engagement into a more central role within the Universities Corporate Plan. It will illustrate how the SEARCH Action Learning Programme facilitated the design, implementation and delivery of new Staff and Student Development Programmes that aim to provide the confidence, skills and mentorship that will encourage staff to develop their engagement activities. We will use a SWOT analysis to discuss the strengths, weaknesses, opportunities and threats of the Public Engagement Practitioner. As part of this, we will explore how many of the issues we face as Science communicators with the public are similar to issues encountered by Communicators within the Arts and Humanities disciplines. Finally we will outline and detail our future plans, opportunities and vision that will enable us to move this agenda forward
Normative and Audience Discourses on Public Service Journalism at a âCritical Junctureâ: the Case of TVE in Spain
The concept of journalism, its metatheory and, in particular, public service journalism is
regulated by feedback between political models (legal and normative framework), academic
precepts and social practices. Scant attention has been paid to date to the impact that these
models have on citizensâ discourses, which is especially relevant at âcritical juncturesâ, i.e.
periods in which the old institutions are collapsing and require renovation (McChesney,
2007). Hence, this paper addresses the issue in the Spanish context in order to explore the
similarities and differences between the academic/legal/normative framework and audience
discourses. The former has been studied using documents, reports and legislation, and the
latter explored by means of discussion groups with viewers of the newscasts of TelevisiĂłn
Española (TVE)
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