46,211 research outputs found
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Innovating Pedagogy 2015: Open University Innovation Report 4
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation
Bridging the gap between digital libraries and e-learning
Digital Libraries (DL) are offering access to a vast amount of digital
content, relevant to practically all domains of human knowledge, which makes it
suitable to enhance teaching and learning. Based on a systematic literature review,
this article provides an overview and a gap analysis of educational use of DLs.The research work presented in this paper is partially supported by the FP7 Grant
316087 AComIn âAdvanced Computing for Innovationâ, funded by the European Commission in the FP7 Capacity Programme in 2012-2016.peer-reviewe
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The genesis and development of mobile learning in Europe
In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchersâ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning
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A literature review of the use of Web 2.0 tools in Higher Education
This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, âPeals in the Cloudâ, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching
Marking complex assignments using peer assessment with an electronic voting system and an automated feedback tool
The work described in this paper relates to the development and use of a range of initiatives in order to mark complex masters' level assignments related to the development of computer web applications. In the past such assignments have proven difficult to mark since they assess a range of skills including programming, human computer interaction and design. Based on the experience of several years marking such assignments, the module delivery team decided to adopt an approach whereby the students marked each other's practical work using an electronic voting system (EVS). The results of this are presented in the paper along with statistical comparison with the tutors' marking, providing evidence for the efficacy of the approach. The second part of the assignment related to theory and documentation. This was marked by the tutors using an automated feedback tool. It was found that the time to mark the work was reduced by more than 30% in all cases compared to previous years. More importantly it was possible to provide good quality individual feedback to learners rapidly. Feedback was delivered to all within three weeks of the test submission datePeer reviewe
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