4,477 research outputs found
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 8â12 May 2000. It was organised by HeriotâWatt 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)
Report on the Implementation of Work Package 4 âSelection and Testing New ICT Toolsâ in the Framework of the IRNet Project
This article, prepared by an international team of authors â researchers from
different scientific areas, connected with ICT, e-learning, pedagogy, and other
related disciplines â focuses on the objectives and some results of the IRNet
international project. In particular, this article describes the research tools, methods,
and some procedures of the Work Package 4 (WP4) âSelection and Testing New ICT toolsâ: Objectives, Tasks, Deliverables, and implementation of research trips.
Researchers from partner universities have analysed the results of WP4 in the
context of the next stages and Work Packages of the IRNet project â International
Research Network
Virtual pedagogical model: development scenarios
info:eu-repo/semantics/publishedVersio
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 8â12 May 2000. It was organised by HeriotâWatt 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)
E-Learning for Teachers and Trainers : Innovative Practices, Skills and Competences
Reproduction is authorised provided the source is acknowledged.Final Published versio
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Quality Assessment for E-learning: a Benchmarking Approach (Third edition)
The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them.
However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement
Blended tutoring: an exploration of tutor emotional competences valued by learners in a higher education context
This paper reports on research into the emotional competences that mature higher education (HE) students, working in blended learning contexts and studying part-time (PT), vocationally relevant, degrees within a School of Education, value in their tutors. A mixed methods approach was adopted to conduct a detailed exploration of eight tutorsâ practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; studentsâ perceptions of their learning experiences were assessed using an attitude survey; and, an analysis of the content and communications in the virtual learning environment provided insight into tutorsâ online practice. Golemanâs (2001) âFramework of Emotional Competencesâ provided an initial structure but, after analysis, some competences were rejected and others were added. The paper suggests that a new group of competences are required that could support effective blended tutoring for mature learners as well as the recruitment and selection of tutors
Analyzing collaborative learning processes automatically
In this article we describe the emerging area of text classification research focused on the problem of collaborative learning process analysis both from a broad perspective and more specifically in terms of a publicly available tool set called TagHelper tools. Analyzing the variety of pedagogically valuable facets of learnersâ interactions is a time consuming and effortful process. Improving automated analyses of such highly valued processes of collaborative learning by adapting and applying recent text classification technologies would make it a less arduous task to obtain insights from corpus data. This endeavor also holds the potential for enabling substantially improved on-line instruction both by providing teachers and facilitators with reports about the groups they are moderating and by triggering context sensitive collaborative learning support on an as-needed basis. In this article, we report on an interdisciplinary research project, which has been investigating the effectiveness of applying text classification technology to a large CSCL corpus that has been analyzed by human coders using a theory-based multidimensional coding scheme. We report promising results and include an in-depth discussion of important issues such as reliability, validity, and efficiency that should be considered when deciding on the appropriateness of adopting a new technology such as TagHelper tools. One major technical contribution of this work is a demonstration that an important piece of the work towards making text classification technology effective for this purpose is designing and building linguistic pattern detectors, otherwise known as features, that can be extracted reliably from texts and that have high predictive power for the categories of discourse actions that the CSCL community is interested in
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