Assessment and learning outcomes: the evaluation of deep learning in an on-line course

Using an online learning environment, students from European countries collaborated and communicated to carry out problem based learning in occupational therapy. The effectiveness of this approach was evaluated by means of the final assessments and published learning outcomes. In particular, transcripts from peer-to-peer sessions of synchronous communication were analysed. The SOLO taxonomy was used and the development of deep learning was studied week by week. This allowed the quality of the course to be appraised and showed, to a certain extent, the impact of this online international course on the learning strategies of the students. Results indicate that deep learning can be supported by synchronous communication and online meetings between course participants.</p

Rycotewood College: report from the Inspectorate (FEFC inspection report; 22/95 and 73/99)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1994-95 and 1998-99

Raising the Bar on Training at Valparaiso University

We have recently overhauled our IT training program that we offer our students, faculty and staff. In the past, the training program consisted of sessions about changes to campus systems or sessions related to very specific software uses such as mail merge or tables. Users can now expect that training will be more than software use and how-to’s. We have started looking at ways to enhance our clients overall use of campus technology. As we examined ways to better serve our campus community, we engaged in qualitative observations in many areas. We examined how our graduate students were using technology to collaborate. The faculty were observed by our training staff to see how they were employing campus technology in courses and integrating technology into their assignments given to students. We interviewed our Help Desk Student Consultants to see what they observed as major training goals throughout the campus based on their interactions with clients. Upon completion of our observations, we outline our course development plans for increasing technology integration and full use of our campus technology offerings to further our mission of enhancing learning, teaching and job function through technology. Our goal is to reach beyond the software functionality and take our clients to the apex of relevance and application

Instruction 2.0 - What are We Actually Doing?

This survey looks at ARL Libraries\u27 instruction websites and tries to identify publicly available Library 2.0 tools focused on user education. The reasons for each tool\u27s presence or absence are discussed and an overall assessment of the current state of the use of these tools in the field is offered

Guide on the Side and LibWizard Tutorials side-by-side: How do the two platforms for split-screen online tutorials compare?

Split-screen tutorials are an appealing and effective way for libraries to create online learning objects where learners interact with real-time web content. Many libraries are using the University of Arizona’s award-winning, open source platform, Guide on the Side; in 2016, Springshare released a proprietary alternative, LibWizard Tutorials. This article reviews the advantages and limitations of this kind of tutorial. It also examines the differences between each platform’s distinctive characteristics. These platforms create similar split-screen tutorials, but have differences that affect diverse aspects of installation, administration, authoring and editing, student learning, data management, and accessibility. Libraries now have the opportunity to consider and compare alternative platforms and decide which one is best suited to their needs, priorities and resources