Designing Digital Self-Assessment and Feedback Tools as Mentoring Interventions in Higher Education

Higher education in Germany traditionally follows a one-size-fits-all paradigm. The ignorance of diverse students’ needs jeopardizes high-quality and equal educational opportunities for all. Digital technologies can provide economical solutions to individualize teaching and learning, even in large university classes. However, their design has to incorporate pedagogical theories, specific contextual requirements, and users’ needs (Laurillard, 2008). In this project contribution, we want to demonstrate our approach to this challenge. We briefly describe how we connected the pedagogical concept of mentoring to theories of self-regulated learning and used this as a framework for developing formative assessment and automated feedback tools as digital mentoring interventions. The mentoring nterventions aim at facilitating self-regulated learning, especially self-monitoring and strategy-adaption. We present three different implementations in structured and illstructured domains and the key results of a qualitative evaluation survey. [Aus: Introduction

EdTec Implementation in a global higher education network: Empirical data from a field study in South Asia

This paper examines the appropriateness of using educational technologies toward increasing flexibility of learning in a global higher education in South Asia. The integration of information and communication technology (ICT) into education is widely perceived as an essential aspect of teaching and learning in contemporary society and therefore embodied in education policies across many countries, Cambodia and Sri Lanka included. Authors consider the argument that while interactive educational technologies may be appropriate in countries in which self-directed study and student autonomy are emphasised, a similar use of educational technologies may be found appropriate. Yet, in South Asian countries, education has traditionally been more tightly structured and teacher-directed that is why this paper does examine government policies toward the use of educational technologies in higher education in Cambodia and Sri Lanka. Qualitative analyses of both needs and challenges of introducing and implementing ICT in these particular cultural contexts are considered as preconditions for an effective implementation of Higher Education (HE) skill development. Subsequently, a plan is concluded of how to implement EdTec in that HE network to trigger awareness about further steps of the recent measure

EdTec Implementation in a global higher education network: Empirical data from a field study in South Asia

This paper examines the appropriateness of using educational technologies toward increasing flexibility of learning in a global higher education in South Asia. The integration of information and communication technology (ICT) into education is widely perceived as an essential aspect of teaching and learning in contemporary society and therefore embodied in education policies across many countries, Cambodia and Sri Lanka included. Authors consider the argument that while interactive educational technologies may be appropriate in countries in which self-directed study and student autonomy are emphasised, a similar use of educational technologies may be found appropriate. Yet, in South Asian countries, education has traditionally been more tightly structured and teacher-directed that is why this paper does examine government policies toward the use of educational technologies in higher education in Cambodia and Sri Lanka. Qualitative analyses of both needs and challenges of introducing and implementing ICT in these particular cultural contexts are considered as preconditions for an effective implementation of Higher Education (HE) skill development. Subsequently, a plan is concluded of how to implement EdTec in that HE network to trigger awareness about further steps of the recent measure

Designing Digital Self-Assessment and Feedback Tools as Mentoring Interventions in Higher Education

Higher education in Germany traditionally follows a one-size-fits-all paradigm. The ignorance of diverse students’ needs jeopardizes high-quality and equal educational opportunities for all. Digital technologies can provide economical solutions to individualize teaching and learning, even in large university classes. However, their design has to incorporate pedagogical theories, specific contextual requirements, and users’ needs (Laurillard, 2008). In this project contribution, we want to demonstrate our approach to this challenge. We briefly describe how we connected the pedagogical concept of mentoring to theories of self-regulated learning and used this as a framework for developing formative assessment and automated feedback tools as digital mentoring interventions. The mentoring nterventions aim at facilitating self-regulated learning, especially self-monitoring and strategy-adaption. We present three different implementations in structured and illstructured domains and the key results of a qualitative evaluation survey. [Aus: Introduction

Designing Digital Self-Assessment and Feedback Tools as Mentoring Interventions in Higher Education

Higher education in Germany traditionally follows a one-size-fits-all paradigm. The ignorance of diverse students’ needs jeopardizes high-quality and equal educational opportunities for all. Digital technologies can provide economical solutions to individualize teaching and learning, even in large university classes. However, their design has to incorporate pedagogical theories, specific contextual requirements, and users’ needs (Laurillard, 2008). In this project contribution, we want to demonstrate our approach to this challenge. We briefly describe how we connected the pedagogical concept of mentoring to theories of self-regulated learning and used this as a framework for developing formative assessment and automated feedback tools as digital mentoring interventions. The mentoring nterventions aim at facilitating self-regulated learning, especially self-monitoring and strategy-adaption. We present three different implementations in structured and illstructured domains and the key results of a qualitative evaluation survey. [Aus: Introduction

EdTec Implementation in a global higher education network: Empirical data from a field study in South Asia

This paper examines the appropriateness of using educational technologies toward increasing flexibility of learning in a global higher education in South Asia. The integration of information and communication technology (ICT) into education is widely perceived as an essential aspect of teaching and learning in contemporary society and therefore embodied in education policies across many countries, Cambodia and Sri Lanka included. Authors consider the argument that while interactive educational technologies may be appropriate in countries in which self-directed study and student autonomy are emphasised, a similar use of educational technologies may be found appropriate. Yet, in South Asian countries, education has traditionally been more tightly structured and teacher-directed that is why this paper does examine government policies toward the use of educational technologies in higher education in Cambodia and Sri Lanka. Qualitative analyses of both needs and challenges of introducing and implementing ICT in these particular cultural contexts are considered as preconditions for an effective implementation of Higher Education (HE) skill development. Subsequently, a plan is concluded of how to implement EdTec in that HE network to trigger awareness about further steps of the recent measure