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Networks and learning: communities, practices and the metaphor of networks
Get PDFThis article argues that the use of the network metaphor can link together various different aspects of research into the use of advanced learning technologies based on computer networks. The idea of networked learning has become commonplace as an alternative to e-learning that stresses the interaction of learners, tutors and resources through networks. The arguments put in this article are firstly that learning technology needs to take account of the wider debate about networks and secondly that research in this field needs to address the theoretical and practical issues raised by advances in the field of networks. A third point is that the idea of the network acts as a powerful metaphor even if we are able to discount any particular theory generated in its support. The network metaphor can act as a unifying concept allowing us to bring together apparently disparate elements of the field. Networks are an important issue in the study of learning using advanced technologies and they speak to some of the central issues in learning theory such as virtual communities and communities of practice
Quality assurance for digital learning object repositories: issues for the metadata creation process
Get PDFMetadata enables users to find the resources they require, therefore it is an important component of any digital learning object repository. Much work has already been done within the learning technology community to assure metadata quality, focused on the development of metadata standards, specifications and vocabularies and their implementation within repositories. The metadata creation process has thus far been largely overlooked. There has been an assumption that metadata creation will be straightforward and that where machines cannot generate metadata effectively, authors of learning materials will be the most appropriate metadata creators. However, repositories are reporting difficulties in obtaining good quality metadata from their contributors, and it is becoming apparent that the issue of metadata creation warrants attention. This paper surveys the growing body of evidence, including three UK-based case studies, scopes the issues surrounding human-generated metadata creation and identifies questions for further investigation. Collaborative creation of metadata by resource authors and metadata specialists, and the design of tools and processes, are emerging as key areas for deeper research. Research is also needed into how end users will search learning object repositories
Dont write, just mark: the validity of assessing student ability via their computerized peer-marking of an essay rather than their creation of an essay
Get PDFThis paper reports on a case study that evaluates the validity of assessing students via a computerized peer-marking process, rather than on their production of an essay in a particular subject area. The study assesses the higher-order skills shown by a student in marking and providing consistent feedback on an essay. In order to evaluate the suitability of this method of assessment in judging a students ability, their results in performing this peer-marking process are correlated against their results in a number of computerized multiple-choice exercises and also the production of an essay in a cognate area of the subject being undertaken. The results overall show a correlation of the expected results in all three areas of assessment being undertaken, rated by the final grades of the students undertaking the assessment. The results produced by quantifying the quality of the marking and commenting of the students is found to map well to the overall expectations of the results produced for the cohort of students. It is also shown that the higher performing students achieve a greater improvement in their overall marks by performing the marking process than those students of a lower quality. This appears to support previous claims that awarding a 'mark for marking' rewards the demonstration of higher order skills of assessment. Finally, note is made of the impact that such an assessment method can have upon eradicating the possibility of plagiarism
Easing the transition from paper to screen: an evaluatory framework for CAA migration
Get PDFComputer assisted assessment is becoming more and more common through further and higher education. There is some debate about how easy it will be to migrate current assessment practice to a computer enhanced format and how items which are currently re-used for formative purposes may be adapted to be presented online. This paper proposes an evaluatory framework to assess and enhance the practicability of large-scale CAA migration for existing items and assessments. The framework can also be used as a tool for exposing compromises between delivery mechanism and validity-exposing the limits of validity of modified paper based assessments and highlighting the crucial areas for transformative assessments
Transactional distance in a blended learning environment
Get PDFThis paper presents a case study that describes and discusses the problems encountered during the design and implementation of a blended learning course, largely taught online through a web-based learning environment. Based on Moore's theory of transactional distance, the course was explicitly designed to have dialogue at its heart. However, the reality of systemic behaviours caused by delivering such a course within a group of conventional further and higher educational institutions has led to an entirely unanticipated reversion to structure, with unpleasant consequences for both quality and quantity of dialogue. The paper looks at some of the reasons for this drift, and suggests that some of the disappointing results (in particular in terms of the quality of the students' experience and associated poor retention) can be attributed to the lack of dialogue, and consequent increase in transactional distance. It concludes with a description and evaluation of steps currently being taken to correct this behaviour
A framework to study learning in a complex learning environment
Get PDFThis paper presents a framework for analysing variations in the ways in which students experience learning in complex, computer-supported environments. It involves an application of phenomenography extended to encompass the content of the learning as well as its context. Concepts from activity theory are drawn upon to enlarge the scope of phenomenography. By applying this framework, researchers, as well as course organisers, may gain insights into how courses are experienced by the participants and can thus develop these in a way that will be perceived as improvement by the course participants. Within this predominantly phenomenographic approach, the focus is upon the content of the learning experience, giving the ability to relate learning outcomes to the experience of the learning environment. Hence, insights can be gained that can help to improve learning environments and thereby outcomes. A case study illustrating the kinds of results than can be obtained when using the framework is provided
