Learning design and assessment with e-tivities

by Alejandro Armellini and Olaojo Aiyegbayo.

Published in: British Journal of Educational Technology, Special Issue: Learning objects in progress.  Volume 41, Issue 6, p. 922-935, November 2010.

Abstract

This paper reported on the findings of research into innovation in e-learning design and assessment through the development and implementation of online learning activities (e-tivities). The focus of the study was on Carpe Diem as a process to enable academic course teams to seize 2 days to design and embed pedagogically appropriate e-tivities into their courses. The study also addressed the use of technology in the design of e-tivities and the level of tutor and learner engagement with them during course delivery. Six academic course teams representing three disciplines at four British universities took part in this 12-month study. Cognitive mapping was the main research methodology used. The results suggested that Carpe Diem is an effective and powerful team-based process to foster pedagogical change and innovation in learning design and assessment practices. The e-tivities designed during Carpe Diem were successfully used primarily for learning and formative assessment, and exceptionally for summative assessment. Web 2.0 tools, especially wikis, were employed to enable collaborative online learning and were prominent in the new designs. The tutors’ e-moderation skills were key to engage learners and thus capitalise on the benefits of e-tivities.

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Online Versus in the Classroom: Student Success in a Hands-On Lab Class

By Ron Reuter. The American Journal of Distance Education. Philadelphia: Jul 2009. Vol. 23, Issue. 3; (p. 151).

Abstract

This study compares learning success of online and on-campus students in a general education soil science course with lab and field components. Two terms of students completed standardized pre- and post assessments designed to test knowledge and skills from the lecture and lab content of the course.

Online eAssessment: AMEE Guide No. 39

by: Reg Dennick, Simon Wilkinson,

Nigel Purcell.  Informa Healthcare

To cite this Article Dennick, Reg, Wilkinson, Simon and Purcell, Nigel(2009)’Online eAssessment: AMEE Guide No. 39′,Medical Teacher,31:3,192 — 206.

Abstract

In this guide, the authors outline the advantages of online eAssessment and examine the intellectual, technical, legal and cost issues that arise from its use.  This guide outlines the major assessment types that are suitable for online assessment and makes a key distinction between formative and summative assessment.  The focus is primarily on the
latter since that is where the difficulties are most acute and robust systems most critical.  A range of practical issues relating to the key stages in running a summative e-exam are explored and advice given on system requirements and on how to ensure that the exam runs smoothly when you ‘go live‘.

This section includes consideration of the way that using eAssessment might affect the standard setting and results analysis process.  The section on future trends in online assessment explores possibilities such as computer adaptive testing and the automated assessment of free text answers.  Finally, there is a consideration of the implications of these trends for management.

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A Novel Architecture for E-Learning Knowledge Assessment Systems

by: Krzysztof Gierlowski, Krzysztof Nowicki. International Journal of Distance Education Technologies. Hershey: Apr-Jun 2009. Vol. 7, Iss. 2; pg. 1.

Abstract

In this article we propose a novel e-learning system, dedicated strictly to knowledge assessment tasks. In its  functioning it utilizes web-based technologies, but its design differs radically from currently popular e-learning solutions which rely mostly on thin-client architecture. Our research proved that such architecture, while well suited for didactic content distribution systems is ill-suited for knowledge assessment products. In our design we employed loosely-tied distributed system architecture, strict modularity, test and simulation-based knowledge and skill assessment and an our original communications package called Communication Abstraction Layer (ComAL), specifically designed to support communication functions of e-learning systems in diverse network conditions (including offline environment).The system was tested in production environment on Faculty of Electronics, Telecommunications and Informatics, Technical University of Gdansk with great success, reducing staff workload and increasing efficiency of didactic process. Tests also showed system’s versatility as the system was deployed in environments of classroom, remote and blended learning.  [PUBLICATION ABSTRACT]