Megabits     

Andrew Stein  Con Nikakis  John Bentley  Rob Jovanovic 《TechTrends》2001,45(2):27-27

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Integrating assessment, learning and instruction: Assessment of domain-specific and domaintranscending prior knowledge and progress     

Filip J.R.C. Dochy  George Moerkerke  Rob Martens 《Studies in Educational Evaluation》1996,22(4):309-339

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The Design of Competency-Based Performance Assessment in E-Learning     

Dominique M. A. Sluijsmans  Frans J. Prins  Rob L. Martens 《Learning Environments Research》2006,9(1):45-66

This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid and reliable assessments in such environments, leaving many questions to educational developers and teachers. As a solution to this problem, a systematic approach to designing performance assessments in e-learning contexts is presented, partly based on the 4C/ID model. This model enables the construction of realistic whole tasks instead of advocating education that is restricted to more isolated skills. A new assessment procedure also implies an alternative view of instructional design, learning and assessment. The requirements for the learning environment are addressed. Examples from a virtual seminar are presented to illustrate the design approach. The article concludes with the identification of possible pitfalls related to the approach and gives directions for future research.  相似文献   

A framework for enabling graduate outcomes in undergraduate programmes     

C. H. Bond  A. McLean  N. Smith  S. Frielick  M. Jenkins 《高等教育研究与发展》2017,36(1):43-58

Our research aim was to determine what enables engagement with graduate outcomes in tertiary institutions in Aotearoa/New Zealand. We used a mixed methods approach comprising a survey sent to all tertiary institutions, follow-up interviews with 10 academic leaders and eight case studies of good practice of programmes engaged with graduate outcomes across four institutions. Using a general inductive approach, analysis of the academic leader interviews generated five categories of enablers: external drivers, structural/procedural, development, student achievement and contextual enablers. Combining these enablers led to an integrating framework for institutional engagement in the development of graduate outcomes. Drawing on wider datasets from the survey, interviews and cases studies, relevant strategies were identified that staff and students perceived influenced the development of graduate outcomes. The framework and the associated strategies adopt a ‘whole-of-institution’ approach, which is inclusive of programmes, staff and students and their individual histories, traditions, cultures and purposes thus allowing for each institution’s unique characteristics.  相似文献   

Television,Space, Education: rethinking relations between schools and media     

Rob Morgan 《Discourse: Studies in the Cultural Politics of Education》1995,16(1):39-57

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Effects of Web-based Support for the Construction of Competence Maps     

Angela Stoof  Rob L. Martens  Jeroen J. G. van Merriënboer 《Instructional Science》2006,34(3):189-211

Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and an information bank. Each supportive aid was expected to improve perceived process and product quality as well as learning. In a full factorial experiment, 266 educational science students constructed a competence map, whether or not supported by different combinations of the three supportive aids. The availability of the construction kit and the phenomenarium had positive effects on perceived process quality and learning. Furthermore, if there was no phenomenarium with example materials, the absence of the construction kit greatly diminished experienced support (i.e., one aspect of process quality); if a phenomenarium was present, the availability of the construction kit had relatively little effect on perceived support. In general, this study indicates that well-designed Web-based support helps to construct competence maps. in final form: 2 February 2006  相似文献   

Letter from the Editor-in-Chief     

Rob Kling 《The Information Society》1998,14(1):1-2

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THE MUSEUM AS MUSE: ARTISTS REFLECT: At the Museum of Modern Art,New York     

Kathleen McLean 《Curator: The Museum Journal》1999,42(3):253-255

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Evaluating the quality of e-learning at the degree level in the student experience of blended learning     

Paul Ginns  Rob A. Ellis 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):652-663

This paper reports on the development of a scale for determining the quality of the student e-learning experience at the degree level when the student learning context is predominately a campus-based experience. Rapid developments in the use of information and communication technologies (ICT) in higher education require methods for evaluating the contribution of such tools to student learning, especially when they are complementing a face-to-face experience. We examine the psychometric functioning of a proposed e-learning scale in relation to a well-validated degree-level teaching evaluation instrument, the Student Course Experience Questionnaire. The e-learning scale has suitable reliability and validity in the present sample of undergraduate students for quality assurance activities around ICT.  相似文献   

Productive pedagogies: A redefined methodology for analysing quality teacher practice   总被引：1，自引：0，他引：1  

Martin Mills  Merrilyn Goos  Amanda Keddie  Eileen Honan  Donna Pendergast  Rob Gilbert  Kim Nichols  Peter Renshaw  Tony Wright 《The Australian Educational Researcher》2009,36(3):67-87

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