Picture of a black hole

Strathclyde Open Access research that creates ripples...

The Strathprints institutional repository is a digital archive of University of Strathclyde's Open Access research outputs. Strathprints provides access to thousands of research papers by University of Strathclyde researchers, including by Strathclyde physicists involved in observing gravitational waves and black hole mergers as part of the Laser Interferometer Gravitational-Wave Observatory (LIGO) - but also other internationally significant research from the Department of Physics. Discover why Strathclyde's physics research is making ripples...

Strathprints also exposes world leading research from the Faculties of Science, Engineering, Humanities & Social Sciences, and from the Strathclyde Business School.

Discover more...

Knowledge creation through engagement in a personal learning environment

Welsh, Mary P. (2008) Knowledge creation through engagement in a personal learning environment. In: Learning to Live in the Knowledge Society. IFIP International Federation for Information Processing, 281 . Springer, Boston, pp. 305-312. ISBN 978-0-387-09728-2

Full text not available in this repository. (Request a copy from the Strathclyde author)

Abstract

This paper reports on an action research project involving a complete re-design of a module in Educational Studies undertaken by students in the first year of a B.Ed degree in a university in Scotland. Innovative use of a personal learning environment (PLE), the PebblePad E-Portfolio System, resulted in radical changes in teaching, learning and assessment and produced significant gains in learning and in efficient, effective use of staff time. The lecture programme was restructured in a way that identified five clear, natural breaks, which were named 'learning milestones'. These occurred at the end of each 'mini-series' of lectures. A 'core task', designed to consolidate the learning content of each mini-series, was constructed by the faculty member who had delivered the lectures and formative assessment, in the form of self and peer-based assessment, was designed around these core tasks, allowing an incremental increase in the demands placed on students. The project supported the development of skills of self and peer-based formative assessment, reflection and self-regulation in students aiming to be primary (elementary) school teachers. The intervention was funded by the Re-Engineering Assessment Practices in Higher Education (REAP) Project which, in turn, received funding from the Scottish Executive (Government) E-Transformation Initiative.