Formative feedback to improve learning on a teacher education degree using a personal learning environment
Ross, Magnus M.B. and Welsh, Mary P. (2007) Formative feedback to improve learning on a teacher education degree using a personal learning environment. International Journal of Emerging Technologies in Learning, 2 (3). pp. 1-7. ISSN 1863-0383
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Abstract
This paper reports on an action research project involving a structured, formative assessment feedback process, within a personal learning environment (PLE), to address concerns about effectiveness of previous course delivery. The project ran during session 2006-07 involving the use of a series of tutor mediated self and peer assessed core tasks associated with five distinct learning milestones. These were associated with identifiable blocks of lectures delivered by different staff involved in the programme. The series of Core Tasks placed progressively increasing demands on students so helping them develop more sophisticated learning skills as the year progresses. The PLE is used as the medium for self/peer assessment processes and for tutor feedback and mediation.
ORCID iDs
Ross, Magnus M.B. and Welsh, Mary P. ORCID: https://orcid.org/0000-0002-7692-5910;-
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Item type: Article ID code: 5642 Dates: DateEvent2007PublishedSubjects: Bibliography. Library Science. Information Resources > Information resources > Electronic information resources
Education > Theory and practice of education > Higher EducationDepartment: Faculty of Education > Educational and Professional Studies
Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > EducationDepositing user: Mr Magnus Ross Date deposited: 04 Mar 2008 Last modified: 22 Sep 2024 00:41 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/5642