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.

    Creators(s): Ross, Magnus M.B. and Welsh, Mary P. ORCID logoORCID: https://orcid.org/0000-0002-7692-5910;
    Item type:Article
    ID code:5642
    Keywords:e-learning methods, methodologies and tools, pedagogicalissues, real world experiences, pilot projects, learning, Electronic information resources, Higher Education, Engineering(all), Education
    Subjects:Bibliography. Library Science. Information Resources > Information resources > Electronic information resources
    Education > Theory and practice of education > Higher Education
    Department:Faculty of Education > Educational and Professional Studies
    Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
    Depositing user: Mr Magnus Ross
    Date deposited:04 Mar 2008
    Last modified:17 Feb 2021 01:56
    Related URLs:
    URI:https://strathprints.strath.ac.uk/id/eprint/5642
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