Views
5 months ago

Advances in E-learning-Experiences and Methodologies

Evaluation

Evaluation and Effective Learning Hernández Nanclares, N. (2006) El portafolios electrónico: Una alternativa para evaluar en la Universidad. Paper presented in I jornadas de innovación educativa de la Escuela Politécnica Superior de Zamora, junio Zamora, España. Johnson-Bogart, K. (1995). Writing portfolios: What teachers learn from students self-assessment. In Washington Centre’s Evaluation Committee (Ed.), Assessment in and of collaborative learning. Washington: Washington Centre for Improving the Quality of Undergraduate Education. Klenowski, V. (2002). Developing portfolios for learning and assessment: Processes and principles. London: RoutledgeFalmer. Klenowski, V., Askew, S., & Carnell, E. (2006). Portfolios for learning, assessment and professional development. Assessment and Evaluation in Higher Education, 31(3), 267-286. Miller, C.M.I., & Parlett, M. (1974). Up to the mark: A study of the examination game. Guildford: Society for Research into Higher Education. Sambell, K., & Mcdowell, L. (1998). The construction of the hidden curriculum: Messages and meanings in the assessment of student learning. Assessment and Evaluation in Higher Education, 23(4), 391-402. Snyder, B.R. (1971). The hidden curriculum. Cambridge, MA: MIT Press. Spillane, M.G. (1999, June). Portfolio assessment in higher education: Seeking credibility on the campus. Journal of the National Institute of the Assessment of Experiential Learning, 17-28. Williams, S.C., Davis, M.L., Metcalf, D., & Covington, V.M. (2003). The evolution of a process portfolio as an assessment system in a teacher education program. Current Issues in Education, 6(1). Retrieved October 28, 2007, from http://cie. ed.asu.edu/volume6/number1/ AddItIonAL reAdIng Baron, C. (1996). Creating a digital portfolio. Indianapolis, IN: Hayden Books Barret, H. (2000). Create your own electronic portfolio. Learning & Leading with Technology, 27(7), 14-21. Barrett, H. (2000). The electronic portfolio development process. Retrieved October 28, 2007, from http://electronicportfolios.org/portfolios/EP- DevProcess.html Barrett, H. (2005). Research electronic portfolios and learner engagement. White Paper. Retrieved October 28, 2007, from http://www.taskstream. com/reflect/whitepaper.pdf Bates, A., & Poole, G. (2003). Effective teaching with technology in higher education. San Francisco: Jossey-Bass. Belait, L. (2001). La evaluación de la acción. El dossier progresivo de los alumnos. Diada editoras. Benito, A., & Cruz, A. (Eds.). (2005). Nuevas claves para la docencia universitaria en el Espacio Europeo de Educación Superior. Madrid: Narcea. Bird, T. (1997). El portafolio del profesor: Un ensayo sobre las posibilidades. In J. Millman & L. Darling Hammond (Eds.), Manual para la evaluación del profesorado (pp. 332-351), Madrid: La Muralla. Bitter, G., & Pierson, M. (2005). Using technology in the classroom (6th ed.). Boston: Pearson. Brookheart, S.M. (2001) Successful students’ formative and summative uses of assessment information. Assessment and Evaluation in Higher Education, 8(2), 154-169. Bullock, A.A., & Hawk, P. (2001). Developing a teaching portfolio: A guide for preservice and practicing teachers. Upper Saddle River, NJ: Prentice-Hall.

Evaluation and Effective Learning Campbell, D., Cignetti, P., Melenyzer, B., Nettles, D., & Wyman, R. (1997). How to develop a professional portfolio: A manual for teachers. California University of Pennsylvania. Campbell, Melenyzer, Nettles, & Wyman (2000). Portfolio and performance assessment in teacher education. Boston: Allyn & Bacon. Cano, E. (2005). El portafolios del profesorado universitario. Un instrumento para la evaluación del desarrollo profesional. Barcelona: Octaedro/ ICE-UB. Carless, D.M. (2002). The mini-viva as a tool to enhance assessment for learning. Assessment and Evaluation in Higher Education, 27(4), 353-363. Carney, J. (2005). What kind of electronic portfolio research do we need? Retrieved October 28, 2007, from it.wce.wwu.edu/carney/Presentations/SITE05/ResearchWeNeed.pdf Casado Ortiz, R. (2006). Convergencia con Europa y cambio en la universidad. Los profesores y las nuevas tecnologías como elementos clave en el nuevo modelo de aprendizaje del Espacio Europeo de Educación Superior. Edutec. Revista Electrónica de Tecnología Educativa. Castillo, S. (2004). Use y proporcione retroacción. In L.M. Villar (Coord.). (2004). Programa para la Mejora de la Docencia Universitaria. Madrid: Pearson/Prentice Hall. Greer, L. (2001). Does changing the method of assessment of a module improve the performance of a student? Assessment and Evaluation in Higher Education, 26(2), 128-138. Hebert, E. (2001). The power of portfolios: What children can teach us about learning and assessment. Jossey-Bass. Lyons, N. (Ed.). (1998). With portfolio in hand: Validating the new teacher professionalism. New York: Teachers College Press. Martin-Kniep, G. (1998). Why am I doing this? Purposeful teaching through portfolio assessment. Portsmouth: Heinemann. McLaughlin, M., & Vogt, M. (1996). Portfolios in teacher education. Newark, NJ: International Reading Association. McLaughlin, M., Vogt, M. E., Anderson, J. A., DuMez, J., Peter, M. G., & Hunter, A. (1998). Professional portfolio models: Reflections across the teaching profession. Norwood, MA: Christopher-Gordon Publishers. Murphy, P. (2003). E-portfolios: Collections of student work move from paper to pixels. TLTC News, University of California. Retrieved October 28, 2007, from http://www.uctltc.org/news/2003/02/ feature.html Pozuelos, F. J. (2003). La carpeta de trabajos. Una propuesta para compartir la evaluación en el aula. Cooperación Educativa. Kikirikí. 71/72, 37-43. Tosh, D., & Werdmuller, B. (2004). E-portfolios and Weblogs: One vision for ePortfolio development. Retrieved October 28, 2007, from http:// eduspaces.net/dtosh/files/7371/16864/ePortfolio_Weblog.pdf Vandervelde, J.M. (2004). A+ rubric: Rubric for electronic portfolio. Retrieved October 28, 2007, from http://www.uwstout.edu/soe/profdev/eportfoliorubric.html Wiske, M.A. (2005). Teaching for understanding with technology. San Francisco: Jossey-Bass. Yorke, M. (2001). Formative assessment and its relevance to retention. Higher Education Research and Development, 20(2), 115-126.

  • Page 2 and 3:

    Advances in E-Learning: Experiences

  • Page 4 and 5:

    Table of Contents Preface .........

  • Page 6 and 7:

    Chapter XIV Open Source LMS Customi

  • Page 8 and 9:

    Chapter III Philosophical and Epist

  • Page 10 and 11:

    of constructive and cooperative met

  • Page 12 and 13:

    Chapter XIV Open Source LMS Customi

  • Page 14 and 15:

    contents, learning contexts, proces

  • Page 16 and 17:

    xv these organizations do not get a

  • Page 18 and 19:

    xvii QuALIty In e-LeArnIng Before t

  • Page 20 and 21:

    allow that the teachers in training

  • Page 22 and 23:

    xxi ISO. (1986). Quality-Vocabulary

  • Page 24 and 25:

    Chapter I RAPAD: A Reflective and P

  • Page 26 and 27:

    RAPAD in fields such as law, engine

  • Page 28 and 29:

    RAPAD mystery to the new student. B

  • Page 30 and 31:

    RAPAD example, whereas Laurillard h

  • Page 32 and 33:

    RAPAD Ontologically, systems philos

  • Page 34 and 35:

    RAPAD information related processes

  • Page 36 and 37:

    RAPAD methods and techniques accord

  • Page 38 and 39:

    RAPAD 2. An introduction to learnin

  • Page 40 and 41:

    RAPAD then asked to reflect on and

  • Page 42 and 43:

    RAPAD Figure 4. A rich picture to h

  • Page 44 and 45:

    RAPAD Again using techniques from t

  • Page 46 and 47:

    RAPAD university preparation course

  • Page 48 and 49:

    RAPAD The third interface is at the

  • Page 50 and 51:

    RAPAD Knight, P.T., & Trowler, P. (

  • Page 52 and 53:

    RAPAD AddItIonAL reAdIngs Goodyear,

  • Page 54 and 55:

    A Heideggerian View on E-Learning t

  • Page 56 and 57:

    A Heideggerian View on E-Learning (

  • Page 58 and 59:

    A Heideggerian View on E-Learning s

  • Page 60 and 61:

    A Heideggerian View on E-Learning r

  • Page 62 and 63:

    A Heideggerian View on E-Learning o

  • Page 64 and 65:

    A Heideggerian View on E-Learning n

  • Page 66 and 67:

    A Heideggerian View on E-Learning M

  • Page 68 and 69:

    A Heideggerian View on E-Learning W

  • Page 70 and 71:

    Philisophical and Epistemological B

  • Page 72 and 73:

    Philisophical and Epistemological B

  • Page 74 and 75:

    Philisophical and Epistemological B

  • Page 76 and 77:

    Philisophical and Epistemological B

  • Page 78 and 79:

    Philisophical and Epistemological B

  • Page 80 and 81:

    Philisophical and Epistemological B

  • Page 82 and 83:

    Philisophical and Epistemological B

  • Page 84 and 85:

    Chapter IV E-Mentoring: An Extended

  • Page 86 and 87:

    E-Mentoring However, what is unders

  • Page 88 and 89:

    E-Mentoring baugh, & Williams, 2004

  • Page 90 and 91:

    E-Mentoring Table 2. Contact. Diffe

  • Page 92 and 93:

    E-Mentoring Table 10. Ethical impli

  • Page 94 and 95:

    E-Mentoring Table 15. Technology st

  • Page 96 and 97:

    E-Mentoring Table 21. Coaching. Bes

  • Page 98 and 99:

    E-Mentoring Table 27. Moment. Best

  • Page 100 and 101:

    E-Mentoring Moreover, existing rese

  • Page 102 and 103:

    E-Mentoring Kasprisin, C. A., Singl

  • Page 104 and 105:

    E-Mentoring Ensher, E. A., Heun, C.

  • Page 106 and 107:

    Chapter V Training Teachers for E-L

  • Page 108 and 109:

    Training Teachers for E-Learning FL

  • Page 110 and 111:

    Training Teachers for E-Learning ne

  • Page 112 and 113:

    Training Teachers for E-Learning A

  • Page 114 and 115:

    Training Teachers for E-Learning yo

  • Page 116 and 117:

    Training Teachers for E-Learning Di

  • Page 118 and 119:

    Training Teachers for E-Learning ht

  • Page 120 and 121:

    The Role of Institutional Factors i

  • Page 122 and 123:

    The Role of Institutional Factors i

  • Page 124 and 125:

    The Role of Institutional Factors i

  • Page 126 and 127:

    The Role of Institutional Factors i

  • Page 128 and 129:

    The Role of Institutional Factors i

  • Page 130 and 131:

    The Role of Institutional Factors i

  • Page 132 and 133:

    The Role of Institutional Factors i

  • Page 134 and 135:

    The Role of Institutional Factors i

  • Page 136 and 137:

    E-Learning Value and Student Experi

  • Page 138 and 139:

    E-Learning Value and Student Experi

  • Page 140 and 141:

    E-Learning Value and Student Experi

  • Page 142 and 143:

    E-Learning Value and Student Experi

  • Page 144 and 145:

    E-Learning Value and Student Experi

  • Page 146 and 147:

    E-Learning Value and Student Experi

  • Page 148 and 149:

    E-Learning Value and Student Experi

  • Page 150 and 151:

    E-Learning Value and Student Experi

  • Page 152 and 153:

    E-Learning Value and Student Experi

  • Page 154 and 155:

    E-Learning Value and Student Experi

  • Page 156 and 157:

    Integrating Technology and Research

  • Page 158 and 159:

    Integrating Technology and Research

  • Page 160 and 161:

    Integrating Technology and Research

  • Page 162 and 163:

    Integrating Technology and Research

  • Page 164 and 165:

    Integrating Technology and Research

  • Page 166 and 167:

    Integrating Technology and Research

  • Page 168 and 169:

    Integrating Technology and Research

  • Page 170 and 171:

    Integrating Technology and Research

  • Page 172 and 173:

    Chapter IX AI Techniques for Monito

  • Page 174 and 175:

    AI Techniques for Monitoring Studen

  • Page 176 and 177:

    AI Techniques for Monitoring Studen

  • Page 178 and 179:

    AI Techniques for Monitoring Studen

  • Page 180 and 181:

    AI Techniques for Monitoring Studen

  • Page 182 and 183:

    AI Techniques for Monitoring Studen

  • Page 184 and 185:

    AI Techniques for Monitoring Studen

  • Page 186 and 187:

    AI Techniques for Monitoring Studen

  • Page 188 and 189:

    AI Techniques for Monitoring Studen

  • Page 190 and 191:

    AI Techniques for Monitoring Studen

  • Page 192 and 193:

    AI Techniques for Monitoring Studen

  • Page 194 and 195:

    AI Techniques for Monitoring Studen

  • Page 196 and 197:

    Chapter X Knowledge Discovery from

  • Page 198 and 199:

    Knowledge Discovery from E-Learning

  • Page 200 and 201:

    Knowledge Discovery from E-Learning

  • Page 202 and 203:

    Knowledge Discovery from E-Learning

  • Page 204 and 205:

    Knowledge Discovery from E-Learning

  • Page 206 and 207:

    Knowledge Discovery from E-Learning

  • Page 208 and 209:

    Knowledge Discovery from E-Learning

  • Page 210 and 211:

    Knowledge Discovery from E-Learning

  • Page 212 and 213:

    Knowledge Discovery from E-Learning

  • Page 214 and 215:

    Knowledge Discovery from E-Learning

  • Page 216 and 217:

    Knowledge Discovery from E-Learning

  • Page 218 and 219:

    Knowledge Discovery from E-Learning

  • Page 220 and 221:

    Knowledge Discovery from E-Learning

  • Page 222 and 223:

    Chapter XI Swarm-Based Techniques i

  • Page 224 and 225:

    Swarm-Based Techniques in E-Learnin

  • Page 226 and 227:

    Swarm-Based Techniques in E-Learnin

  • Page 228 and 229:

    Swarm-Based Techniques in E-Learnin

  • Page 230 and 231:

    Swarm-Based Techniques in E-Learnin

  • Page 232 and 233:

    Swarm-Based Techniques in E-Learnin

  • Page 234 and 235:

    Swarm-Based Techniques in E-Learnin

  • Page 236 and 237:

    Chapter XII E-Learning 2.0: The Lea

  • Page 238 and 239:

    E-Learning 2.0 Table 1. Different s

  • Page 240 and 241:

    E-Learning 2.0 Figure 1. Difference

  • Page 242 and 243:

    E-Learning 2.0 where the blog is al

  • Page 244 and 245:

    E-Learning 2.0 process. Along this

  • Page 246 and 247:

    E-Learning 2.0 forth, and, of cours

  • Page 248 and 249:

    E-Learning 2.0 Finally, it is impor

  • Page 250 and 251: E-Learning 2.0 never be a hotchpotc
  • Page 252 and 253: E-Learning 2.0 McPherson, K. (2006)
  • Page 254 and 255: E-Learning 2.0 Rosen, A. (2006). Te
  • Page 256 and 257: Telematic Environments and Competit
  • Page 258 and 259: Telematic Environments and Competit
  • Page 260 and 261: Telematic Environments and Competit
  • Page 262 and 263: Telematic Environments and Competit
  • Page 264 and 265: Telematic Environments and Competit
  • Page 266 and 267: Telematic Environments and Competit
  • Page 268 and 269: Telematic Environments and Competit
  • Page 270 and 271: Telematic Environments and Competit
  • Page 272 and 273: Telematic Environments and Competit
  • Page 274 and 275: Open Source LMS Customization Intro
  • Page 276 and 277: Open Source LMS Customization or ev
  • Page 278 and 279: Open Source LMS Customization compa
  • Page 280 and 281: Open Source LMS Customization Figur
  • Page 282 and 283: Open Source LMS Customization Figur
  • Page 284 and 285: Open Source LMS Customization Figur
  • Page 286 and 287: Open Source LMS Customization Haina
  • Page 288 and 289: Evaluation and Effective Learning p
  • Page 290 and 291: Evaluation and Effective Learning r
  • Page 292 and 293: Evaluation and Effective Learning t
  • Page 294 and 295: Evaluation and Effective Learning p
  • Page 296 and 297: Evaluation and Effective Learning m
  • Page 298 and 299: Evaluation and Effective Learning c
  • Page 302 and 303: Chapter XVI Formative Online Assess
  • Page 304 and 305: Formative Online Assessment in E-Le
  • Page 306 and 307: Formative Online Assessment in E-Le
  • Page 308 and 309: Formative Online Assessment in E-Le
  • Page 310 and 311: Formative Online Assessment in E-Le
  • Page 312 and 313: Formative Online Assessment in E-Le
  • Page 314 and 315: Formative Online Assessment in E-Le
  • Page 316 and 317: Formative Online Assessment in E-Le
  • Page 318 and 319: Formative Online Assessment in E-Le
  • Page 320 and 321: Formative Online Assessment in E-Le
  • Page 322 and 323: Formative Online Assessment in E-Le
  • Page 324 and 325: 0 Chapter XVII Designing an Online
  • Page 326 and 327: Designing an Online Assessment in E
  • Page 328 and 329: Designing an Online Assessment in E
  • Page 330 and 331: Designing an Online Assessment in E
  • Page 332 and 333: Designing an Online Assessment in E
  • Page 334 and 335: Designing an Online Assessment in E
  • Page 336 and 337: Designing an Online Assessment in E
  • Page 338 and 339: Designing an Online Assessment in E
  • Page 340 and 341: Designing an Online Assessment in E
  • Page 342 and 343: Quality Assessment of E-Facilitator
  • Page 344 and 345: Quality Assessment of E-Facilitator
  • Page 346 and 347: Quality Assessment of E-Facilitator
  • Page 348 and 349: Quality Assessment of E-Facilitator
  • Page 350 and 351:

    Quality Assessment of E-Facilitator

  • Page 352 and 353:

    Chapter XIX E-QUAL: A Proposal to M

  • Page 354 and 355:

    E-QUAL is proposed to evaluate the

  • Page 356 and 357:

    E-QUAL provide competent, service-o

  • Page 358 and 359:

    E-QUAL 2004; Scalan, 2003) and qual

  • Page 360 and 361:

    E-QUAL benchmarks address technolog

  • Page 362 and 363:

    E-QUAL E-learning added two differe

  • Page 364 and 365:

    E-QUAL Table 6. Application of the

  • Page 366 and 367:

    E-QUAL Future trends The future of

  • Page 368 and 369:

    E-QUAL (EQO) co-located to the 4 th

  • Page 370 and 371:

    E-QUAL SMEs: An analysis of e-learn

  • Page 372 and 373:

    E-QUAL Meyer, K. A. (2002). Quality

  • Page 374 and 375:

    Compilation of References Argyris,

  • Page 376 and 377:

    Compilation of References Biggs, J.

  • Page 378 and 379:

    Compilation of References Cabero, J

  • Page 380 and 381:

    Compilation of References Comezaña

  • Page 382 and 383:

    Compilation of References Downes, S

  • Page 384 and 385:

    Compilation of References Fandos, M

  • Page 386 and 387:

    Compilation of References national

  • Page 388 and 389:

    Compilation of References Hudson, B

  • Page 390 and 391:

    Compilation of References Harbour.

  • Page 392 and 393:

    Compilation of References Little, J

  • Page 394 and 395:

    Compilation of References Metros, S

  • Page 396 and 397:

    Compilation of References ONeill, K

  • Page 398 and 399:

    Compilation of References Preece, J

  • Page 400 and 401:

    Compilation of References Sadler, D

  • Page 402 and 403:

    Compilation of References Shin, N.,

  • Page 404 and 405:

    Compilation of References tional Co

  • Page 406 and 407:

    Compilation of References Vermetten

  • Page 408 and 409:

    Compilation of References Yu, F. Y.

  • Page 410 and 411:

    About the Contributors Juan Pablo d

  • Page 412 and 413:

    About the Contributors part: “An

  • Page 414 and 415:

    About the Contributors María D. R-

  • Page 416 and 417:

    About the Contributors Applications

  • Page 418 and 419:

    Index e-learning tools, automated p

  • Page 420:

    Socrates 55 Sophists 55 student-foc

TOP - IRC - ACT - Advanced Communication Technologies
Non-inferiority trials: advances in concepts and methodology
The Quality Turn. Political and Methodological Challenges in ...
October 2007 Volume 10 Number 4 - Educational Technology ...
ADVANCES
ROI Methodology for e-Learning Courses - Cecoa
Organizational Change Management Methodology
Advancing Collaborative Learning with ICT - The ICT Connection ...
Learn Hay Group's world renowned methodologies
MTM Advanced Pharmacy Practice Experience in Ambulatory Care
Mentor update2 - Advancing your mentoring role
Lexicon of Online and Distance Learning - PEEF's Digital Library
SPEAKING ORGANIZATIONS: - Advanced Learning Institute
Download Methodology Report - Ministry of Fisheries
proceedings of Student Mobility and ICT: Can E-LEARNING
INNOVATIVE LEARNING MODELS
DIRECTOR OF UCL CENTRE FOR ADVANCEMENT OF LEARNING AND TEACHING ...
e-Learning for Lifelong Learning in Denmark
Cameron final report 2009 - Office for Learning and Teaching
UNDERSTANDING PROJECT BASED LEARNING
Online Advanced Placement Courses - WICHE
The Joy of Learning - ACT - Advanced Communication Technologies
AMR Corporation Risk Assessment Methodology - IIA Dallas Chapter
Advancing Agricultural Leadership on Sustainability
Methodology for Monitoring and Assessment of the Level of ...