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Autor/inn/enCartner, Helen; Hallas, Julia
TitelAligning Assessment, Technology, and Multi-Literacies
QuelleIn: E-Learning and Digital Media, 17 (2020) 2, S.131-147 (17 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Cartner, Helen)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2042-7530
DOI10.1177/2042753019899732
SchlagwörterTechnology Uses in Education; Computer Assisted Testing; Teaching Methods; Evaluation Methods; Alignment (Education); Foreign Countries; Faculty Development; Masters Programs; Teacher Attitudes; Teacher Role; Educational Practices; Multiple Literacies; Social Media; Constructivism (Learning); Cooperation; Student Centered Learning; Independent Study; New Zealand
AbstractThis article is premised on research that suggests there is a gap between technology use for teaching and learning and the technology used in assessment. Digital technology such as blogs, Facebook, Twitter, podcasts, and news feeds are increasingly used in teaching and learning. On the other hand, assessment is often only in traditional essay form and frequently via pen and paper. This article examines the complex nature of multimodal design and argues for assessment that has constructive alignment, which sets out the interdependence of learning outcomes, teaching, and assessment where all three are aligned as equal partners. The aim of the research described was to investigate whether teacher-learners believed there was alignment between learning outcomes, activities, and assessment that utilized digital media technology. This article presents findings from a small-scale case study that drew on qualitative data from Student Evaluations of the Paper and from online surveys from four cohorts of participating teachers in a postgraduate adult literacy, language, and numeracy professional development program. There were three important findings from the data that indicated the importance of firstly having alignment of digital technology and course design outcomes, activities, and assessments and that this was clearly visible to the participants. The second finding indicated the content was relevant to the teacher-learners and involved them in constructing their own learning through authentic and practical activities and assessment. The third finding indicated that course outcomes, activities, and assessment tasks were aligned with multi-literacy skills. It is argued that academics design courses that are constructively aligned connecting learners with outcomes, activities, and assessment, which include an explicit focus on teaching the multi-literacy skills required in a world that is becoming increasingly digital. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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