Formative feedback to improve learning on a teacher education degree using a personal learning environment

Magnus M.B. Ross, Mary P. Welsh

Research output: Contribution to journalArticle

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.
LanguageEnglish
Pages1-7
Number of pages6
JournalInternational Journal of Emerging Technologies in Learning
Volume2
Issue number3
Publication statusPublished - 2007

Fingerprint

tutor
learning environment
Education
Feedback
teacher
action research
learning
mediation
education
research project
Students
staff
student

Keywords

  • e-learning methods
  • methodologies and tools
  • pedagogicalissues
  • real world experiences
  • pilot projects
  • learning

Cite this

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Formative feedback to improve learning on a teacher education degree using a personal learning environment. / Ross, Magnus M.B.; Welsh, Mary P.

In: International Journal of Emerging Technologies in Learning, Vol. 2, No. 3, 2007, p. 1-7.

Research output: Contribution to journalArticle

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