About this paper

Appears in:
Pages: 6140-6146
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

ASSESSMENT FOR LEARNING RESEARCH AND WRITING SKILLS THROUGH SCAFFOLD ONLINE PEER REVIEW

A. Rourke, K. Coleman

University of New South Wales (AUSTRALIA)
An important aspect of the elearning landscape is to provide a well-planned OCL (online collaborative learning) environment that supports the formation of an evolving learning community of practice (Levinsen, 2006; Bullen, 1998). Powers & Guan (2000) suggested that the future of online learning spaces needed to include an emphasis on improving the outcome of OCL, with prominence being placed on the design of these elearning environments as well as the establishment of clear roles for both the instructor and the student within the virtual learning platform. Weinberger, Ertl, Fischer & Mandl (2005) recommended that emphasis should also have been placed on the importance of support and effective coordination of the collaborative learning process within the elearning environment through the provision of ‘scaffolding’ of thoughts and ideas. There have been many studies on the usefulness of peer review in higher education particularly for facilitating OCL (Carlson & Berry, 2003; Raadt, Toleman, & Watson, 2005). Including Brunk-Chavez and Miller (2006) that has suggested that collaborative learning could empower the student and “encourages exploratory talk” (p.5) between students as they explore their learning and conduct their research. Through the utilization of Blackboard 9 learning management system, visual learning objects were developed to assist predominately visual learners to assess both their writing and their peers while working through the stages of writing a 10,000 word research paper in one University Semester time-frame. This paper will discuss how online self and peer review was utilized as an authentic assessment practice to teach Postgraduate students how to write a research paper on Art Administration.
@InProceedings{ROURKE2011ASS,
author = {Rourke, A. and Coleman, K.},
title = {ASSESSMENT FOR LEARNING RESEARCH AND WRITING SKILLS THROUGH SCAFFOLD ONLINE PEER REVIEW},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {6140-6146}}
TY - CONF
AU - A. Rourke AU - K. Coleman
TI - ASSESSMENT FOR LEARNING RESEARCH AND WRITING SKILLS THROUGH SCAFFOLD ONLINE PEER REVIEW
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 6140
EP - 6146
ER -
A. Rourke, K. Coleman (2011) ASSESSMENT FOR LEARNING RESEARCH AND WRITING SKILLS THROUGH SCAFFOLD ONLINE PEER REVIEW, EDULEARN11 Proceedings, pp. 6140-6146.
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