Online Learning And Assessment In Higher Education: Planning

Description:
The use of e-learning strategies in teaching is becoming increasingly popular, particularly in higher education. 'Online Learning and Assessment in Higher Education' recognises the key decisions that need to be made by lecturers in order to introduce e-learning into their teaching. An overview of the tools for e-learning is provided including the use of Web 2.0 and the issues surrounding the use of e-learning tools such as resources and support and institutional policy. The second part of the book focuses on e-assessment; design principles, different forms of online assessment and the benefits and limitations of e-assessment. This title provides a simple, accessible and just-in-time introduction to teaching with technology for engaging teachers who may not necessarily be early adopters of technology, and may have no experience of non-traditional modes of teaching. It takes a practical approach to assist busy teaching staff and uses this to cover the basic aspects of decision-making which are needed to support the successful introduction of e-learning, drawing on relevant pedagogical principles from contemporary learning theories. The book has been prepared for academic staff in higher education who are new to teaching, or new to teaching with technology. It is also relevant to other professional staff in higher education who have a teaching or training role, teachers and trainers in further or secondary education or in other public or private sector teaching roles across a variety of international contexts, and students who are studying or training to teach in this area.

Table of Contents:
Where to start - views about learning; objectives; learners' characteristics; learning and teaching contexts; reconceptualising teaching. Teaching with technology - considering your options - technology affordances and learning outcomes; institutional policy and infrastructure; pre-Web 2.0 options; Web 2.0 and beyond; management and support issues; deciding your options. Designing e-learning activities - constructive alignment; e-learning activities; resources and support; feedback options and issues. E-assessment - why assess?; who assesses?; design principles; forms of online assessment; benefits and limitations of e-assessment. Evaluation - evaluation and quality control; evaluation and learning design; strategies for evaluating e-learning; designing your evaluation plan; managing, reporting and acting on the evaluation. Conclusion - introducing e-learning: a summary; accommodating emerging technologies.

Author Biography:
Dr Benson is a Senior Lecturer in Educational Design and e-Learning at Monash University, Australia. She has an extensive background in adult education, distance education and the use of educational technologies in higher education. She has initiated the design and development of many 'workbooks' to support academic professional development workshops on aspects of teaching, and to act as standalone resources for staff. Recent workbooks have included an orientation to educational design and e-learning, and covered specific issues relating to online communication and online assessment. Dr Brack has educational design experience at Melbourne and Deakin Universities in Australia, and currently works at Monash University. She has an academic background in biochemistry and pursued research and teaching in the discipline before becoming increasingly interested in the challenges and theories of teaching and learning. She approaches online technologies from a functional perspective, incorporating social software (blogs, wikis, podcasting, etc.) and using their networking potential where this contributes positively to the learning and teaching experience.