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Formative Feedback to Improve Learning on a Teacher Education Degree using a Personal Learning Environment
ARTICLE

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iJET Volume 2, Number 3, ISSN 1863-0383 Publisher: International Association of Online Engineering, Kassel, Germany

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.

Citation

Ross, M. & Welsh, M. (2007). Formative Feedback to Improve Learning on a Teacher Education Degree using a Personal Learning Environment. International Journal of Emerging Technologies in Learning (iJET), 2(3),. Kassel, Germany: International Association of Online Engineering. Retrieved January 22, 2020 from .

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