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Pedagogical strategies and technologies for peer assessment in Massively Open Online Courses (MOOCs)
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University of Warwick, Academic Technology Service. (2013) Pedagogical strategies and technologies for peer assessment in Massively Open Online Courses (MOOCs). Discussion Paper. University of Warwick, Coventry, UK: University of Warwick. (Unpublished)
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Text (Discussion paper)
WRAP_O'toole_ROToole Peer Assessment in MOOCs (1).pdf - Other Download (1107Kb) | Preview |
Abstract
Peer assessment has been mooted as an effective strategy for scaling-up higher education and its core values to the proportions envisaged in the idea of Massively Open Online Courses (MOOCs). If this is to become reality, what role will academic technologies play? What technologies will we need to provide? What learning design strategies and patterns will those technologies need to enable? This paper aims to explore the potential role of peer assessment in MOOCs, so as to get an informed sense of technology requirements. However, as will be seen, three of the four elements in the title “pedagogical strategies and technologies for peer assessment in MOOCs” vary radically for both practical and philosophical reasons, with significant implications for technology requirements. Worse still, the picture is evolving in nonlinear relation to new technologies and MOOC initiatives. An overview of the various trends and differences is useful, but not conclusive. At points in the text learning design strategies, patterns and technologies are mentioned as possible ways in which peer assessment in MOOCs of various kinds might be implemented. These cases are highlighted in bold so as to stand out. They are also, in some cases, developed into simple design patterns, described in Appendix A. It should be noted, however, that they should be read within the wider pedagogical contexts within which they appear in the main body of the text.
| Item Type: | Working or Discussion Paper (Discussion Paper) | ||||
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| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QA Mathematics > QA76 Electronic computers. Computer science. Computer software Z Bibliography. Library Science. Information Resources > ZA Information resources > ZA4050 Electronic information resources |
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| Divisions: | Faculty of Arts > Theatre, Performance and Cultural Policy Studies > Centre for Cultural Policy Studies Faculty of Social Sciences > Institute of Education ( -2013) Administration > Information and Digital Group > Information Technology Services |
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| Library of Congress Subject Headings (LCSH): | Education, Higher -- Study and teaching (Higher) -- Technological innovations, Education, Higher -- Computer-assisted instruction, Internet in education, Critical pedagogy, Computer-assisted instruction, Web-based instruction, Group work in education, Peer review | ||||
| Publisher: | University of Warwick | ||||
| Place of Publication: | University of Warwick, Coventry, UK | ||||
| Official Date: | 22 May 2013 | ||||
| Dates: |
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| Number of Pages: | 13 | ||||
| Institution: | University of Warwick | ||||
| Status: | Not Peer Reviewed | ||||
| Publication Status: | Unpublished | ||||
| Access rights to Published version: | Open Access (Creative Commons) | ||||
| Copyright Holders: | University of Warwick, Robert O'Toole |
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