Feedback and Feedforward: Assessment for enhancing learning in an online environment

ICTELT Design Mindmap: Blended & Distance Cour...Image by hazelowendmc via FlickrA clear, well-explained video that talks about the role of the teacher (transmission to facilitation / mediation) and the student (novice to expert) on a journey from acquisition of content to participation and reflection. One of the really useful things about this video is that it provides a framework which can be used to map assessments, and suggests which tools in Moodle may be used at which points along the learning journey (in both online and face-to-face courses).

The term ‘feedback is defined as assessment of learning, and ‘feedforward’ as assessment for learning.

One thing I found enlightening was hearing the students who had been involved in the piloting of the framework and course, speak about their experiences.

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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