Integrating Constructive Feedback in Personalised E-Learning
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Integrating Constructive Feedback in Personalised E-Learning
Jude T. Lubega1 and Shirley Williams2
1
Makerere University, Faculty of Computing and Information Technology, P.O. Box 7062, Kampala, Uganda, East Africa jlubeg@cit.mak.ac.ug 2 Department of Computer Science, University of Reading, P.O. Box 225, Whiteknights, Reading, Berkshire, RG6 6AY, United Kingdom shirley.williams@reading.ac.uk
Abstract. When using e-learning material some students progress readily, others have difficulties. In a traditional classroom the teacher would identify those with difficulties and direct them to additional resources. This support is not easily available within e-learning. A new approach to providing constructive feedback is developed that…show more content… The constructive feedback depends on the tracked information from individual interactions with the learning activities.
2 E-Learning Process
E-learning is a process of knowledge construction that involves stakeholders participating in several online activities such as content authoring, assessment and collaboration. They participate in the different activities so that they can achieve their learning goals. As Constructivism states, learners play an active role and take on responsibility to construct their own knowledge and meaning [10, 11, 12]. This active role is clearly witnessed in e-learning environments which are designed to offer personalised learning process. A personalised learning process is one where learners use LMS to interact with learning content designed to suit their own learning styles with the aim of achieving new knowledge. These LMS are currently trying to cope with the paradigm shift from teacher-centred to learner-centred. In learner-centred learning, learners construct knowledge through inquiry, communication and creative thinking. They use different learning styles to make their own judgement hence making meaning out of the learning process. The different ways by which information is presented to the learners affects how they act on it. The individual learner’s actions become the basis of what feedback should be generated for them. The seven principles of good practice [13] act as a benchmark for guiding e-learning
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Inclusive teaching and learning
Introduction
Organisations working within the learning and skills sector face increasing challenges as the UK
becomes more diverse and multicultural. Differences are an asset and a diverse learner body
and workforce enrich an organisation. However, misunderstandings, negative attitudes, or a
lack of awareness, understanding and effective communication can all lead to segregation and
underachievement.
The aim of this CPD builder is to raise awareness of the inclusion
Supporting Teaching and Learning in Schools Subject Code: 501/1289/2 Ascentis Level 3 Certificate in Supporting Teaching and Learning Subject Code: 501/1706/3 Level 2 Certificate in Cover Supervision Subject Code: 501/1718/X Ascentis Level 3 Diploma in Specialist Support for Teaching and Learning Subject Code: 501/1719/1
Level 3 Award/Certificate/Diploma
Level 3 Award in Supporting Teaching and Learning in Schools Level 3 Certificate in Supporting Teaching and Learning Level 3 Certificate in
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CASE STUDIES
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Guide to using the case studies
The main text of this book includes 87 short illustrations and 15 case examples which have been chosen to enlarge specific issues in the text and/or provide practical examples of how business and public sector organisations are managing strategic issues. The case studies which follow allow the
British Airways Plc Annual Report and Accounts
Year ended 31 December 2012
Company registration number: 1777777
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Contents
Officers and professional advisers 1
Business review and Directors’ report Business review Management review Financial review Internal controls and risk management Directors’ report
2 5 8 12
Directors’ responsibilities statement in relation to the financial statements
14
Independent auditors’ report
15