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dc.contributor.authorHickey, Daniel
dc.contributor.authorStrackeljahn, Andrea
dc.contributor.authorItow, Rebecca
dc.date.accessioned2020-01-08T16:51:33Z
dc.date.accessioned2020-01-08T22:04:18Z-
dc.date.available2020-01-08T16:51:33Z
dc.date.available2020-01-08T22:04:18Z-
dc.date.issued2012-07
dc.identifier.citationHickey, D., Strackeljahn, A., & Itow, R. (2012). Participatory Learning and Assessment in e-Learning Contexts. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 541-542). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2012.2.541
dc.identifier.urihttps://repository.isls.org//handle/1/2366-
dc.description.abstractExpository e-learning efficiently supports coverage and accountability, but is shallow and unsuited for inquiry & participation; constructivist e-learning emphasizes choice and projects but is uneven and exhausting. This presentation introduces a comprehensive design model that combines the best of both approaches while exploiting and preparing for new digitally networked knowledge contexts. Four general e-learning design principles are presented, along with specific features and evidence from an online graduate-level education course on cognition and learning.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleParticipatory Learning and Assessment in e-Learning Contextsen_US
dc.typePostersen_US
Appears in Collections:ICLS 2012

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