Weblearn offers great choice when it comes to promoting social communication within student cohorts. Using Blogs, Discussion Boards and Journals is a great way to assist learners develop their ability to locate and share/display content and individual work, engage in a lively academic debate via the use of arguments, counter arguments and rebuttals and finally engage in pre and post work reflection that creates the necessary cadre for developing their own voice, criticality and ultimately their professional awareness.
This short blog post will attempt to outline the similarities and differences between these three great tools in Weblearn and via a recent case study that took place within the Early Childhood Education department, it will illustrate possible uses, advantages and pitfalls. Continue reading
As part of the countdown to the festive season, the VLE team and CPED are sharing their ideas for simple tools or techniques that can make life easier for lecturers and their students. So far, we have explored Collaborate
, Student Preview,
Grade Centre Smart Views
, Nureva Span
, Course Sites
and Weblearn Groups
Today, we explore a feature which may be a crucial part of your assessment design, but is also a quick and simple way to manage your assessment, marking and communication with students.
Weblearn Tools for learning and assessment
Essays, presentations and tests are not the only way for your students to communicate what they have learned. Weblearn has several alternative tools that student can use to document or construct their knowledge: blogs, journals, discussion boards, wikis, and portfolios. These are perfectly suited to continuous assessment, and can be used for either formative or summative assessment.
For each type of intellectual activity, there is a corresponding tool in Weblearn.