Trust, technology affordances and feedback in peer assessments in MOOCs

Ulla Lunde Ringtved, Sandra Milligan

Research output: Chapter in Book/Report/Conference proceedingConference contribution to proceeding

Abstract

The preliminary findings in the automated peer assessments in the assessment
framework in a MOOC are discussed here.
We discuss whether,the assessment frame work underpins pedagogical approaches including feedback and collaboration between the participants. The empirical foundation is research on data from a recent MOOC from Melbourne University titled “Teaching and assessing 21st century skills”.
Original languageEnglish
Title of host publicationComputer Supported Collaborative Learning Conference, CSCL 2015
Number of pages2
PublisherThe International Society of the Learning Sciences
Publication date2015
Pages813-14
ISBN (Print)978-0-9903550-7-6
Publication statusPublished - 2015
EventCSCL 2015: Exploring the Material Conditions of Learning - Göteborg Universitet, Göteborg, Sweden
Duration: 8 Jun 201511 Jun 2015

Conference

ConferenceCSCL 2015
LocationGöteborg Universitet
CountrySweden
CityGöteborg
Period08/06/1511/06/15
SeriesExploring the Material Conditions of Learning - The Computer Supported Collaborative Learning (CSCL) Conference 2015
Volume2

Keywords

  • virtual learning

Cite this

Ringtved, U. L., & Milligan, S. (2015). Trust, technology affordances and feedback in peer assessments in MOOCs. In Computer Supported Collaborative Learning Conference, CSCL 2015 (pp. 813-14). The International Society of the Learning Sciences. Exploring the Material Conditions of Learning - The Computer Supported Collaborative Learning (CSCL) Conference 2015, Vol.. 2 http://www.isls.org/cscl2015/papers/CSCL2015ProceedingsVolume2.pdf