Trust, technology affordances and feedback in peer assessments in MOOCs

Ulla Lunde Ringtved; Sandra Milligan

Trust, technology affordances and feedback in peer assessments in MOOCs

Ulla Lunde Ringtved
, Sandra Milligan

UCN Teknologi og Business

University of Melbourne

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

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 language	English
Title of host publication	Computer Supported Collaborative Learning Conference, CSCL 2015
Number of pages	2
Publisher	The International Society of the Learning Sciences
Publication date	2015
Pages	813-14
ISBN (Print)	978-0-9903550-7-6
Publication status	Published - 2015
Event	CSCL 2015: Exploring the Material Conditions of Learning - Göteborg Universitet, Göteborg, Sweden Duration: 8 Jun 2015 → 11 Jun 2015

Conference

Conference	CSCL 2015
Location	Göteborg Universitet
Country/Territory	Sweden
City	Göteborg
Period	08/06/15 → 11/06/15

Keywords

virtual learning

Access to Document

http://www.isls.org/cscl2015/papers/CSCL2015ProceedingsVolume2.pdf

Cite this

@inproceedings{a146a6b3f8f44663bbd98e99d38f85e3,

title = "Trust, technology affordances and feedback in peer assessments in MOOCs",

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”.",

keywords = "virtual learning",

author = "Ringtved, \{Ulla Lunde\} and Sandra Milligan",

year = "2015",

language = "English",

isbn = "978-0-9903550-7-6",

pages = "813--14",

booktitle = "Computer Supported Collaborative Learning Conference, CSCL 2015",

publisher = "The International Society of the Learning Sciences",

note = "CSCL 2015 : Exploring the Material Conditions of Learning ; Conference date: 08-06-2015 Through 11-06-2015",

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T1 - Trust, technology affordances and feedback in peer assessments in MOOCs

AU - Ringtved, Ulla Lunde

AU - Milligan, Sandra

PY - 2015

Y1 - 2015

N2 - 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”.

AB - 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”.

KW - virtual learning

M3 - Conference contribution to proceeding

SN - 978-0-9903550-7-6

SP - 813

EP - 814

BT - Computer Supported Collaborative Learning Conference, CSCL 2015

PB - The International Society of the Learning Sciences

T2 - CSCL 2015

Y2 - 8 June 2015 through 11 June 2015

ER -

Trust, technology affordances and feedback in peer assessments in MOOCs

Abstract

Conference

Keywords

Access to Document

Fingerprint

Cite this