Connectivism

Literatura sobre "Connectivism", "Web 2.0", Evaluación y Enseñanza online
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1. Connectivism
Siemens, G. (2004). [|Connectivism:A Learning Theory for the Digital Age]

Siemens, G. (2006). [|Learning in Synch with Life: New Models, New Processes] (pdf)

Siemens, G. (2006). [|Know Where: Learning in a Complex, Adaptive Age]

Siemens, G. (2005). [|Connectivism: Learning as Network-Creation]

Siemens, G. (2005). [|Connectivism and Web 2.0] (presentación)

Siemens. G: [|Blog]

Stack, R. (2006). [|Curriculum as connectivism]

[|Connectivism: Rethinking Learning] (audio presentation) - George Siemens (IOC, 15 Feb. 2006)

[|Connectivism: Rethinking learning in a digital age] (audio presentation) - George Siemens (19 Oct. 2005)

2. Web 2.0
Downes, S. [|blog] (un buen blog sobre las últimas noticias de las TIC)

Eneroth, C. (2005). [|Web 2.0 and future education]

O'Reilly, T. (2005). [|What Is Web 2.0. Design Patterns and Business Models for the Next Generation of Software]

[|Web 2.0 Checklist 2.0] - Arnaud Leene (MicroContent Musings, 21 Jul. 2005)

[|Web 2.0 for Designers] - Richard MacManus and Joshua Porter (Digital Web, 4 May 2005)

Web 2.0 terminology (a wiki)

[|Web 2.0: A New Wave of Innovation for Teaching and Learning?] ("The term is audacious: Web 2.0. It assumes a certain interpretation of Web history, including enough progress in certain directions to trigger a succession. The label casts the reader back to Sir Tim Berners-Lee’s unleashing of the World Wide Web concept a little more than a decade ago, then asks: What forms of the Web have developed and become accepted enough that we can conceive of a transition to new ones? ") - Bryan Alexander (Educause Review, Mar/Apr 2006)

Wikipedia: [|Web 2.0]

3.Evaluación
Achtemeier, S. D., Morris, L. V. & Finnegan, C. L. (2003). [|Considerations For Developing Evaluations of Online Courses]

Bodomo, A., Luke, K. K. & Anttila, A. (2003). [|Evaluating Interactivity in Web-Based Learning]

Bostock, S. (2000). [|Student Peer Assessment]

Byrne, C. (n.d.). [|Simple Approaches to Assessing Collaborative Learning Environments]

Campos, M. (2004). [|A Constructivist Method for the Analysis of Networked Cognitive Communication and the Assessment of Collaborative Learning and Knowledge-Building]

Curtz, T. (n.d.). [|Teaching Self-Assessment]

Fielding, A. & Bingham, E. (2003). [|Tools for Computer-Aided Assessment]

Lea-Greenwood, G. (2003). [|Developing a new assessment strategy.] Learning and Teaching in ACTION. Vol. 2 Iss. 1 Winter 2003

Liang, X. & Creasy, K. (2004). [|Classroom assessment in web-based instructional environment: instructors’ experience.] Practical Assessment, Research & Evaluation, 9(7). While a great deal has been written on the advantage and benefits of online teaching, little is known on how assessment is implemented in online classrooms to monitor and inform performance and progress. The purpose of this study is to investigate the dynamics of WebCT classroom assessment by analyzing the perceptions and experience of the instructors. Grounded theory method was employed to generate a “process theory”.

Macdonald, J. (2002). [|Developing competent e-learners: the role of assessment]. Paper presented at the Learning Communities and Assessment Cultures Conference organised by the EARLI Special Interest Group on Assessment and Evaluation, University of Northumbria at Newcastle, 28-30 August 2002. We know assessment plays a major formative role in driving student learning appropriately, but what implications does this have for online courses? Is it more important than in a face to face context, or less so?

McConnell, D. (2002). [|Collaborative Assessment as a Learning Event in Elearning Environments] This paper examines the various ways in which students talk about their experience and perceptions of collaborative review and assessment as it occurs in e- learning environments. Collaborative review and assessment involves the student, their peers and tutor in thoughtful and critical examination of each student’s course work. The process involves two stages: review and discussion of the student’s work with a view to bringing different critical yet supportive perspectives to the work.

McKenna, C. (2001). [|Introducing computers into the assessment process: what is the impact upon academic practice?] Paper presented at the Higher Education Close Up Conference 2, Lancaster University, 16-18 July 2001. The increased use of computerised assessment in higher education is an international phenomenon. The United States and Australia, for example, have seen a recent rise in the use of computer-assisted assessment (CAA), with further growth predicted in the near future.

Ngeow, Karen Yeok-Hwa (2003). [|Assessing the Quality of Students’ Contributions in Online Discussion Forums] Global E-Journal of Open, Flexible and Distance Learning vol. 3, No. 1. The study aims to identify online instructors’ criteria for assessing students’ contributions in online discussion forums. The study used an assessment exercise where six online instructors rated students’ electronic transcripts taken from an online course.To access this article go through the contents link and the volume iii 2003 link.

Ragan, R. E. & Kleoppel, J. W. (2004). [|Comparison of Outcomes on Like Exams Administered to In-Residence and Asynchronous Distance-Based Pharm.D. Students.] Journal of Asynchronous Leaning Networks. The purpose of this retrospective study was to compare the academic outcomes of distance-based students in the asynchronous non-traditional pathway with in-residence students in the traditional pathway on examples of like examinations in the Pharm.D. curriculum at the Kansas University School of Pharmacy

Roblyer, M. D. & Wiencke (2004). [|Exploring the Interaction Equation: Validating a Rubric to Assess and Encourage Interaction in Distance Courses]. Journal of Asynchronous Leaning Networks. As an increasing number of distance courses move to a completely asynchronous, online format, providing for better interaction is an important means of assuring course quality. To allow measurement and study of interaction in online courses, five elements were identified that contribute to interaction, and a rubric was designed to assess the degree of each in distance courses.

Rudner, L. & Gagne, P. (2001). [|An overview of three approaches to scoring written essays by computer.] Practical Assessment, Research & Evaluation, 7(26). This article describes the three most prominent approaches to essay scoring.

Shannon, D. M., Johnson, T. E., Searcy, S. & Lott, A. (2002). [|Using electronic surveys: advice from survey professionals]. Practical Assessment, Research & Evaluation, 8(1). The study reports the perceptions and recommendations of sixty-two experienced survey researchers from the American Educational Research Association regarding the use of electronic surveys.

4. Enseñanza Online
[|Constructivism, Technology, and the Future of Classroom Learning] - Erik F. Strommen and Bruce Lincoln

[|Essays on constructivism and education] (aquí hay material interesante de varias áreas)

Riel, M. (2002). [|New Designs for Connected Teaching and Learning]

Stacey, P. (2003). [|Online Pedagogies for Active Learning]

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