dc.contributor.author |
Heap, Irene |
en |
dc.contributor.author |
Garbett, Dawn |
en |
dc.contributor.author |
Ovens, Alan |
en |
dc.contributor.author |
Tolosa Izquierdo, Constanza |
en |
dc.contributor.author |
Bowes, Margot |
en |
dc.contributor.author |
Lee, S |
en |
dc.contributor.author |
Leichtweis, Steven |
en |
dc.contributor.editor |
Walker, L |
en |
dc.contributor.editor |
Conner, L |
en |
dc.coverage.spatial |
University of Canterbury, Christchurch, NZ |
en |
dc.date.accessioned |
2015-04-28T03:05:32Z |
en |
dc.date.accessioned |
2018-10-01T02:06:01Z |
en |
dc.date.issued |
2014 |
en |
dc.identifier.citation |
SITE International Symposium 2014, Christchurch, 28 Apr 2014 - 29 Apr 2014. 28 Apr 2014 |
en |
dc.identifier.isbn |
978-1-939797-11-7 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/37855 |
en |
dc.description.abstract |
Formal assessment tasks such as assignments and exams, within the typical teaching and learning model in university settings, enable summative judgments to be made about students’ level of learning. Less common is the use of assessment to provide the kind of formative feedback that helps lecturers support and guide students’ learning, and less common still is feedback on learning from the students to the lecturer. This paper presents six case studies highlighting how mobile technologies and Web 2.0 applications can be leveraged to facilitate feedback from students and teachers. As lecturers, our use of this feedback exemplifies pedagogies that emphasise active participation in meaningful communities of learning and inquiry. |
en |
dc.description.uri |
https://www.learntechlib.org/p/149921/ |
en |
dc.relation.ispartof |
SITE International Symposium 2014 |
en |
dc.relation.ispartofseries |
Future focussed teacher education: Proceedings of the SITE International Symposium |
en |
dc.relation.replaces |
http://hdl.handle.net/2292/25317 |
en |
dc.relation.replaces |
2292/25317 |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Using technology enabled feedback in initial teacher education |
en |
dc.type |
Conference Item |
en |
pubs.begin-page |
51 |
en |
pubs.end-page |
59 |
en |
pubs.finish-date |
2014-04-29 |
en |
pubs.start-date |
2014-04-28 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Conference Paper |
en |
pubs.elements-id |
467374 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Curriculum and Pedagogy |
en |
pubs.record-created-at-source-date |
2015-08-24 |
en |