Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
}
TY - CHAP
T1 - Towards a Dialogic Model of Video-Enhanced Learning, Assessment, and Feedback.
AU - McDowell, James
PY - 2019/7/4
Y1 - 2019/7/4
N2 - This chapter discusses the implementation of research designed to investigate how video-enhanced learning, assessment and feedback involves a dialogic approach and contributes to the concept of an integrated model of practice. It builds on the theoretical framework underpinned by both cognitive and social forms of constructivism. Developing design exemplars for video-enhanced learning, assessment and feedback, three research cycles explored learner-artefact and learner-tutor interactions. The first cycle introduces instructional tutorial videos, freeing up time for formative feedback, the second cycle sees formative video-feedback situated within a conversational framework, and video-enhanced assessment activities replace documentation tasks, while the third cycle introduces refinements to the frequency of feedback and regular video diaries, forming an integrated model of video-enhanced learning, assessment and feedback.
AB - This chapter discusses the implementation of research designed to investigate how video-enhanced learning, assessment and feedback involves a dialogic approach and contributes to the concept of an integrated model of practice. It builds on the theoretical framework underpinned by both cognitive and social forms of constructivism. Developing design exemplars for video-enhanced learning, assessment and feedback, three research cycles explored learner-artefact and learner-tutor interactions. The first cycle introduces instructional tutorial videos, freeing up time for formative feedback, the second cycle sees formative video-feedback situated within a conversational framework, and video-enhanced assessment activities replace documentation tasks, while the third cycle introduces refinements to the frequency of feedback and regular video diaries, forming an integrated model of video-enhanced learning, assessment and feedback.
KW - Autism
KW - Cognitive processes
KW - Community
KW - Conversational framework
KW - Design-based research
KW - Dialogic pedagogy
KW - Dyslexia
KW - Inclusive education
KW - Integrated learning and assessment model
KW - Learner artefacts
KW - Learner reflexivity
KW - Learner-tutor interactions
KW - Multimedia
KW - Pedagogic aims
KW - Personalised learning
KW - Reflexive learning styles
KW - Video diaries
U2 - 10.4018/978-1-7998-0426-0.ch007
DO - 10.4018/978-1-7998-0426-0.ch007
M3 - Chapter (peer-reviewed)
SN - 9781799804260
SP - 127
EP - 154
BT - Technology-Enhanced Formative Assessment Practices in Higher Education
A2 - Dann, Chris
A2 - O'Neill, Shirley
PB - IGI Global
ER -