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Towards a Dialogic Model of Video-Enhanced Learning, Assessment, and Feedback.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)peer-review

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Towards a Dialogic Model of Video-Enhanced Learning, Assessment, and Feedback. / McDowell, James.
Technology-Enhanced Formative Assessment Practices in Higher Education. ed. / Chris Dann; Shirley O'Neill. IGI Global, 2019. p. 127-154.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)peer-review

Harvard

McDowell, J 2019, Towards a Dialogic Model of Video-Enhanced Learning, Assessment, and Feedback. in C Dann & S O'Neill (eds), Technology-Enhanced Formative Assessment Practices in Higher Education. IGI Global, pp. 127-154. https://doi.org/10.4018/978-1-7998-0426-0.ch007

APA

McDowell, J. (2019). Towards a Dialogic Model of Video-Enhanced Learning, Assessment, and Feedback. In C. Dann, & S. O'Neill (Eds.), Technology-Enhanced Formative Assessment Practices in Higher Education (pp. 127-154). IGI Global. https://doi.org/10.4018/978-1-7998-0426-0.ch007

Vancouver

McDowell J. Towards a Dialogic Model of Video-Enhanced Learning, Assessment, and Feedback. In Dann C, O'Neill S, editors, Technology-Enhanced Formative Assessment Practices in Higher Education. IGI Global. 2019. p. 127-154 doi: 10.4018/978-1-7998-0426-0.ch007

Author

McDowell, James. / Towards a Dialogic Model of Video-Enhanced Learning, Assessment, and Feedback. Technology-Enhanced Formative Assessment Practices in Higher Education. editor / Chris Dann ; Shirley O'Neill. IGI Global, 2019. pp. 127-154

Bibtex

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title = "Towards a Dialogic Model of Video-Enhanced Learning, Assessment, and Feedback.",
abstract = "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.",
keywords = "Autism, Cognitive processes, Community, Conversational framework, Design-based research, Dialogic pedagogy, Dyslexia, Inclusive education, Integrated learning and assessment model, Learner artefacts, Learner reflexivity, Learner-tutor interactions, Multimedia, Pedagogic aims, Personalised learning, Reflexive learning styles, Video diaries",
author = "James McDowell",
year = "2019",
month = jul,
day = "4",
doi = "10.4018/978-1-7998-0426-0.ch007",
language = "English",
isbn = "9781799804260",
pages = "127--154",
editor = "Chris Dann and Shirley O'Neill",
booktitle = "Technology-Enhanced Formative Assessment Practices in Higher Education",
publisher = "IGI Global",

}

RIS

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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

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BT - Technology-Enhanced Formative Assessment Practices in Higher Education

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A2 - O'Neill, Shirley

PB - IGI Global

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