The professional practice of educational design normally involves collaborating with a subject matter expert on a one-to-one basis and is only occasionally undertaken in teams. This thesis argues that a team-based approach to educational design is powerful and particularly so when transdisciplinary collaborations are facilitated. Transdisciplinary educational design is the process of standing outside one’s discipline to collaborate with colleagues from the technical sphere, the library and other disciplines. The common ground shared by the transdisciplinary teams in this research was student assessment.The core data collection for this research was completed between July 2002 and June 2005. Using an overarching action research methodology, three cycles of data collection were completed by action learning sets. Suitable members of the sets were identified through a series of online staff development workshops that were designed and facilitated by the researcher. Two supplementary data collection activities were also undertaken. The first of these was a Web survey that broadly mapped design practices for online assessment in four Australian regional universities. Three rounds of telephone interviews then followed up on survey responses. The second supplementary data collection was undertaken between the second and third action learning cycles to contextualise the online assessment design activities at Southern Cross University within the broader framework provided by the other three regional universities in the original sample. It included focus groups with educational designers and face-to-face interviews with three academics at each of these universities. The entire series of data collection activities was reflectively managed to heighten its effectiveness. This management included screening of suitable participants, negotiation of manageable session times and duration, and establishment of ground rules for attendance and interactions, as well as drawing out a commitment to observe silences as creative spaces in the design process.In keeping with the action research paradigm, an extensive examination of the literature not only provides a background for the research questions but also continues to be threaded throughout the thesis as data collection cycles directed further literature review. The thesis narrative is given an original form through the use of a gardening metaphor that serves to highlight the rewarding, delicate and transitional nature of this kind of educational design. Such transitional aspects of educational design allow for innovation and creativity not evident in the systems-based approaches to designing instruction. This research also supports current initiatives in Australian higher education concerning the first year experience, embedding graduate attributes in the curriculum, and blending on-campus and off-campus learners into one class. The transdisciplinary approach to educational design explored through this research responds effectively to the varied issues in designing online assessment and developing innovative approaches by academic staff

The professional practice of educational design normally involves collaborating with a subject matter expert on a one-to-one basis and is only occasionally undertaken in teams. This thesis argues that a team-based approach to educational design is powerful and particularly so when transdisciplinary collaborations are facilitated. Transdisciplinary educational design is the process of standing outside one’s discipline to collaborate with colleagues from the technical sphere, the library and other disciplines. The common ground shared by the transdisciplinary teams in this research was student assessment.The core data collection for this research was completed between July 2002 and June 2005. Using an overarching action research methodology, three cycles of data collection were completed by action learning sets. Suitable members of the sets were identified through a series of online staff development workshops that were designed and facilitated by the researcher. Two supplementary data collection activities were also undertaken. The first of these was a Web survey that broadly mapped design practices for online assessment in four Australian regional universities. Three rounds of telephone interviews then followed up on survey responses. The second supplementary data collection was undertaken between the second and third action learning cycles to contextualise the online assessment design activities at Southern Cross University within the broader framework provided by the other three regional universities in the original sample. It included focus groups with educational designers and face-to-face interviews with three academics at each of these universities. The entire series of data collection activities was reflectively managed to heighten its effectiveness. This management included screening of suitable participants, negotiation of manageable session times and duration, and establishment of ground rules for attendance and interactions, as well as drawing out a commitment to observe silences as creative spaces in the design process.In keeping with the action research paradigm, an extensive examination of the literature not only provides a background for the research questions but also continues to be threaded throughout the thesis as data collection cycles directed further literature review. The thesis narrative is given an original form through the use of a gardening metaphor that serves to highlight the rewarding, delicate and transitional nature of this kind of educational design. Such transitional aspects of educational design allow for innovation and creativity not evident in the systems-based approaches to designing instruction. This research also supports current initiatives in Australian higher education concerning the first year experience, embedding graduate attributes in the curriculum, and blending on-campus and off-campus learners into one class. The transdisciplinary approach to educational design explored through this research responds effectively to the varied issues in designing online assessment and developing innovative approaches by academic staff

Yes / We present a targeted review of recent developments and advances in digital selection procedures (DSPs) with particular attention to advances in internet-based techniques. By reviewing the emergence of DSPs in selection research and practice, we highlight five main categories of methods (online applications, online psychometric testing, digital interviews, gamified assessment and social media). We discuss the evidence base for each of these DSP groups, focusing on construct and criterion validity, and applicant reactions to their use in organizations. Based on the findings of our review, we present a critique of the evidence base for DSPs in industrial, work and organizational psychology and set out an agenda for advancing research. We identify pressing gaps in our understanding of DSPs, and ten key questions to be answered. Given that DSPs are likely to depart further from traditional nondigital selection procedures in the future, a theme in this agenda is the need to establish a distinct and specific literature on DSPs, and to do so at a pace that reflects the speed of the underlying technological advancement. In concluding, we, therefore, issue a call to action for selection researchers in work and organizational psychology to commence a new and rigorous multidisciplinary programme of scientific study of DSPs.

Studies have shown that not all students are assessed effectively using standard testing formats. However, it is unclear what alternative methodology would be useful to determine whether students have acquired the skills necessary for today's global market. This research study's purpose was to understand the processes instructors use when choosing and designing alternative assessments in higher education online courses to measure student performance. Using Gagné's conditions of learning and Bloom's Taxonomy as a framework to understand these processes, this qualitative case study examined 8 participants teaching online at Midwestern public universities. Interview data and course artifacts, including syllabi, rubrics, assessments, and grades, were gathered as evidence. These data were categorized by participant, interview question, and research question, and were then coded and analyzed to identify themes. The results indicated that, although objectives drive assessment indicators, they do not necessarily drive the assessment choice. They also indicated that the processes used by experienced instructors to determine assessment choices appear almost subconscious, although objectives are the major decision making point. This study impacts social change by helping identify areas where assessment selection is effective or ineffective, as well as where additional training needs to occur on alternative assessment options that accommodate changing student and workplace expectations better.

World-wide, there has been a large increase in tertiary student numbers, not entirely matched by funding increases. Consequently, instructors are faced with large, diverse classes, and find themselves struggling to provide adequate assessment and prompt feedback, two quantities critical in an effective learning environment. Personal computers and the Internet can help solve this problem. The aim of this study was to develop, implement and validate a Web-based software package that, through providing practice and assessment opportunities, improved student learning and reduced marking and related mundane aspects of instructor workload. At the start of the study, such a package already existed in prototype form: OASIS (Online Assessment System with Integrated Study). As the study progressed, this software package was first fully rewritten and then repeatedly modified. OASIS delivers individualised tasks, marks student responses, supplies prompt feedback, and logs student activity. Staff can deliver sets of practice questions and assessments to students: assessments may involve different questions for different students, not just numerically different versions of the same questions. Given my role as teacher, the traditional research ideal of observing without affecting the research environment was both impossible and unconscionable. In particular, since preliminary evidence suggested that OASIS did enhance student learning, I could not adopt a ‘two groups’ approach to the research, with one group using OASIS while the other did not. Instead, an action research methodology was seen as most appropriate for my double role of teacher and researcher. / This methodology enabled me, in the light of my findings, to continuously modify the learning environment and enhance student learning. The action research proceeded through a spiral of one-semester cycles of planning, acting, observing and reflecting. To maximize rigour, the research ran through eight cycles over four years and involved considerable triangulation. OASIS itself collected much quantitative data. Further data were collected via interview, survey, email and informal discussion from three groups: current students, postgraduates and academics. My colleagues provided alternative perceptions and interpretations, as did Physics Department academics who were using OASIS, and an external academic who interviewed academics and investigated the implementation of OASIS. Perhaps surprisingly, academics had generally adopted OASIS to promote student learning rather than to decrease their own workloads. In some cases workloads were reduced; however, where OASIS assessments augmented rather than replaced existing traditional assessments, workloads actually went up slightly. All instructors who used OASIS reported enhanced student learning and wished to continue using it. Student surveys, interviews, focus-group discussions and informal feedback showed that students found the software easy to use and considered that it helped them improve their skills and understanding. OASIS questions were preferred over textbook questions. Students commonly requested OASIS to be available in more of their areas of study. In general students wanted hints or model answers though some argued against their provision. / The majority of students were enthusiastic about the use of OASIS for practice, and activity logs revealed that they did use OASIS extensively. These logs also revealed the motivating power of assessments: typically half the online practice activity took place in the last 36 hours prior to assessments. Interviews provided further interesting insights into the ways different students approached their studies and assessments. However, students did voice concerns about the validity of OASIS assignments, noting their peers could rely on the efforts of others to score highly in these. A number of steps were carried out in an attempt to defuse these concerns, including: disabling OASIS practice during assignments, basing assignments on previously unseen questions, and providing different assignment questions to different students. While this study has achieved the goal of developing, implementing and validating OASIS, many future opportunities exist. OASIS may be used in schools as well as universities. Non-numerical questions, where answers may be somewhere between right and wrong, are possible. OASIS can also be used to deliver concept inventories to students to support research into concept acquisition and retention.

iii ABSTRACT STUDENTS&amp / #8217 / PERCEPTIONS ABOUT ONLINE ASSESSMENT : A CASE STUDY Sanli, Refik M.S. Department of Computer Education and Instructional Technology Supervisor : Prof. Dr. M. YaSar &Ouml / ZDEN SEPTEMBER 2003 ,105 pages For many reasons, the use of computer based of assessment is increasing. Although there is an increasing usage of computer based exams, there are not enough researches about student perception towards online assessment in general and perception of students towards categorized fields of online assessment systems. To figure out the students&amp / #8217 / perceptions of online assessment an exam web site has been developed and implemented. This web site is a database driven web site and containing multiple choice questions. This online assessment site used as assessment module of Masa&uuml / st&uuml / Yayincilik course given by Department of Computer Education, Kocaeli University. The perceptions of the students&amp / #8217 / towards online assessment have been evaluated in terms of User interface, Impacts on learning process, System usage and general opinions on online assessment. The aim of the study is to investigate students&amp / #8217 / perceptions of the use of CAA and to investigate the potential for using student feedback in the validation of assessment. The results indicated that students have positive attitudes against online assessment. Results of questionnaires showed that user interface of the assessment web site is proper and well designed but need to be further development. The system use of the web site is easy. The impacts of the learning progress of the web site are sufficient but assessment web site should be developed by enriching the system components meeting the student needs. Security should be ensured.

The desire to translate constructivist and sociocultural approaches to learning in specific learning activities is evident in most forms of training at current, not least in online education. Teachers worldwide are struggling with questions of how to create conditions in this fairly new realm of education for learners to contribute to the development of a good quality in their own and others' learning. Collaboration in forms of text talk in asynchronous, text based forums (ADF) is often used so students can participate at the location and time that suits them best given the other aspects of their life situation. But previous research show how collaboration in forms of text talk do not always evolve in expected quality, and how participation sometimes can be so low that no discussions at all take place. Perhaps it is time to move on and make use of the variety of user-friendly audio-visible technologies that offers conditions for collaboration similar to those in the physical environment? Is there any point to use ADF for collaboration, beyond the flexible opportunity for participation it allows? If so, why, how and under what conditions are it worthwhile to use ADF for tasks meant to be worked collaboratively on? These questions were the starting point of the studies in this thesis that was researched through two case studies involving different techniques and data samples of various natures, with the aim to understand more about collaborative text talk. The research approach differs from the vast majority of studies in the research field of Computer Supported Collaborative Learning (CSCL) where many studies currently are conducted by analysis of quantifiable data. The first case study was conducted in the context of non-formal learning in Swedish Liberal Adult Education online, and the second in the context of higher education online in Sweden. The studies in the thesis were made on basis of socio-cultural theory and empirical studies. Empirical data was collected from questionnaires, interviews and texts created by students participating in tasks that they jointly resolved through text talk. Some results were brought back to the students for further explanation of the results. Findings from data analysis were triangulated with other results and with sociocultural theory. The results indicate that students can create knowledge relevant to their studies through text talk, but can feel restrained or dismiss the activity as irrelevant if important conditions are lacking.  Collaboration through text talk makes individual resources accessible in a specific place where it can be observed and its validity for the purpose of the task evaluated by others. Students with good insight in what they are supposed to accomplish seem be able to consult relevant guidance for this evaluation, from teachers, textbooks, scientific articles and other valid experiences important to their studies, and thereby contribute to learning of the quality they studies are meant to produce. Text talk also increases teachers’ possibilities to identify what the guidance the study group needs when evaluating the gathered resources and through their own active participation provide support in the students “zone of proximal development”. Contributions offered to the CSCL research field is the identifications of important mechanisms related to learning collaboratively through text talk, and the use of case study methodology as inspiration for others to try also these kinds of strategies to capture online learning.

Tertiary institutions in South Africa are currently faced with several challenges: Student numbers are increasing, funding is not necessarily sufficient and the type of student who enters Higher Education is part of a generation which grew up with technology (Prensky, 2001). Expectations are that tertiary education institutions need to keep up with the changing environment, whilst still maintaining high standards. Interaction within the learning environment is essential, both from an academic, as well as a social point of view. Students who leave the institution need to be able to function in a working environment, with all the challenges that accompany it, as well as be academically qualified for their careers. Universities, and specifically Economics departments, are often accused of being ivory towers with no regard for the real world (Fullbrook, 2003). The design for this study is a case-study within a qualitative research design. The study focuses on the use of an LMS to aid the learning process in a blended learning environment at the department of Economics, at the University of the Free State. In this study, several tools were used to support students and add another dimension to learning economics. Data-collection instruments include a literature review, focus group meetings, semi-structured questionnaires and observations. The value of this study is that it forms a basis for lecturers in other disciplines to include aspects of blended learning in their courses. The findings of the research include the usability of the different LMS tools, students’ experiences of these tools and the effect that these tools have on their understanding and integration of economics. The rationale of this study is based on the fact that students who attend university come from a generation identified as Digital Natives (Prensy, 2001) and have certain methods of data integration. The purpose of this study is, therefore, to focus and analyse students’ experiences of using WebCT tools as an additional aid to the course. The target group for the study was the Economics firstyear, second semester, English medium of instruction students. The course runs over a full semester, with two traditional facetoface classes, as well as tutor groups. In addition to two semester tests and an examination, students had to participate in a biweekly discussion forum, based on economic events and four online, multiple choice quizzes. They also had access to class notes, additional readings, informal discussions and a forum for questions. This research makes use of a qualitative approach and a casestudy, because it studies a “…human activity embedded in the real world which can only be studied or understood in context … which exists in the here and now that merges in with its context so that precise boundaries are difficult to draw” Gillham (2000). This study falls within the Interpretivist paradigm (Burrel and Morgan). Data were collected by means of focus group meetings, informal discussions, openended questionnaires, observations and a course evaluation. In this way, students’ attitudes towards the LMS could be gauged. Three categories were identified during the data analysis and coding process. The first category relates to interaction between students and lecturers (or tutors), the second to peerinteraction and the last category refers to contentstudent interaction. The findings of this study concludes that students need interaction with lecturers, peers and content in order to make sense of what they are learning, to link the theory with realworld issues and to enhance generic skills. Lecturers should consider making use of a hybrid learning system, but must consider their specific course content before deciding which of the available tools to use. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

A avaliação da aprendizagem é um elemento eminentemente comunicativo e processual. Assim sendo, é capaz de proporcionar informações que podem provocar decisões acertadas na perspectiva de uma aprendizagem significativa, a partir de procedimentos, técnicas e instrumentos adequados, entretanto é uma prática de contradições que sofre críticas. Devido à atuação na Educação a distância e interesse pelo objeto avaliação da aprendizagem há alguns anos, teve-se nessa investigação a oportunidade de visualizá-lo em um novo contexto e sob um novo olhar teórico-metodológico, a Teoria das representações sociais. Com o objetivo de investigar as representações sociais da avaliação da aprendizagem virtual de tutores em curso de graduação a distância, neste trabalho aprecia-se algumas obras de autores nacionais e internacionais. Com o estudo de caso, indica-se o panorama atual da avaliação no campo da pesquisa, a partir de normas e do Ambiente Virtual de Aprendizagem, além das falas em entrevista com 20 tutores a distância do Curso de Pedagogia, em uma instituição pública de ensino superior, localizada no Nordeste do Brasil. Compreende-se que embora o grupo experimente angústias na tutoria a distância, manifesta uma atitude favorável à Educação a distância, às Tecnologias de Informação e Comunicação, ao processo de avaliação como um todo e, em meio às contradições, tensões e incertezas, apresenta em relação ao objeto da pesquisa avaliação da aprendizagem virtual uma representação social, em construção, ancorada em um discurso pedagógico crítico, que transita, nesse novo contexto, no embate com a prática, ainda baseada em elementos de uma vivência com a avaliação tradicional. O estudo mostra os pensamentos, sentimentos e atitudes do grupo acerca da avaliação da aprendizagem virtual, expressos na representação social que está sendo construída e revela o anseio por uma prática avaliativa efetivamente processual, mais humanizadora, mais sensível, mais interativa e mais inclusiva, fazendo frente à prática, ainda marcada pela pedagogia do exame. Prática essa que é possível mediante alteração das condições do contexto do objeto e também pelo caráter dinâmico da RS, aberta à reconstrução, permitindo a reorganização da sua configuração. / The evaluation of learning and an element highly communicative and procedural. That being so, it is able to provide information that may cause good decisions from the perspective of significant learning, from procedures, techniques and appropriate instruments, however, it is a practice of contradictions and suffers criticism in education. Due to the actuation in distance learning and interest in the object `assessment of learning a few years ago, it was in this research the opportunity to view it in a new context and under a new look theoretical-methodological, the theory of social representations. Thus, the aim of this study is to investigate the social representations of the evaluation of virtual learning for tutors in undergraduate course at a distance, in this work we appreciate some works of national and international authors. The case indicates the current panorama of the evaluation in the field of research, from standards and the Virtual Learning Environment, in addition to the statements in an interview with 20 tutors to distance, the undergraduate course in Pedagogy, in an institution of higher education public, located in the State of Brazil. It is understood that although the group try anxieties tutoring in the distance, expressed a favorable attitude towards distance education, the evaluation process as a whole, and in the midst of contradictions, tensions and uncertainties, presents to the object of the search `evaluation of virtual learning a social representation in construction, anchored in a critical pedagogical discourse that moves in the clash, with practice, this new context, although based on an experience with traditional assessment. The study shows the thoughts, feelings and attitudes of the group on the evaluation of virtual learning, expressed in social representation being built, reveals the yearning for a procedural evaluation practice effectively, more humanizing, more sensitive, more interactive and more inclusive, making forward practice even with pedagogy marked by the exam. What is possible by changing the conditions of the object context and given the dynamic character of a social representation, open reconstruction, allowing the reorganization of its configuration.

La presente investigación tiene como objetivo principal determinar si existe relación entre la reciprocidad de la comunidad, la distancia social afectiva, y la receptividad de la comunidad en la recomendación online de productos de ropa femenina en las redes sociales de Facebook e Instagram, en las mujeres de 21 a 35 años de edad y que residen en los distritos de Surquillo, Barranco y San Juan de Miraflores en Lima Metropolitana. Para ello, se realizó un estudio con un enfoque mixto, ya que emplea una metodología cuantitativa y cualitativa. Se empleó un estudio descriptivo y correlacional para determinar la relación entre las variables (reciprocidad de la comunidad, distancia social afectiva, receptividad de la comunidad y recomendación de productos) y para determinar un patrón predecible en nuestro segmento de interés. Asimismo, se realizó una entrevista a profundidad a una experta en el rubro de la moda para poder validar nuestros objetivos e hipótesis. Se realizaron 4 entrevistas a influencers o bloggers de moda, quienes también cumplen un rol importante en la generación de recomendaciones online, con la finalidad de obtener información relevante sobre nuestro segmento de interés. A su vez, se realizó un análisis factorial confirmatorio con la finalidad de validar la teoría propuesta en el marco teórico. Finalmente, se aplicó una encuesta a una muestra de 382 personas, donde se recabó la información necesaria para realizar el análisis estadístico e inferencial respectivo. / The main objective of this research is to determine if exits or not a relationship between community reciprocity, affective social distance, community receptivity influence, and the online recommendation of women's clothing products on Facebook and Instagram, in women between 21 and 35 years old and who reside in Surquillo, Barranco and San Juan de Miraflores districts in Lima Metropolitana. For this, we made a mixed approach study, since it uses a quantitative and qualitative methodology. A descriptive and correlational study was used to measure the relationship between the variables (community reciprocity, affective social distance, community receptivity, and product recommendation) and it was used to determine a predictable pattern in our segment of interest. Furthermore, we made an in-depth interview that was conducted with an expert from the fashion industry in order to validate our objectives and hypotheses. We made four interviews that were conducted with influencers or fashion bloggers, who also play an important role in generating online recommendations, in order to obtain relevant information about our segment of interest. In turn, a confirmatory factor analysis was performed to validate the theory proposed within theoretical framework. Finally, a survey was applied to a sample of 382 individuals, where the necessary information was collected to carry out the respective statistical and inferential analysis. / Tesis