A Two Year Case Study: Technology Assisted Project Supervision (TAPaS)Manish Malik
Abstract (250 words): A project supervisor may get a range of students in any given year. These students may be classed as Independent, Collaborators, Pretenders or Dependent. This is not to say that they can not all become Independent over the project period. A supervisor plays an important role in guiding students through the various stages of their project. While doing their projects, students may feel under-supported, stressed or that they are on their own at times. In an internally funded project, at the University of Portsmouth, both social software (Twitter and Wiki) and electronic logs were used alongside traditional methods for final year project supervision. It was intended to establish separate formal as well as informal communication channels between the supervisor and their project students. Using ‘twitter’ a community of interest was setup with students and supervisors. Using ‘wiki’ collaborative workspace and student project pages were created. Using ‘e-logs’ virtual supervision was blended with face-to-face supervision. These diverse communication channels provided diverse uses for supervisors and students alike. This paper shows how these tools helped project supervisors in tailoring their support for different students differently yet reducing some of the repetitive supervision tasks. Also, by participating in a lively community of interest the students did not feel lonely and felt that they were well supported. Besides, students benefited from the speed of responses from the community to address their problems. Other benefits observed include an increased sense of ownership in students and an audit trail of both the student’s and supervisor’s actions.
A project is meaningful if it fulfills two criteria. First, students must perceive the work as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose. Well-designed and well-implemented project-based learning is meaningful in both ways.
As MOOCs are made available for credit, credible--scalable--assessment options are essential. CT looks at the options.
MOOCs may have started out as an anarchic educational free-for-all, but as more schools move toward offering credit for these vast online courses, the expectations around assessing student performance are growing as rapidly as MOOCs themselves--with lots of questions yet to be answered.
Intelligent software to help instructors build customized courses Phys.Org Experts say goal-oriented teaching methods, or outcome-based education, create a more cohesive learning experience, and the web-based software tool will serve as a bridge...
As open advocates, organizations and policy makers recognize the potential for open policies to significantly increase the amount and quality of publicly funded education, research, data, and software, there is a pressing need to provide them support so they can successfully create, adopt and implement open policies. Open policies promote open licensing of resources financed through public funding in order to maximize the impact of the investment.
Yesterday seventeen open education experts came together to begin writing the Open Education Handbook. The handbook is part of the LinkedUp project, and the project team have chosen to also make it one of the first activities of the soon-to-be-launched Open Education Working Group. The handbook takes the form of an open, living document and it made sense to start the process through a collaborative effort – in the form of a booksprint.
A closer look at how colleges are handling learning management software.
Historically, the learning management system (LMS) has been the primary (in many cases, the only) tool for extending the classroom. Commercially available as well as open-source software products offer comparable features that enable faculty and students to share class resources and continue class discussions outside of classroom hours.