Line up, line up: using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module

Ryan, B. J. (2013) Line up, line up: using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module. Chemistry Education Research and Practice, 14 (3). pp. 229-238.

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Abstract

This paper describes how three technologies were utilised in combination to align student learning and assessment as part of a case study. Multiple choice questions (MCQs) were central to all these technologies. The peer learning technologies; Personal Response Devices (a.k.a. Clickers) and PeerWise (http://peerwise.cs.auckland.ac.nz), were implemented to achieve scaffolded, self-directed independent learning by the students which aligned to the assessment methodology through creating, analysing, answering and discussing multiple choice questions. Personal response devices enhanced in-class activity involvement, whilst PeerWise provided structure and support for independent student learning through defined outside class activities. An associated technology, online MCQs hosted though a secure virtual learning environment, was used as an aligned assessment methodology. The rationale behind this case study, its implementation and evaluation are described and discussed. Finally, the potential widespread applicability of this aligned, technology enhanced learning and assessment methodology is outlined along with suggestions and guidelines to aid practitioners wishing to implement a similar approach.

Item Type: Article
Additional Information: Ryan, Barry J.
Depositing User: National Forum
Date Deposited: 06 Dec 2015 17:12
Last Modified: 06 Dec 2015 17:12
URI: http://eprints.teachingandlearning.ie/id/eprint/3632

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