Education Commons^™

Assessment Strategies For Global Learning: Ii Case Studies, Meg O'Reilly, Kay Gibson, Deborah Gordon, Glyn Rimmington

Dr Meg O'Reilly

The processes of assessment have begun to take pride of place in considerations of online teaching and learning. As the technological means become more robust for bringing students together online, designs of various kinds of assessment tasks reflect greater reliance on the strategies of interaction, collaboration, cultural exchange and the use and creation of Web resources. Where students living in different countries study online, their sharing of culture and perspective and their development of communication skills can be considered as elements of global learning. Best practice in assessment of global learning outcomes is still emerging from action research, as described …

Using Cross-Disciplinary Action Learning Sets When Designing Online Assessment, Meg O'Reilly

Dr Meg O'Reilly

The drive to find appropriate ways to integrate online technologies into assessment has come about within Australian higher education as a consequence of widely held aspirations to remain competitive in the global marketplace. An action research initiative at Southern Cross University reported in this paper suggests both extrinsic and intrinsic reasons why academics considering online assessment may or may not follow through with immediate implementation. More specifically, a crossdisciplinary action learning set in the case study presented has shown benefits in approaching educational design as a cyclical, collegial, creative and reflexive process for planning, implementing and evaluating online assessment.

Planting The Seeds Of Change And Growing The Fruits Of Transdisciplinary Educational Design, Meg O'Reilly

Dr Meg O'Reilly

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 …