Pedagogical framework and
didactic guidelines
(June 2004)
Helene (Minerva) Project
2
University of Lincoln
HELENE Lead Institution
Brayford Pool, Lincoln, LN6 7TS, United Kingdom
Coordinating Project Director:
Dr. Terence Karran
tkarran@lincoln.ac.uk
Project Manager:
Dave al Bahrani-Peacock
dpeacock@lincoln.ac.uk
Oulun Yliopisto
PL 4600,
90014 Oulun Yliopisto, Finland
Project Manager:
Sauli Pajari
sauli.pajari@oulu.fi
Universitat Pompeu Fabra
Edifici Jaume I,
Ramon Trias Fargas 25-27,
E-08005 Barcelona, Spain
Project Manager:
Professor Francesc Pedró
francesc.pedro@upf.edu
Carl von Ossietzky Universität
Oldenburg
Ammerländer Heerstraße 114-118,
D-26111 Oldenburg, Germany
Project Manager:
Prof. Dr. Uwe Schneidewind
Uwe.Schneidewind@uni-oldenburg.de
The HELENE Project is granted by the EU Commission
Grant period: 2002 - 2004
3
Index
1. PEDAGOGICAL FRAMEWORK............................................4
1.1. WHAT IS LEARNING? .......................................................5
1.2. HOW TO FACILITATE LEARNING ..........................................7
1.2.1. Activating previous knowledge................................... 7
1.2.2. Providing a real context in order to exercise
competencies ................................................................... 7
1.2.3. Organising content around its application.................... 8
1.2.4. Favouring the transfer to other contexts and situations. 8
1.2.5. Putting learning to the test........................................ 9
1.2.6. Creating opportunities for collaborative learning .......... 9
1.3. HOW TO MOTIVATE LEARNING BASED ON SIGNIFICANCE ........11
2. DIDACTIC METHODOLOGY .............................................13
2.1. ALTERNATIVE MODELS OF E–LEARNING ..............................14
2.2. OUR METHODOLOGICAL MODEL ........................................17
3. THE ROLE OF THE TEACHING STAFF AT THE DIFFERENT
STAGES OF THE PROGRAMME ............................................19
3.1. PREPARATION OF THE MODULE AND MATERIALS ...................20
Didactic guidelines ....................................................... 20
3.2. DEVELOPMENT OF THE COURSE.........................................23
Didactic guidelines ....................................................... 23
3.3. ASSESSMENT ...............................................................26
Didactic guidelines ....................................................... 26
4
1. Pedagogical framework
For a variety of reasons, the process of teaching and learning for
working professionals has never been a priority concern for specialists
in psycho-pedagogy or didactics. In practical terms it is as if it were
assumed that whatever a teacher decides to do and, how in the end
they do it, on the basis of their notes and manuals, is the most
suitable. Underpinning this view is the further assumption that nobody
knows the subject matter better than the teacher. Though often true,
this approach only guarantees that the teacher is familiar with the
subject, not that they now how to deliver it in a manner that enables
the student to learn. This state of affairs is yet more evident in the
diversity of e-learning materials.
In order to achieve a successful learning experience, e-learning
courses must be based on a solid theoretical framework allowing
teaching staff the resources to provide both individual student
attention and for the creation of didactic units, which are then
properly situated within the students’ learning processes.
In this context, the purpose of this Pedagogical Handbook is to provide
all participating teachers in Project Helene a common basis for the
design of the study materials. All participating institutions whose
project managers contributed to this shared vision of e learning have
agreed upon the handbook.
5
1.1. What is learning?
Learning is...
Learning is a process through which people modify their structure of
knowledge and abilities concerning a specific theme, broadening or
changing it, which can even extend to their attitudes and behaviour.
In short, when we learn or acquire new knowledge our existing
knowledge is usually modified. This process may also entail a review
or restructuring of our existing knowledge to allow for the new. That is
to say, what we knew before may have to be changed, either wholly
or in part, and, therefore, we will have to find a new equilibrium
accommodate what we now know.
Of course there are different styles of learning. But reference to styles
should not be interpreted as an essential difference in the way in
which learning is configured.
It is more helpful to see styles of
learning as the strategies an individual develops when facing a
learning activity, that is to say, the way in which he or she resolves
the demands and problems that arise in the learning process.
There are three basic problems we face when learning:
•
problems of understanding: what we have to learn is either
poorly taught or simply pre-supposes some previous knowledge
which we do not possess. We often say that what is explained
to us is not readily understood.
•
problems of integration: what we have learned does is not
easily integrated with what we already knew or thought we
new. The problems that appear in this case require a solution. A
temporary conflict arises between what was known and what is
aimed at being taught, which the learner must solve by either
rejecting what they previously knew or questioning what is
supposed to be learnt now.
•
problems of significance: what we have to learn has no
meaning, makes no sense, or is, seemingly, of no use for us.
That is to say, it is not meaningful to us and if knowledge is not
meaningful it will not be assimilated. In essence, a process of
temporary, isolated memorisation takes place in order to
respond to a requirement at one given moment as might, for
example, happen when preparing for an exam. Once this
situation has been hurdled, what has theoretically been learnt
becomes disregarded and completely forgotten about.
a process through which
people modify their
structure of knowledge
and abilities concerning a
specific theme, broadening
or changing it and even
their attitudes and
behaviour.
6
Often, though not always, when content has to do with human
phenomena - individual or social, or with elements that are closely
related to the quality of life, such as health, or with our way of seeing
the world, learning may also imply contradictions and changes to
attitudes, values and behavioural rules. In these types of situations,
new knowledge or learning may be deeply resented and/or resisted by
individual or whole communities of learners. This too can often lead to
knowledge
being
disregarded
or
ignored.
For
example,
some
communal attitudes to race or gender, or even the perceived need for
education itself, may take a very long time to respond to changes in
knowledge about, and thus, understandings of, human society.
7
1.2. How to facilitate learning
Psycho-pedagogical research provides us with several basic – and
contrasted - principles concerning how to facilitate and optimise adult
learning that contrast with traditional teaching practice. They are as
follows:
Basic teaching principles
1. Activating prior knowledge.
2. Providing a real context.
3. Organising content around its application.
4. Favouring the transfer to other contexts and situations.
5. Putting learning to the test.
6. Creating opportunities for collaborative learning.
Let us look at each one separately.
1.2.1. Activating previous knowledge
All professionals possess a set of prior knowledge pertaining to a
module’s subject matter. Without such knowledge they would be
incapable of making sense of any content since they would lack the
necessary
references
required
enabling
comprehension
and
integration. It has been shown that learning efficacy is greater when
the first activity suggested by the teacher or the units is aimed,
precisely, at the activation of such previous knowledge.
Achieving it is easy: suffice to introduce questions or exercises
that, either directly or indirectly, force participants to activate
what they already know.
1.2.2. Providing a real context in order to exercise
competencies
It also seems clear that the development of competencies is achieved,
precisely,
by
putting
them
into
motion:
taking
decisions
and
examining the consequences instead of limiting oneself to memorising
the theoretical bases. This is why it is highly recommended to utilise a
procedure of active learning, situating participants within a context
8
that forces individuals to put the required competencies into motion,
and either acquire or develop them.
In order to achieve this, it is most recommended that one
should generate a practical case, or, at least, start the process
by situating participants in as close a context as possible to the
real professional world. Despite no being a complete case, the
situation should be taken up every time an attempt is made to
get participants to take decisions or to recapitulate.
1.2.3. Organising content around its application
It is common, in any course, for the teacher to decide to follow the
sequence suggested by disciplinary or deductive logic – from general
points
to
specific
ones.
When
dealing
with
the
training
of
professionals, a clear distinction should be made between what is
reference material (an article or a part of a didactic unit, for example)
and what is teaching material or an intervention of a didactic nature.
In this case, the logic that should be followed is that which suggests,
at all times, the practical case or the starting situation.
Therefore, didactic material – which should be distinguished
from reference material – should be presented following the
logic called for given the situation or the case presented for its
appropriate solution.
1.2.4. Favouring the transfer to other contexts and
situations
Given
that
course
orientation
is
towards
the
development
of
competencies, it is essential to document as many times as possible
how an expert would solve situations in which he may have to put the
competencies in question into play, in as broad a variety of contexts
as possible. In this way, the transfer of competencies and content will
be projected towards other situations and problems.
9
The best way to do so consists of offering as many solved
situations and practical mini-cases as possible, showing how an
expert solved them, whether well or poorly, and why. These
resources should always allow the student to identify the
different contexts and the peculiarities with regard to the
reference situation.
1.2.5. Putting learning to the test
Any activity that is suggested to the student, once done, should give
rise to as immediate feedback as possible, so that the student will not
be in suspense as to whether or not he has learnt properly. When
dealing with an e–learning course, immediacy should preside both
with regard to both the teacher’s intervention and, above all, the
presentation of the material.
• It is most recommendable for self-assessment exercises to
be included incorporating automatic answers indicating
the type of mistake made and where to go to obtain the
knowledge to amend them.
• When correction and assessment is deferred in time (for
example,
because
it
is
a
long
test
or
written
assignment), the student should receive an immediate
acknowledgement of receipt and estimation as to when
he or she will receive the results.
1.2.6. Creating opportunities for collaborative learning
Another characteristic of e–learning courses is the participant’s feeling
of isolation. Not just because of this, but also because modern
psychological theories such as constructivism has proved that learning
is most readily consolidated when it takes place, or is evaluated,
within a social context – i.e., in a group, it is most important to allow
for critical exchanges among participants and, if possible, the joint
solution of a problem or situation.
10
In short, the use of participant group communication should be
optimised,
not
just
through
debate
and
discussion
but,
whenever possible, by creating opportunities for co-operative –
and sometimes competitive – group work.
11
1.3. How to motivate learning based on
significance
Adults – involved as they are in the development of their own
personal, family and professional projects - require clear, and constant
motivation so that a learning process can grab and keep their interest
and attention. This is especially important if the routine of continuous
class attendance does not exist. In professional or work-oriented
training, the best way to maintain motivation and enthusiasm is to
guarantee that learning will have a special significance for them. In
short, it is vital that the content provided will be professionally
meaningful and linked to relevant situations or problems they might
encounter.
However, beyond this, even when presenting content it is important to
always bear in mind the need for the teacher – or the didactic material
– to encourage and sustain motivation. To do so it must be
guaranteed that whatever is presented or shown shall:
•
have an immediate, practical application. That is to say,
when the importance of what is being learned is delivered with
due regard to the applications that interest the students. For
example, in the context of their working environment or their
everyday lives;
or
•
solve a concrete cognitive problem. That is to say, when it
appears that this learning will help the students to fill a void in
their knowledge or to put an end to an inexcusable limitation.
For example, using a word processor, database or spreadsheet;
or
•
question dominant viewpoints or opinions held by the
majority. That is, when the surprise factor is used to
advantage
overturning
by
means
the
of
a
cognitive
presupposed
challenge
knowledge
on
strategy,
which
the
participants base their decisions;
or
•
be based on a reference to the immediate current
situation. Especially if dealing with the professional world
itself. That is to say, when the adult learner clearly sees the link
When can learning be
meaningful for the adult,
professional student?
12
that exists between the events and facts, that interest him
personally and professionally, and what he has to learn. For
example, when learning is based on a news item that appears
in a professional journal.
13
2. Didactic methodology
Obviously, such considerations, as discussed above, contrast with the
image given by traditional teaching, including professional training
courses, where emphasis is always placed upon content and is not
sufficiently sensisitive
to the student. In fact, an alternative
approach comes to mind, at almost the opposite extreme, far more
student-focused and, thus, far more open, which is just what an elearning system requires.
14
2.1. Alternative models of e–learning
In
continental
Europe,
traditional
university
teaching
consists
fundamentally of lectures. From the methodological point of view,
many university classes still greatly resemble, formally speaking, the
lessons given at medieval universities. The same can be said of many
e–learning programmes. In both cases, the problem is not that all
hinges on the teacher, but rather that for reasons which are often
beyond the teacher’s wishes, poor use is made of the oral lessons or
of the didactic units that are designed to replace them. In traditional
teaching requiring student presence, the teacher becomes a means of
transmission, merely, of oral content, which is complemented by
resorting to other written means, such as manuals for example. In
traditionally structured e–learning programmes this point of view is
also shared, and this is reflected in didactic units that are solely
conceived as a manual for presentation. As a matter of fact, such units
that have generally been provided for e-learning have been solely
conceived of as electric/virtual versions of the traditional handbooks,
notes, lectures, and all the other paraphernalia of the rapidly passing,
if not actually past, "printed word" dominated learning culture.
In both cases, pedagogic emphasis is placed on the devlivery of
How do they differ?
content. The teaching staff focuses on compiling and generating – via
research - the content they will sooner or later disseminate and, at the
end of a course, assess. Under a traditional pedagogic regime
therefore, a learning session becomes, at best, a unidirectional act of
communication, which, if it goes well, might engender some doubts or
comments from the more confident students. In an e–learning
programme, to replicate this model is an act of gross negligence,
betraying
a
lack
of
pedagogical
engagement
with
either
the
technology or the craft of teaching, on behalf of the tutor.
An alternative model does exist that encourages the teacher to
become a guide, mentor, and facilitator of learning. In this model the
focus is shifted from the tutor who merely broadcasts information and
the didactic units that simply present themes, to the student as an
active learner and the activities that students should accomplish,
alone or accompanied by others.
Under this model:
1. The aims and objectives for the student to fulfil are very
clearly specified, as are the contents or the abilities they will be
expected to command, specifying the competencies to be
achieved and how these will be assessed. There is a commonly
held
belief
that this
is the function
that
all traditional
Basic characteristics of the
teaching and learning
model
15
educational programmes meet, when in reality they are
frequently, just indices of content covered by the student
taking the course, providing no evidence, for example, of the
degree of command or competence attained by the student.
2. A learning framework is designed advising the student
about the activities that he or she should develop in order to
achieve the specified aims and objectives of the course or
module. In continental Europe, the activity par excellence has
always consisted of attending class and listening to lectures or
reading a manual. What has to be achieved in an e-learning
system is for the student to play an active role in attaining the
aims and objectives, that is to say, that he or she achieves the
required learning outcomes by means of performing a variety of
activities:
by
searching
and
finding,
by
comparing
and
contrasting, and by doing and debating.
3. The process is put into practice with the teacher acting as
a supervisor and facilitator and, at the same time, as a
source of activities and information. In the teacher, the student
must find the reference point which, when faced with a doubt,
may offer some guidance. The teacher is also a privileged
source
of
knowledge
to
which
one
should
resort
when
appropriate.
4. The result is assessed. It should not be expected that
everyone is equally interested in all of the modules, or is
equally dedicated. If the aims have been well designed, this
process will be relatively simple. What cannot be done is to mix
the assessment of elements that are not connected to the
learning process such as, for example, creativity, criticism or
personal effort. These three aspects are, in themselves, most
important values, but the mission of assessment is to measure,
which aims among those proposed have been achieved by each
student, and to what extent. This is why it is so important for
the definition of aims to be clear, concise, unmistakable and,
above all, well understood by the student.
5. The process is assessed. The results of student assessment
are already an initial indication of whether all of the elements of
the
process
have
been
correctly
designed,
whether
correspondence exists between the aims and objectives set,
and the activities that are proposed with the assessment
mechanisms used.
16
17
2.2. Our methodological model
The course of study will be provided on an open basis via Internet.
The didactic methodology utilised throughout the course will be based
on
case
studies,
participant
discussion
fora,
and
group-work.
Participants shall engage in both individual and group practical work,
and all significant points on the curriculum will include gateway
tests, tests that only allow progression once they have been
satisfactorily accomplished, based on multiple-choice self-assessment
questions.
Each module comprises:
The didactic sequence of
each module
1. An introduction or synthesis detailing the aims, elements of
the module, assessment, timing and recommended itinerary.
2. A central unpublished text that the participant may print
(around 8000/10000 words). Is there not a danger of reinventing the book here. What purpose does so much text serve
on a medium that renders text so unfriendly? Doesn’t this
contradict all that was said above regarding traditional delivery
methods?
3. A set of self-correctable, self-assessment tests.
4. A final assessment test that the participant submits to the
teacher at the end of each unit.
5. A final exercise to be sent to the teacher, which shall
generally consist of a short 6-8-page essay.
6. A discussion forum.
7. Frequently asked questions
8. Personalised access to the module tutor via e-mail.
9. Annexes and learning complements: bibliography, related
articles and a variety of links.
At the end of the module, each participant will be given a CD
containing
the
introduction,
the
unpublished
central
text,
the
assessment tests and the exercises pertaining to each unit that makes
up a module. This material, including updates and revisions, will be
therefore, be available throughout the period of study and on the
course e-learning zone located at http://cjs072.upf.es/helene, the
course’s own e-learning platform which is based on the open source
Moodle platform (http://moodle.org)
The following elements are to be found on the website:
Utility of the course
website
18
• All course documentation will be available throughout the
course in web format and on CD-ROM at the end of the course,
as well as in the form of web pages that may be consulted via
Internet.
• Furthermore,
students
shall
have
the
downloading the contents of the teaching
possibility
of
units to their
computers, so that they will be able to do most study activities
off–line.
• Communication between teachers and participants will take
place on the basis of discussion fora.
19
3. The role of the teaching staff at the
different stages of the programme
It is easy to see how, in an e–learning programme, the teaching staff
takes on a multitude of functions, which generally coincide, with the
different stages of the course. Three stages of such orientation are
most notable:
Stages of development of
the programme
1. Preparation of the module and materials
2. Development of the course
3. Assessment
20
3.1. Preparation of the module and materials
The task of designing the didactic process of a module and, therefore,
all activities of the whole course of study, which the students are to
carry out, comes down to the teaching staff.
But, what is involved in designing the didactic process?
What is involved in
designing the didactic
process?
Didactic guidelines
1. Defining the learning aims and objectives that the student
must achieve to successfully complete a module. These aims and
objectives must be expressed in terms of competencies that the
participant will be able to demonstrate upon completion of the
module, and must be, in so far as possible, measurable, so that
participants may ascertain to what extent they have accomplished
the proposed aims and objectives.
2. Developing the basic content of a module, following the
formal guidelines provided in the specific guide, in accordance with
the outline supplied. It should be remembered that didactic
materials are neither a book nor an article, rather learning-oriented
material. To develop content, it is useful to bear the following in
mind:
• The activation of previous knowledge. Each didactic unit
should
begin
with
questions
that
evoke
the
previous
knowledge required for the unit.
• Offering a real context to exercise competencies. An initial
situation or practical case must be created in which the
participant takes the initiative, based on alternative decisions
put to them. Ideally, the case or situation should be kept alive
throughout the didactic unit.
• Organising content around its application. The way in which
content is introduced shall depend on the decision-making
process of each participant, i.e., within a non-lineal pedagogic
structure. However, it is possible to always offer an access
menu to a sequential presentation of the contents themselves.
• Favouring the transfer to other contexts and situations.
Each new concept should be accompanied by a mini-case,
whether it is solved or not, in which the context changes with
21
regard to the situation described in the initial practical case.
Changes should especially be highlighted in order to favour
this transfer.
• Putting learning to the test. The didactic units should contain
a system of self-assessment with broad answers referring to
the text. They should therefore meet the following criteria:
o
Given the nature of the participants, self-assessment
exercises should be set at the end of each logical
learning sequence. One sequence should not last,
under average circumstances, more than 15 minutes –
which would be the equivalent, therefore, of some
three to five pages of text, depending on the degree of
difficulty.
o
Students must be able to ascertain immediately by
themselves whether or not their answers are correct;
this forces the suitable presentation of the solutions
and their alternatives.
o
Students must be able to verify whether they have
achieved the objectives established in the didactic unit.
Self-assessment
should
always
be
understood
in
relation with the quality and quantity of the educational
objectives achieved.
• Creating opportunities for collaborative learning. The
course methodology will actively encourage students to find
the opportunities to collaborate on tasks and exercises to
achieve the desired learning outcomes. Formally, there are two
ways to realise this purpose:
o
The discussion forum, whose didactic characteristics
are discussed later.
o
The
final
essay
of
each
module,
excepting
the
Dissertation module, which should be the result of
teamwork, and worth at least half of the credits
• Continually motivating. The best motivation methods are
aimed at each participant personally, and this can only be done
via messages from the teacher using e-mail –see below. In
any case, the units may contain elements for self-motivation,
which attempt to keep students’ interest through captions in
22
the body of the text. For example, illustrations, cartoons and
comic strips, press cuttings, ironic comments, questions that
are left unsolved until the following section, etc.
3. Compiling complementary didactic materials. All units
require complementary reference material, which in an e–learning
programme should be put within reach of the course participant.
These materials should be included as annexes and be supplied
royalty-free.
4.
Planning
those
activities,
which
the
student
must
perform. This is the most difficult part given that it consists of
designing an itinerary of activities that will supposedly lead the
participant to acquire or exercise the competencies that must be
demonstrated to successfully complete the module. These activities
must be closely related to the case study or situation proposed at
the start of the module.
5. Proposing the final exam exercises. The exercises for the
final assessment (test and essay) are to be prepared previously,
but they must not be put at the students’ disposal until the time
when each didactic unit is considered finished.
23
3.2. Development of the course
During the development of the course, the teaching staff basically
performs three functions:
1. Motivation
2. Dealing with enquiries
3. Fomenting debate or the discussion forum
Didactic guidelines
1. Welcome message. The teaching staff should always keep
ahead of the students. Given that study time is very short, it is
important for the teacher to provide in advance, at the
beginning of each unit, welcome or guidance message. This
message should highlight the most relevant aspects of the unit
and, whenever possible, its relationship with the previous and
the following units. The message should start with a professional
question whose reply will depend on students’ command of the
didactic unit.
2.
Message
of
reassurance.
Motivation
is
of
utmost
importance in e–learning. For this reason, it is important for the
teacher to send a message every week, before the weekend,
reminding students of the relevance of the subject matter and
insisting that, if they are having any difficulties with the
material, the teacher is at their disposal.
3. How to deal with e-mail enquiries. Enquiries by e-mail are
a
substantial
part
of
the
teaching
task
throughout
the
development of the course and, to some extent, provide the
student with an insight into the teacher’s ways. For this reason,
special attention should be paid to the following.
1. Replies should be supplied immediately (within 24 hours).
If the enquiry is particularly tricky, the participant should
receive an indication as to when to expect the corresponding
reply and make them aware of the inherent difficulty in the
reply.
2. It is often useful to publish the question and the reply for
all participants and add it to the FAQ system.
Keep an eye on e-mail
24
3. It is also useful to establish a discussion board where such
questions can be posted. This can be used to encourage
students to help each other, and research their own and each
other's questions. The tutor can then moderate replies and
solutions, and a meaningful learning experience for the group
can be constructed from an initial difficulty of one individual
student. Much like a face-to-face seminar: the tutor sets
small tasks or exercises requiring relatively brief written, but
researched, answers or solutions on a weekly basis. These
too are posted on a
discussion board and
comment,
suggestions etc., are invited from the group. This serves
several
useful
pedagogic
functions:
it
encourages
the
development of research skills; provides continuous practice
at written presentation; similarly it prepares students for
publicising their work for comment and criticism, getting
them used to the idea that academic study is always, work in
progress and under constant revision; it ensures students
keep up with the learning material and timetable of study; it
provides an early warning system of possible problems
among
individual
students
and
conversely,
offers
an
indication of student progress; it achieves the demand of
group, co-operational and competitive, learning in one go,
similar to the environment we actually work in as professional
academics; and, vitally, it provides a revision database that
students can use later in their studies.
4. If the enquiry can be replied to through the material itself,
the student should be referred to the corresponding section,
without any reproach.
5. Whenever possible, the means of going into greater depth
on the reply should be provided (i.e., references to: articles,
books, websites, etc.).
6. The language and expressions used must be carefully and
sensitively chosen. The participant may receive the reply
after a hectic day’s work and may be suffering from a great
deal of stress.
4. How to lead a debating forum. A debating forum can be
one of the most critical elements of the course, due to the
exchanges between expert professionals from a variety of
different contexts. This is probably the most difficult aspect of
the development of the course.
25
1. The forum is always started by the teacher and based
Leading debate fora
upon a situation or practical case, which the teacher
describes with an opening intervention.
2. For the smooth running of the forum, it is essential for
there to be just an initial question, which should be
formulated so that it cannot be misinterpreted and is easily
understood. Any connection between the question and the
unit material should be clear and, if necessary, be given
special consideration by the teacher.
3. The role of the teacher at the forum can be summed up in
three broad aspects:
–
to
keep
students’
interest
through
suggestive
interventions – it is often useful to adopt the role of the
devil’s advocate.
– to periodically sum up the state of the discussion.
Participants’ interventions are usually lengthy and it is
quite easy to lose the thread, from one day to the next.
– to focus the evolution of students’ interventions around
the subject being analysed. The teacher should ensure
that the debate remains within the didactic objectives set.
An intervention may often draw attention to an absolutely
collateral, secondary element that ends up stimulating
interest due to its novelty. The teacher should attempt to
steer the debate back on course.
– to bring the forum to a close. The teacher should bring
the forum to a close by summing up the interventions and
concluding with regard to the initial situation.
4. The frequency of connections. As a general rule, bearing
all of the above in mind, the teaching staff shall connect to
the system on a daily basis, and will do their best to reply
within 24 hours to all enquiries received, and failing this,
announcing when they will do so.
Connect every day!
26
3.3. Assessment
The teaching staff disposes of a variety of tools for student
assessment:
1. The final test of each unit (4 per module).
2. The essay-report, which is sent at the end of each module.
3. Participation in the debate.
4. Other information generated by the system.
Didactic guidelines
1. Definition of objectives. Each module shall contain an
expression of the competencies the student will have acquired
by the conclusion. This expression will be as operative as
possible, so that the student is aware of the degree of
compliance with the proposed objective.
2. Clarity of assessment criteria. Each module must offer the
student a clear indication as to the relative weighting that each
of the module’s elements has towards the final marks. The
student must be able to understand how the final marks are
broken down.
3. Immediate feed–back. In an e–learning system, feed–back
needs to be as quick as possible. For this reason:
a. As already indicated, units must contain multiple
opportunities for self-assessment.
b. The results of the final exam should be sent to the
student within 24 hours whenever possible.
c.
The assessment concerning the final essay should be as
immediate as possible and reasonable. Upon receipt of
the essay, the teacher shall reply to the student to
acknowledge receipt, providing the latter with the date
when the corresponding mark will be sent.
4. Assessment. The final mark for each unit shall be accompanied
by a personalised comment. If the student has not come up to
the expected level in some competencies, he or she shall be
offered an opportunity to catch up –extra exercises, etc.- to
allow him to do so. He or she must not be prevented from
having the opportunity to do so, always within the time frame
established for the course.
What must feed-back be
like?