Technology as Tool: Web Utilisation (Pedagogy & Resources)

B. Pedagogy & Resources

References: 20, 42, 66, 80

1. Pedagogic Considerations:
   Are errors in educational design of web-based courses due to:

1. failing to engage the learner?
2. confusing interactivity with engagement?
3. focussing on content rather than outcomes?
4. mirroring traditional didactic approaches on the technology?
5. failing to recognise the social nature of learning?

2. Utilising web-based resources:
1. Are connections made between classroom practice and the ideas in web-based activities?
2. Is there an integration between lectures, web-based resources, practical exercises, field trips and assessment tasks?
3. Are web-based activities visually appealing, technologically transparent, interactive, contextually-based, enjoyable, connected to course content, and conceptual in nature?
4. When teaching with web based resources, are there a range of teaching strategies aligned to the pedagogical perspectives for both labs and theory to ensure learners’ success?
5. When teaching with web based resources, what pedagogical adaptations are there to meet the diverse cultural expectations of learners?

3. Online Assessment:
   [Ideally a combination of online and paper-based assessment; can be asynchronous.] Does it include:

1. open-ended questions?
2. online log books to develop planning and reflective skills?
3. a portfolio?

4. Cognitive Tools:
1. Are there random assessment parameters to enable re-testing and encourage collaboration between learners?
2. Does the learner have control over [sliding] mathematical parameters?
3. Is there minimal text on-screen but with clear reference to textbooks?

5. Learning artefacts:
1. Do potential artefacts include material tools (hardware, kitchen objects, chalkboards, [electronic] whiteboards, computers)?
2. Do potential artefacts also include intellectual tools, such as “scripts” for constituent tasks, mathematical operations, or principles of experimental design?