Information Technology Reference
In-Depth Information
the DiscoTest is standardized, formative, and grounded in research about learn-
ing. In developing the DiscoTest they use Fischer's Dynamic Skill Theory and
Dawson's Lectical Assessment System to design a new kind of testing infrastruc-
ture. DiscoTest provides students with an opportunity to engage in meaningful
action on their knowledge and offer useful feedback. The test system also gener-
ates scores and reports to the user. The tests are provided in the form of teasers
and students can take the same teaser several times to gain high-level under-
standing of concepts. This is possible because the test items are constructed to
be answerable at different level of sophistication. The chapter offers theoretical
background and capabilities of the system that can be used as a new tool in
assessment.
Self-regulated learning with MetaTutor: Advancing the science learning with
metacognitive tools is presented in Chapter 11 by Azevedo, Witherspoon, Chauncey,
and Burkett. The authors note that the complex nature of the learning content, inter-
nal, and external conditions and contextual environment requires students to regulate
their learning. Self-regulation involves among others, analyzing the learning con-
text, setting and managing learning goals, determining the learning strategies, and
assessing the strategies for learning. In an attempt to understand that complex nature
of computer-based learning environment, they propose computers as MetaCognitive
tools metaphor for enhancing learning. They describe the theoretical and conceptual
assumptions of self-regulated learning and explain the use of MetaTutor, a hyper-
media tool in teaching students self-regulated learning processes in biology. The
study found four major profiles of learners: each group use different navigational
strategies.
Reimann and Markauskaite present how E-research might change technology-
enhanced learning research in Chapter 12. They begin by drawing attention to the
readers that although learning technologies have advanced significantly, little has
fundamentally changed in the technologies and practices of doing research about
technology-enhanced learning. They discuss the affordances of existing and emerg-
ing technologies and possibilities in enhancing the learning research. Four levels of
technology that would enhance the research efforts are recognized. The first to con-
sider is grid technology/semantic networks including clouds computing and Web
2.0. The second level deals with the need and possibilities for distributed and inte-
grated learning research approaches and digital environment. The third area covers
methodological challenges and emerging approaches such as video analysis and
process analysis. Finally, the issue of how to develop trust in research finding is
discussed.
Chapter 13 deals with designing higher education courses using open educa-
tional resources. Rennie and Mason present their experiences in designing different
models of higher education courses and propose a theoretical framework for the
democratization of education through collaborative efforts. The core idea behind
the Open Educational Resources (OER) is to provide easy access to the course con-
tent that begins with overview, teaching materials, digitized articles, and relevant
information from the websites and supply with specific guidelines for study. They
